THE STUDY AND TREATMENT OF MOTHERS AND INFANTS,THEN AND NOW: MELANIE KLEIN'S “NOTES ON BABY” IN A CONTEMPORARY PSYCHOANALYTIC CONTEXT

This paper draws on Melanie Klein's (unpublished) observational notes of her infant grandson, written primarily in 1938 and 1939. Apart from moving glimpses into a young family's life, the notes contain astute observations of an infant's behavior and emotions. Compared with Klein's published writings, the style is less theoretical and polemical. Later, in his latency years, Klein's grandson was in analysis with Marion Milner, who in 1952 published a paper drawing on the treatment. The present paper focuses on (1) how observations and treatment of the same child and his family by clinicians in close relationships with each other (Klein, Milner, and Winnicott) fertilized reciprocal influence but also brought into question the validity of Klein's observations, and (2) the relative merits and contributions of various modalities in understanding the infant's psyche, including experimental research, direct observation, parent–infant psychotherapy, and reconstructions from older patients—as occurs, for example, in psychoanalysis.     

Exploring Child and Parent Factors in the Diagnostic Agreement on the Anxiety Disorders Interview Schedule

Worryingly low levels of parent–child agreement on child psychiatric diagnosis are reported. This study examined parent–child agreement on diagnostic categories and severity ratings with the Anxiety Disorders Interview Schedule, Child and Parents versions (ADIS-C/P). Children’s age, gender, motivation and self-concept and parent’s general psychopathology and diagnoses were examined. Participants were 110 children (aged 8–14 years) with a principal specific phobia diagnosis, and their parents. Findings revealed excellent parent–child agreement on principal specific phobia diagnosis (97.3%), and fair levels of concordance on most co-occurring secondary diagnoses. As expected, children with high motivation had generally stronger parent–child agreement on diagnoses and severity ratings (for ADHD p?p?p?相似文献   

Applying the Cognitive‐Affective Processing Systems Approach to Conceptualizing Rejection Sensitivity

The Cognitive‐Affective Processing Systems or CAPS theory ( Mischel & Shoda, 1995 ) was proposed to account for the processes that explain why and how people's behavior varies stably across situations. Research on Rejection Sensitivity is reviewed as a programmatic attempt to illustrate how personality dispositions can be studied within the CAPS framework. This research reveals an if ... then ... (e.g., if situation X, he does A, but if situation Y, he does B) pattern of rejection sensitivity such that high rejection sensitive people's goal to prevent rejection can lead to accommodating behavior; yet, the failure to achieve this goal can lead to aggression, reactivity, and lack of self‐concept clarity. These situation–behavior relations or personality signatures reflect a stable activation network of distinctive personality processing dynamics. These dynamics link fears and expectations of rejection, perceptions/attributions of rejection, and affective/behavioral overreactions to perceived rejection. Self‐regulatory and attentional mechanisms may interact with these dynamics as buffers against high rejection sensitivity, illustrating how multiple processes within a CAPS network play out in behavior.     

Distinguishing Disadvantage from Ill-Being in the Capability Approach

Ethical Theory and Moral Practice - Central capabilitarian theories of well-being focus exclusively on actual opportunities to attain states of being and doing that people have reason to value....     

You are not alone – adolescents’ experiences of participation in a structured skills training group for ADHD

Little is known about how adolescents with attention deficit/hyperactivity disorder (ADHD) experience participating in group therapy, an important factor to consider when developing treatment methods for this age group. This study aimed to explore how adolescents with ADHD experience participating in a structured skills training group program based on dialectical behavioral therapy. Semi-structured interviews were conducted with 20 adolescents (15–18 years of age) with ADHD after participating in a structured skills training group. The interviews were transcribed verbatim and qualitative content analysis were used to analyze the text. The participants emphasized the value of meeting other adolescents with ADHD and the opportunity to exchange experiences, strategies and tips. Participating in the group treatment made the adolescents realize that they were not alone, and feelings of togetherness and an increased acceptance of themselves were described. The participants associated the treatment with elevated knowledge and understanding, for example, about ADHD, their own functioning and helpful strategies. They also described emotional and behavioral changes, such as higher self-esteem, fewer inter-personal conflicts and improved concentration. Activating and experiential exercises were considered important elements of the treatment, and the participants expressed a need for a variation of exercises, as well as more time for practicing skills, discussions and breaks. The results indicate that the group format add an extra value to the treatment and that the use of an active approach throughout the treatment is of importance for this group of patients.     

