Towards a State of Being Able to Play: Integrating Gestalt Concepts and Methods into a Psychodynamic Approach to Counselling

The possibility of establishing a rationale for integrating Gestalt concepts and methods into a psychodynamic approach to counselling is examined. Examples are drawn from the writer's current student counselling practice, and four positive indicators for the use of Gestalt are identified. Winnicott's insights on the importance of playing and creativity are seen as offering a significant link between the two therapeutic modes.

'Psychotherapy has to do with two people playing together. Where playing is not possible, then the work done by the therapist is directed towards bringing the patient from a state of not being able to play into a state of being able to play'. Winnicott (1974a. p. 44)     

Reaction time to the offset of brief auditory stimuli

An earlier investigator has found that the time at which the offset of a stimulus is perceived depends on the time of stimulusonset, rather than on the time of stimulus offset, for stimuli briefer than a critical duration of the order of 100 msec. In an attempt to determine whether this effect extends to reaction time (RT), we have determined RT to the offset of brief noise bursts. RT was found to be essentially constant as a function of stimulus duration. Thus, RT to stimulus offset appears not to be related to the time of perception of offset, as determined in the earlier investigations.     

Masking of tones by tones and of noise by noise

Using a two-alternative temporal forced-choice technique, two binaural detection experiments were performed. In the first, the detectability of a 250-Hz 128-msec tonal signal masked by a gated 70-dB SPL tone of the same frequency and duration was measured as a function of the level of the signal, the phase angle at which the signal was added to the masker, and the interaural phase difference of the signal. In the second experiment, the signal was a wideband (100-3,000 Hz) 128-msec Gaussian noise masked by a continuous Gaussian noise of the same bandwidth and coherent with the signal. The detectability of this noise signal was measured as a function of the same variables investigated in the first experiment. In both experiments detectability was found to follow a simple energy- or power-detection model when the interaural phase difference was 0 deg. When the interaural phase difference was 180 deg, the function relating the signal level required for a constant level of performance to the signal-masker phase angle is such that neither the Webster-Jeffress hypothesis nor Durlach’s E-C model accounts for the data. The data are reasonably well fit by a model proposed by Hafter and Carrier.     

Lateralization of an auditory signal in correlated noise and in uncorrelated noise as a function of signal frequency

Listeners lateralized a monaural signal presented against a continuous background of perfectly correlated noise (NO) or of uncorrelated noise (NU). Measures of signal detectability were also secured in separate tests. Psychometric functions (percent correct vs signal energy) were determined for each task. For a tonal signal of either low or high frequency, a listener requires only slightly greater signal energy (about 1 dB) in order to lateralize as well as he can detect when the noise is uncorrelated (NU). When the noise is perfectly correlated (NO), the slope of the psychometric function for lateralization depends upon signal frequency. With 250 Hz, the slope of the psychometric function for lateralization is much smaller than that for detection. With 1,000 Hz, the function for lateralization is steeper than that for 250 Hz, but the slope is still less than that of the function for detection for 1,000 Hz. With 2,000 Hz, the function for lateralization has about the same slope as that for detection.     

Sampling autobiographical memory

An empirical procedure for probing autobiographical memory was assessed. Words designating common objects, activities, and feelings were used as guides for recall of discrete experiences. Four properties of the recollections were assessed: latency, age of occurrence, temporal specificity of memory report, and type of experience. The three results of most general interest were: (1) consistent differences in properties of reports elicited by affect terms and those elicited by object and activity words; (2) a curvilinear relationship between latency and event age; and (3) reliable sex differences. Several proposals regarding the organization of autobiographical memory, and voluntary recall of personal experiences are discussed.     

Adolescents' perceptions of the causes and consequences of success in sex-linked occupations

Junior and senior high school students rated the extent to which occupational success is attributable to internal versus external factors and the extent to which it results in negative versus positive outcomes; 144 seventh through twelfth graders responded to one of six success cues in which either a male or female character was depicted achieving success as a doctor, nurse, or department head. Junior high girls assigned a more positive valence to success than junior high boys (p<.001), with no sex differences among the senior high subjects. Girls of both age groups were more likely to rate success as difficult to achieve (p<.01) and requiring more effort (p<.05), while boys were more likely to indicate that success was a function of luck (p<.01). Socialization influences which may have mediated the age and sex differences are discussed.     

Development in the understanding of causes of success and failure in verbal communication

Each child observed a communication game in which two dolls sent messages to each other so that the listener doll could pick out a matching card.Allocations and justifications of blame were examined as a function of the age of the child, adequacy of message, correctness of choice, and seating position. The results were generally consistent with two propositions. Younger children passed judgements as though they were asking themselves whether the message sent was inconsistent with the speaker's card — only when this was so was the speaker blamed. Older children blamed the speaker and cited the inadequacy of the message whenever the message did not identify the speaker's card uniquely, even when communication was successful.