The path towards a professional identity: An IPA study of Greek family therapy trainees

Objective: Contemporary psychotherapy research has focused mainly on practitioners' training and education. The impact of training on professional development and the application of therapeutic skills have been the primary foci of the empirical literature. The aim of this paper is to present the experiences of seven family therapy trainees regarding their personal paths toward the development of professional identity as they underwent training in systemic psychotherapy. Method: In‐depth interviews were conducted and analysed using Interpretative Phenomenological Analysis. Results & Conclusions: Seven themes were identified: The Quest, Developing by Relating, Learnings, Personification of Training, Use of Self, Self‐Care and Empowerment, and Reflecting on the Role of the Therapist. The findings are discussed with regard to the development of the ‘therapist as a person’, gaining acknowledgement and autonomy, and the development of a community of therapeutic practice.     

Understanding the Independent Influence of Duty and Achievement Striving When Predicting the Relationship Between Conscientiousness and Organizational Cultural Profiles and Helping Behaviors

The theory that 2 facets of the factor conscientiousness, duty and achievement striving, are related to self- or other-centered motives, is supported in 2 studies. In Study 1 (N = 204 undergraduates), the self-centered facet of achievement striving was found to be the most important predictor of attraction toward organizational cultures that were outcome-based, aggressive, and emphasized rewards. Achievement strivers were less attracted to supportive and decisive organizations. In Study 2 (N = 189 part-time MBA students) the other-centered facet of duty was found to be predictive of helping behaviors. Theoretical and practical implications are discussed.     

Froebel and the Rise of Educational Theory in the United States

This contribution compares entries on Friedrich Froebel and the kindergarten in German and United States histories of education from 1857 to 1933. In the American histories, Froebel appears as the great hero of education of the 19th century, whereas in the German histories, Pestalozzi is the hero. This difference in the perspectives goes back to fundamental differences in the political culture and political traditions of the two countries, which differed greatly as to the shaping of the public and private spheres. Consequently, there were also different views on public education. In the immigration society of the United States, it was important to integrate children with various language and cultural backgrounds. As families could not do this alone, public kindergartens were needed. In Germany, in contrast, Froebels idea of the kindergarten was seen as an attack on family ties, and Pestalozzi was highly esteemed, because he made home education central. The American interest in making citizens produced Froebel as the hero; the German interest in leaving the education of young children to mothers and in the family lauded Pestalozzi. This case study of the reception of Froebel in Germany and the United States illustrates the high context-dependence of the construction of educational heroes.     

The long-term effects of ability grouping in mathematics: A national investigation

The complexities of school tracking have resulted in patchy explanations of how it might affect students’ academic success. We aim to develop a comprehensive understanding of tracking by investigating its long-term relationships with student outcomes. Our study is informed by sociological and social psychological theoretical perspectives that explain how this school practice may wield its influence. We use panel data from the National Education Longitudinal Survey (NELS:88) for a comprehensive analysis of the associations between ability grouping in the eighth grade and subsequent social psychological and academic variables in the 10th and 12th grades, respectively. By covering three waves of data that monitor the mathematics progress of middle school youngsters as they go through high school, we present the durable relationships of tracking. Our method compares students in tracked and untracked schools, and further partitions these students into high and low ability groups. Our results reaffirm that tracking has persistent instructional benefits for all students. Yet, high-achieving students who are tracked in middle school may suffer considerable losses in self-concept that subsequently depress their achievement, and mathematics course-taking. Implications are for a broad range theory of tracking and for further empirical work on the viability of heterogeneously-grouped classes.An earlier version of this paper was presented at the International Sociological Association (ISA) XV World Congress of Sociology, Brisbane, Australia, July 7th through 13th, 2002     

Watching your troubles away: television viewing as a stimulus for subjective self-awareness

Three studies explored the role of television viewing in eliciting subjective self-awareness and positive self-feelings. Study 1 assessed the effects of self-awareness manipulations via exposure to a neutral television program on actual-ideal discrepancies. Those who watched television showed significantly smaller self-discrepancies than those who did not, independent of mood. Study 2 demonstrated the ecological validity of this finding by replicating it with people watching television in their own homes. Study 3 investigated whether manipulations of self-feelings affected television watching. Results indicated that those who received failure feedback watched television longer than those in a control condition who likewise watched television longer than those who received success feedback. Television appears to be an effective stimulus to direct the focus away from oneself and to render people less aware of how they are falling short of their standards.     

Is subitizing a unique numerical ability?