How the Process of the CSR Activities Works on Private Hospitals and Pharmaceutical Firms: Multiple Case Study from Strategic Perspective

Journal of Religion and Health - The phenomenon of corporate social responsibility “CSR” has stimulated lots of debates and disagreement among the business scholars. One of the most...     

Witnessing racial discrimination shapes collective action for racial justice: Enhancing awareness of privilege among advantaged groups

Three studies tested whether witnessing incidents of racial discrimination targeting Black people may motivate White people to engage in collective action for racial justice. In studies of White Americans (Study 1) and self-identified White activist “allies” (Study 2), witnessing incidents of racial discrimination predicted greater willingness to participate in collective action for racial justice, through the pathway of enhanced awareness of racial privilege. Studies 1 and 2 showed that awareness of racial privilege uniquely predicted the link between witnessing incidents of racial discrimination and willingness to participate in collective action for racial justice; these effects were consistent both with and without controlling for Whites’ sense of identification with their own racial group. Study 3 tested experimentally how witnessing incidents of racial discrimination may compel White people to become more motivated to engage in collective action for racial justice. Compared to those in a control condition, White participants who were randomly assigned to watch a brief video depicting recent discriminatory incidents targeting Black people (e.g., Starbucks incident in Philadelphia, housing incident at Yale University) tended to show greater motivation to engage in collective action for racial justice, an effect accounted for largely by enhanced awareness of racial privilege. How witnessing incidents of racial discrimination can transform views of privilege and willingness to stand up for racial justice among members of advantaged racial groups is discussed.     

Social desirability in personality inventories: Symptoms,diagnosis and prescribed cure

An analysis of social desirability in personality assessment is presented. Starting with the symptoms, Study 1 showed that mean ratings of graded personality items are moderately to strongly linearly related to social desirability (Self Deception, Impression formation, and the first Principal Component), suggesting that item popularity may be a useful heuristic tool for identifying items which elicit socially desirable responding. We diagnose the cause of socially desirable responding as an interaction between the evaluative content of the item and enhancement motivation in the rater. Study 2 introduced a possible cure; evaluative neutralization of items. To test the feasibility of the method lay psychometricians (undergraduates) reformulated existing personality test items according to written instructions. The new items were indeed lower in social desirability while essentially retaining the five factor structure and reliability of the inventory. We conclude that although neutralization is no miracle cure, it is simple and has beneficial effects.     

Parenting stress and external stressors as predictors of maternal ratings of child adjustment

This study sought to disentangle the effects of different kinds of stress on maternal ratings of child externalizing and internalizing problems, social inhibition, and social competence, with a primary focus on parenting stress. The relations were explored in a sample consisting of mothers of 436 children (M_age = 7 years) in Sweden. Half the sample had had early clinical contacts during infancy due to child regulation problems, and the rest were mothers without known such early contacts. Demographic factors, family stressors, and parenting stress were examined in stress – adjustment models. Family stressors were clinical contact during infancy, current child and parent health problems, recent negative life events, and insufficient social support. Parenting stress as a mediator of the effect of other stressors on rated child adjustment was tested as was social support as a moderator of the effect of parenting stress on adjustment. The results showed that a higher parenting stress level was associated with maternal ratings of more externalizing and internalizing behaviors, more social inhibition, and lower social competence. Other family stressors and background variables were also found to be of importance, mainly for externalizing and internalizing problems and to some extent for social competence. Social inhibition had a unique relation to parenting stress only. Parenting stress mediated effects of other stressors in twelve models, whereas social support had no moderating effect on the link between parenting stress and child adjustment. Thus, parenting stress seems to be an important overarching construct. Clinical implications are proposed.