Jealousy and emotional responsiveness in young children with ASD

We investigated manifestations of jealousy in preschoolers (n=32) with autism spectrum disorder (ASD) and in a group of typically developing children (n=18) matched on mental age, verbal mental age, nonverbal mental age, and mother's education. Main results revealed explicit indices of jealousy in two thirds of the children with ASD compared with 94.5% in the typical group. In addition, different manifestations of this emotion emerged in the ASD group compared with the matched control group. Regarding mental and affective correlates of jealousy, expressions of jealousy correlated with IQ only for the children in the ASD group, and the ASD group revealed deficient emotional responsiveness (ER) capabilities. Significant correlations emerged between jealousy and ER in both the ASD and control groups. Discussion focuses on implications of these findings for understanding the core emotional deficit in autism.     

Covert judgements are sufficient to trigger subsequent task-switching costs

This research examines whether we have a tendency to repeat mental processes leading to decisions or judgements that are not accompanied by overt behaviours. We adapted the task-switching paradigm so that on selected trials task processing would be terminated prior to response execution. Switch costs were present subsequent to trials where task processing was terminated either at the stage of response selection or at the earlier stage of making a covert judgement (a mental decision) about the target stimulus. These costs were residual, as they occurred despite long preparation intervals, and they did not result from cue-switching or feature-repetition effects. We conclude that the same type of control mechanism may be recruited to select between potential alternative tasks whenever a stimulus needs to be processed in a task-specific way, regardless of whether or not an overt response is required.     

Transformational education for psychotherapy and counselling: a relational dynamic approach

ABSTRACT

An evolving relational dynamic approach to psychotherapy and counselling education is described. Key themes integrated within the approach are the learning community and transformational relationships. Learning is a reciprocal change process involving students, teachers, supervisors and therapists in overlapping learning communities. Drawing on evidence that effective outcomes in therapy correlate with effective aspects of the therapeutic relationship, the relational dynamic approach emphasises the findings of attachment and intersubjectivity theorists. The intersubjective matrix of infant/caregiver and client/therapist is mirrored and embodied in the relational ethos of training and actively engaged in group supervision. An emphasis on embodied relating is discussed, drawing on infancy studies and recent neuroscientific findings     

The role of working memory in achievement goal pursuit

The present research examined the role of working memory in the pursuit of qualitatively different achievement goals. Pursuit of a mastery-approach goal entails a focus on developing self-referential competence while a performance-approach goal entails a focus on demonstrating normative competence. Across two experiments it was found that, when working memory is loaded, individuals pursuing a mastery-approach goal experienced larger performance decrements than individuals pursuing a performance-approach goal or those in a no-goal control. It was also found that reliance upon working memory intensive strategies (explicit strategies) was more evident for those in a mastery-approach condition, whereas reliance upon less working memory intensive strategies (implicit strategies) was more evident for those in the performance-approach condition. Results suggest that a motivated focus on developing self-referential skill relies heavily on working memory, facilitated by the use of deliberative, ‘step-by-step’ strategies during goal pursuit. Conversely, a focus on demonstrating normative skill depends less on working memory, facilitated by the use of more heuristic ‘short-cut’ strategies during goal pursuit. These findings show, for the first time, that working memory plays an important, but selective, role in achievement goal pursuit.     

The Crimes and Punishments of the ‘Enemies of the Church’ and the Nature of Russia’s Desecularising Regime1

Following a longstanding sociological tradition, this paper looks at reactions to nonconformity in order to understand the nature of social norms. In particular, it explores the patterns and scope of intolerance towards the perceived ‘enemies of the Church’ in order to understand social norms emerging in post-atheist Russia. Utilising the ‘social drama’ approach, the paper offers a comparative case study of increasingly repressive reactions by the Russian Orthodox Church (ROC) and state to two art exhibitions at the Sakharov Museum and anti-clerical publications by a blogger in Karelia, along with an in-depth analysis of the recent (2012) Pussy Riot action at Christ the Saviour Cathedral in Moscow and the resulting trial and punishment of three of the band’s members, as well as of a variety of events that have followed this initial action. We then utilise national and cross-national representative survey data to suggest that these repressive reactions were congruent with an intolerant public sentiment towards opponents of the ROC. Ultimately, we draw on Durkheim’s dialectic of norm and deviance, work on disciplinary modalities of power by Foucault and Agamben, desecularisation analysis and social identity theory to argue that the severe punishment of the perceived ‘enemies of the Church’ and the popular support for it reflect the crystallisation of a new normative system brought about by the desecularising regime in Russia, a regime which is characterised by a symbiosis of the ROC and the state.     

