Immigration: The “Illegal Alien” Problem

ABSTRACT

The present paper explores the “immigration crisis” both in the United States and in countries around the world. Consideration is given to what is typically absent in public discourse—that is, that immigration is inflected with race, class, ethnicity, religion, and language. Drawing on the work of several leading scholars in philosophy and linguistics, with particular attention to how metaphor shapes thinking, the “immigration problem” is unpacked to examine the issues embedded within its characterization as a “crisis” and for whom that might be so. Examined as well are the larger sociopolitical issues beyond the worldwide public outcry about securing borders. The paper rests analysis of both how the immigrant “other” is characterized and the larger sociopsychological significance of that characterization within the idea of the social unconscious. Finally, the paper explores the role of the group analyst as “citizen therapist” in expanding empathic engagement among groups affected by the huge migration flows. Included are recommendations for the role the group analyst may play in addressing the issue of immigration in our groups and communities.     

Stress experience and performance during an oral exam: the role of self-efficacy,threat appraisals,anxiety, and cortisol

Background and Objectives: High self-efficacy may reduce emotional and physiological stress responses in the context of an examination. The present study investigated how these stress responses develop on an exam day, and sequential indirect effects between self-efficacy, threat appraisals, stress responses and performance.

Design and Methods: The sample comprised 92 students (46 women). Self-efficacy, threat appraisals and state anxiety were assessed on a control day one week before an oral exam. Additionally, anxiety was assessed three times on the exam day. Salivary cortisol samples were collected at all time points.

Results: Pre-exam anxiety and cortisol decreased until grades were announced. For both responses, greater levels were related to a steeper decline. However, changes in anxiety and cortisol were unrelated. Self-efficacy was negatively related to threat appraisals and anxiety on the control day. Greater threat appraisals were associated with higher pre-exam anxiety and a steeper anxiety decrease on the exam day, which in turn, was related to better performance.

Conclusions: High levels of self-efficacy may reduce threat appraisals and anxiety in the lead up to an exam, which are related to the intensity and decline of anxiety on the exam day. A steeper decline of anxiety may be beneficial to performance.