Emotional reactions to harmful intergroup behavior

In this paper, we examined reactions to situations in which, although one is not personally involved, one could see oneself connected to either the perpetrators or the victims of unfair behavior. We manipulated participants' similarity and measured their identification to either one of two groups which participants later learned was the victim or the perpetrator of harmful behavior. As predicted, making salient similarities to the victims lead participants to: 1) appraise the perpetrator's behavior as more unfair; 2) experience more anger; and 3) be more likely to take action against it and less prone to show support for it as a function of their level of identification with their salient ingroup. In sharp contrast, focusing participants' attention on their similarities to the perpetrators reversed this pattern of findings: Compared to high identifiers, low identifiers appraised the behavior as more unfair than high identifiers, which made them feel angry (and guilty) and less likely to show support for the perpetrator's behavior. The data also provide strong support for a mediational model in which appraisal of the situation colors the emotional reaction which in turn orients action tendencies. We discuss the implications of our findings for the issue of group‐based emotions. Copyright © 2006 John Wiley & Sons, Ltd.     

“We Need a Song of Hope”: Responding to the COVID-19 Informational and Psychospiritual Needs of Residents of a Gated Community in the Philippines

Journal of Religion and Health - The brutal disruptions caused by the novel coronavirus (COVID-19) pandemic require dynamic ways of responding, not only to the informational needs of communities,...     

An analysis of stereotypy during prevocational instruction of an adolescent with severe mental retardation

An adolescent with severe retardation was observed during participation in several vocational tasks. The vocational tasks were comprised of repeating sequences of work-related responses. Across two experiments, conditions that are typical in the training of vocational tasks in special education and adult vocational programs were manipulated and the effects of these conditions on rates of vocational sequences completed and rates of stereotypic behavior were assessed. In Experiments 1 and 2, the adolescent was reinforced with a food item following the completion of vocational sequences under two alternating reinforcement contingencies. Under one contingency, the adolescent performed with frequent errors and under the other, often performed without errors. In Experiment 3, the adolescent participated with another student in a different vocational task on alternating days and in an alternating sequence of work conditions in each task. In one condition, both adolescents had vocational materials nearly continuously present and the teacher prompted and reinforced both adolescents as needed. In the other condition, the vocational materials were presented to the adolescents on an alternating basis, and the teacher prompted and reinforced first one and then the other. Across both experiments, increased competence reflected as high rate, error free, and consistent vocational performances were associated with low rates of stereotypic behavior when compared to conditions with less competent performances, and with leisure periods in Experiment 3. © 1997 John Wiley & Sons, Ltd.     

THE REDUCTION OF SELF INJURY IN TWO ADOLESCENTS WITH PROFOUND RETARDATION BY THE ESTABLISHMENT OF A SUPPORTED ROUTINE

Two experiments applied a conceptualization of competence to the treatment of self injury in two adolescents with profound retardation. In Experiment 1, a multiple baseline design across two activity periods was used to assess the effects of reinforcing completion of a five-step packaging routine on repetitious facial hitting in one participant. The rate of facial hits decreased when teachers reduced the latency between a pause by the participant and a prompt from the teacher to continue, pauses having been observed to be followed often by sequence errors, and sequence errors by facial hitting. In Experiment 2, a reversal design was used to compare the effects on head hitting and hand biting by substituting a premeal and dining routine in a second participant. The new routine replaced a largely instructional routine that required discriminations, receptive language, and motor performances not likely to emerge in the participant's repertoire. Discontinuation of the instructional routine reduced self injury; institution of the new routine permitted the development of a highly independent series of performances without reoccurrence of self injury. The combined results of the two experiments point to the potentially evocative nature of common teaching approaches and techniques, and the habilitative effects of designing performance expectations with greater prognosis for acquisition.     

Newborn screening and intervention in the context of health care

This article describes a special research project designed to develop a method to assess high risk families in the newborn period. The Borgess Interaction Assessment Screener is described, including reference to scoring and interpretation. Current research issues on the screener are explored. Finally, note is made of an intervention program which is an important companion of the high risk screener project and which will be reported on more fully at a later date.     

Inside the Revolution: Power,Sex, and Technique in Freud’s “‘Wild’ Analysis”

This essay situates Freud’s “‘Wild’ Analysis” in its local and global histories, even while reading it for what it can tell us about psychoanalysis now. Even as it is taken on its own terms, this essay serves also as a means to consider psychoanalysis as host to crucial tensions, its ideas and their relation to technique, its traffic in power, and sexuality and the primal crime. Using a clinical vignette, the essay argues the heterogeneity and multiplicity inherent to psychoanalysis are a gift to later generations, even if they made trouble for Freud. In celebration and critique, it examines, in effect, where Freud was and where psychoanalysis is now.     

Human freezing in response to affective films

Human freezing has been objectively assessed using a passive picture viewing paradigm as an analog for threat. These results should be replicated for other stimuli in order to determine their stability and generalizability. Affective films are used frequently to elicit affective responses, but it is unknown whether they also elicit freezing-like defense responses. To test whether this is the case, 50 participants watched neutral, pleasant and unpleasant film fragments while standing on a stabilometric platform and wearing a polar band to assess heart rate. Freezing-like responses (indicated by overall reduced body sway and heart rate deceleration) were observed for the unpleasant film only. The unpleasant film also elicited early reduced body sway (1–2 s after stimulus onset). Heart rate and body sway were correlated during the unpleasant film only. The results suggest that ecologically valid stimuli like films are adequate stimuli in evoking defense responses. The results also underscore the importance of including time courses in human experimental research on defense reactions in order to delineate different stages in the defense response.     

Simultaneous Group and Insulin Therapy

Abstract

The concept of focus can provide a meaningful bridge between theory and practice. The authors’ aim in this paper is to demonstrate that for theory to be clinically useful, it should provide a sense of focus and organization for clinical work. They illustrate how their particular use of a self–psychological/intersubjective model leads to an emphasis on what they refer to as “sustained empathic focus.” The authors’ choice of concepts leads them consistently to stress the patient’s subjective experience and emerging vulnerability.