Christian College Students' Perceptions of Faculty Spirituality

At an evangelical Christian university, 21 college seniors were interviewed to determine the criteria by which they evaluate faculty spirituality. Students expressed hesitancy in making such an evaluation because of the complexity of determining the quality of another person's spirituality. However, the four most-mentioned, perceived indicators of faculty spirituality were prayer at the beginning of class, devotions at the beginning of class, integration of faith and learning, and caring and concern for students. Students attached qualifiers to prayer and devotions as indicators, but not to the integration of faith and learning or to caring and concern for students.     

Main and interactive effects of social support in predicting mental health symptoms in men and women following military stressor exposure

Abstract

Evidence across a multitude of contexts indicates that social support is associated with reduced risk for mental health symptoms. More information is needed on the effectiveness of different sources of support, as well as sex differences in support. Associations between social support from two sources – the military unit and friends and family – and mental health symptoms were examined in a study of 1571 Marine recruits assessed at the beginning and end of a highly stressful 13-week training program. Military social support buffered the stressor exposure–posttraumatic stress symptomatology (PTSS) relationship, whereas the relationship between stressor exposure and PTSS was highest when civilian social support was high. Further inspection of the interactions revealed that military support was most important at high levels of stressor exposure. Sex differences in the relationship between social support and symptoms were found, such that support from military peers was associated with lower levels of PTSS for men, whereas civilian support was associated with lower PTSS for women. While civilian social support was associated with lower levels of depression symptom severity in both women and men, the relationship was stronger for women. Reviewed implications focus on the importance of considering the recipient, source, and context of social support.     

Traumas With and Without a Sense of Agency

The authors differentiate two types of traumatic experience: trauma with agency and trauma without agency. The types are different despite the fact that the symptoms of both look similar enough to fall within the diagnosis of post-traumatic stress disorder (PTSD). The differentiating factor is the sufferer's sense of agency during the circumstances surrounding the trauma. What is traumatizing is that the individual acted in some way that, however adaptive in the moment of threat and crisis, was ultimately loathed simultaneously or subsequently by the person's larger self and seen by this larger self as defining of character. Traumatized clients with a sense of agency require treatment that comes from being cared for and loved despite this hated facet of self.     

Sexual Exploitation in Children: Nature,Prevalence, and Distinguishing Characteristics Reported in Young Adulthood

The aim of this study was to explore the nature and extent of sexual exploitation in a university student sample, while being clear that sexual exploitation is sexual abuse. Overall, 47% of participants (96 out of 204) reported having been approached by an adult in a sexual manner when they were under the age of 16. The study predicted that a number of individual characteristics would increase a young person’s vulnerability for sexual exploitation. These included low self-esteem, external locus of control, social loneliness, and insecure attachment. Results indicated lower levels of self-esteem among those who had been approached sexually, although it is not clear in terms of causality. There were no differences in scores for locus of control or loneliness. Relationship anxiety was significantly linked with children having engaged in sexual behaviors with an adult. The implications of these findings are discussed in terms of emerging individual characteristics relating to a risk of sexual exploitation.     

Good Catholics: The Battle over Abortion in the Catholic Church

Abstract

Queer readings of the Bible are sometimes understood to be irrelevant for uses of the Bible in theology, theological education, and ministry. This address challenges that understanding by considering ways in which portions of the Bible take positions vis-à-vis religious tradition that parallel moves made in queer theory and queer theology. Using the task of preaching as an example, the address suggests that queer readings can be useful for the practice of Christian ministry even as such readings challenge certain ‘common-sense’ conceptions of ministry, theological education, and religious community.