Psychoanalysis and Social Demand

In a public institution that works with adolescents who have committed infractions and the application of penalties that restrict the freedom of these adolescents, the psychoanalytical concept incompleteness has furnished the basis for an educational project. This same concept of non-wholeness has also been applied in order to explain why certain teenagers adhere to a criminal set of values instead of choosing righteous ones. Psychoanalysis teaches us to work through the demands that are made by our patients so as to bring the unconscious wish to the surface. Our work with these demands conditions the onset of still another demand: the request for clinical treatment. Both social and institutional demands can be treated in a similar way. In this paper, we associate violence with the notion of wholeness, therefore the acknowledgement of vulnerability and lack can actually restrain violence. This is a paradox sustained by psychoanalysis.     

Male and female images in a case of frigidity (discussion)

Abstract

The case of Anna presented by Professor Giliberti is discussed from an interpersonal perspective. Attention is given to Anna's real experiences of hypocrisy, social inadequacy, hatred and blame projection. Paranoid aspects are emphasized and seen as connected with a disparity between appearance and reality in the communicative pattern of the family.     

Turner Syndrome: A Review of Genetic and Hormonal Influences on Neuropsychological Functioning

Turner syndrome (TS) is a genetic disorder in females that arises from the loss of X chromosome material. Affected individuals demonstrate a characteristic neuropsychological profile of strengths in verbal processing and weaknesses in visuospatial processing, consistent with the Nonverbal Learning Disabilities syndrome. Previous research has described a wide range of visuospatial deficits in TS; however, their verbal abilities are less extensively studied. The present paper describes the processing difficulties of a 9-year-old girl with TS who demonstrated problems in integrating details of a complex visual display and using organizational terms to describe visual scenes or events. Her specific cognitive disabilities were thought to underlie some of the social and behavioral problems she was currently experiencing. Her pattern of results is consonant with the neuropsychological pattern that others have attributed to right hemisphere dysfunction and/or white matter abnormality.     

Creativity Research: Whither Thou Goest . . .

In Mumford's (2003) review of 2 major creativity handbooks, he outlines how the field has advanced. New methodologies and research paradigms have enabled a wider variety of variables and questions to be investigated. These advances enable specific processes important to creativity to be studied. Cognitive and affective processes important in creativity are better understood and differentiated. As a result, we can learn about different profiles of creative individuals in different domains. Currently, there is no comprehensive theory of creativity. For theoretical advancement to occur, we need an interdisciplinary approach.     

Differences Between High- and Low-Confident Football Players on Imagery Functions: A Consideration of the Athletes' Perceptions

Abstract

Over the years it has been proven that the use of imagery can be a highly effective performance-enhancement technique in sport and that confidence is the most consistent psychological construct in distinguishing highly successful athletes from less successful ones. The purpose of this study was to investigate the relationship between imagery use and confidence by high- and low-confident athletes. Recent research has suggested and shown that different athletes use the same image for different functions. These studies question the usefulness of the Sport Imagery Questionnaire (SIQ) as it consists of 30 images that comprise 5 functions. In this study, an original and a modified version of the SIQ were used. The modified SIQ took into account that different athletes could use the same image for different functions as it computed the SIQ function scores according to the athletes' perceptions. Seventy-nine male collegiate football players participated. It was found that the imagery–confidence relationship differed according to how the SIQ subscale scores were computed.     

Love Will Do the Thing That's Right: Commentary on Paper by Stuart A. Pizer,Ph.D., A.B.P.P.

In this paper, hope is explored as a motivating force in analysis. To see the patient's and the analyst's hopes in terms of changes they expect the treatment to accomplish emphasizes the cognitive aspect of hope. While touching on these cognitive expectations, this paper focuses on the emotional, rather than the cognitive, function of hope in treatment. It addresses the question of how hope can inspire analytic participants to have the strength and stamina that analysis requires.     

Exploring the Judgment–Action Gap: College Students and Academic Dishonesty

This study examined differences between university students who were caught and sanctioned for cheating, students admitting to cheating but who were not caught, and students reporting that they had never cheated. Our findings showed that noncheaters are older, have better grade point averages, and have more sophisticated moral and epistemological reasoning skills. Qualitative analyses revealed that denial of responsibility and injury were the most common neutralization techniques and differed between the sanctioned and self-reported cheaters. We discuss the need to examine the extent to which reasoning skills have a causal impact on cheating behaviors.     

Interaction and Participation for Young Hispanic and Caucasian Girls' and Boys' Learning of Media Content

Young Hispanic and Caucasian children viewed an animated educational television program in conditions that varied the level of interaction required. Girls and Caucasian children identified with the Hispanic female character more than boys and Hispanic children did. Children who actively responded to character prompts were more likely to understand the important program content than were those who simply observed it. Interaction was especially beneficial to Hispanic girls. The results suggest that programs designed to involve children in the content through participation or interaction provide unique opportunities for children to learn important educational media content, and that even very young children are sensitive to qualities of the symbolic role models who deliver those messages.     

Unmasking “Alive”: Children's Appreciation of a Concept Linking All Living Things

Decades of research have documented in school-aged children a persistent difficulty apprehending an overarching biological concept that encompasses animate entities such as humans and nonhuman animals, as well as plants. This has led many researchers to conclude that young children have yet to integrate plants and animate entities into a concept of LIVING THING. However, virtually all investigations have used the word “alive” to probe children's understanding, a term that technically describes all living things, but in practice is often aligned with animate entities only. We show that when alive is replaced with less ambiguous probes, children readily demonstrate knowledge of an overarching concept linking plants with humans and nonhuman animals. This work suggests that children have a burgeoning appreciation of this fundamental biological concept, and that the word alive paradoxically masks young children's appreciation of the concept to which it is meant to refer.     

Attachment as an informative relationship

Levels of awareness, a personal construct concept that explains varying levels of "consciousness" while respecting the felt experience of the client, has not been systematically explored within the personal construct literature. Six processes associated with varying levels of awareness are discussed in this article: (1) ways the client's meaning system may preclude possibilities experienced by the therapist, (2) implications of the system that have not been elaborated, (3) terror associated with exploring the contrast poles to meanings, (4) framing assumptions that limit our awareness of issues, (5) suspended events and the shutting down of meaning-making, and (6) nonverbal construing. These processes have implications for how the clinician will connect with and engage the creativity of the client.