Two models that predict the relation between mean enumeration time and numerosity in a speeded enumeration experiment are tested. The first is a bilinear two-process model, and the second is a log-linear single-process model. Previously, support for the bilinear model has provided evidence for the existence of a unique numerical ability called “subitizing.” Both models are shown to yield close approximations to the empirical data, but at the same time to consistently violate the robust shape of these data. Two fundamental discrepancies exist: (1) Enumeration of singleelement displays is unpredictably fast, both in the data reported here and elsewhere, and (2) the response-time function for multiple elements is continuously convex upward, with a significant log-quadratic component. The findings support the contention that enumeration is a capacitylimited process, but no statistically reliable change in processing character, that is, from subitizing to some other process, is evident in enumeration of displays of up to six elements.     

Assessment typology and intervention with the survivors of stalking

This review article proposes use of a case example to explore a therapeutic framework that utilizes short-term crisis intervention to assist the survivor of the stalking experience. Legal sanctions and laws to protect these victims have been criticized as lacking, and many times in the past mental health professionals have been accused of allowing survivors of stalking to slip through the cracks. This article was written to provide the reader with the basic information needed to begin to understand, diagnose, and treat the survivor exposed to this type of phenomenon.     

Gender and projective imagination of threat in achievement and affiliation situations

In a study by Pollak and Gilligan (1982) where fantasies of violence were seen as indicative of perception of danger, women responded with more violent imagery to situations of achievement, whereas men responded with more violent imagery to affiliation situations. This indicates gender differences in motivational needs, which corresponds to modern gender development theories (e.g., Chodorow, 1978). In the present studies, the hypotheses that women fear achievement situations whereas men fear situations of affiliation were tested on Swedish samples totaling 44 men and 47 women. In Study 1, the hypothesis that violent imagery correlates with affiliation themes in the stories written by men was partly supported, whereas the hypothesis that violent imagery would be highly correlated with achievement themes in the stories written by women was not confirmed. In Study 2, no support was obtained for the hypotheses. In sum, contrary to previous studies, no substantial support was obtained for the hypothesis that women connect violent imagery with achievement situations, whereas some evidence was found for the hypothesis that men construe danger as arising from affiliation situations. The greater incidence of violence in men’s fantasy reported in previous studies was not supported in either of the two studies. The results are discussed in the context of cross-cultural differences.     

A mixed methods research study on the video‐based counselling method Marte Meo

Marte Meo is a video‐based counselling method founded by Maria Aarts in the Netherlands and now in worldwide use (Aarts, Aarts Production, 2008). Marte Meo has been adopted and put into practice by a large and diverse network of trained and certified counsellors across the world. It was invented, developed and spread by a vanguard of practising counsellors who have adapted it to a variety of contexts. This is a classic example of research and theory emerging from and following practice; we first need to synthesise the lessons the practitioners and families have learned. We need to better understand how it is implemented; how it is viewed by its practitioners and recipients; and the extent to which variability in implementation may be an asset or a drawback in the continuing evolution of the programme, and in any eventual attempt to document its effects. Therefore, the present article aimed to address this important and hitherto unexplored research topic of the Marte Meo method in counselling and to describe the current state of use of Marte Meo. How is Marte Meo used and applied in a counselling and therapeutic context? Who uses Marte Meo in professional practice? Which function and which meaning does Marte Meo have in general practice and especially in counselling and therapy? What are typical concerns, goals or areas of application? We report on an ongoing mixed methods research project which began in 2015. This paper focuses on the research methods. We will explain why an integrated exploratory sequential design (Cresswell, 2017) is best suited to our purposes. The exploratory sequential design of the Marte Meo project has five phases: as the first phase, we conducted a systematic literature review, analysing the status of existing research. The staged qualitative research consisted of designing, conducting and analysing semi‐structured interviews with parents and Marte Meo counsellors (phase 2), and then using that analysis to inform the design, the conduct and the analysis of videotaped observations of everyday situations in day‐care centres to examine the process and effects of Marte Meo interaction elements on children (phase 3). Combining these qualitative analyses then became the basis for the development of an online questionnaire that could enable us to collect quantitative data on the current use of Marte Meo in practice by experts (phase 4). This builds into the fifth phase in the final interpretation. One of the key findings of the qualitative parts is that Marte Meo is perceived as advantageous. The experts reported more joy and success in their work. In particular, in the pedagogical context, the daily, resource‐oriented ‘Marte Meo view’, which was sharpened by the training, seems to be essential, as it enables an awareness of the needs of the interaction partners and the beneficial interaction elements. Moreover, for some interviewees the use of Marte Meo does not seem to be limited to professional practice, but is expressed in a general humanistic attitude towards interpersonal relationships of all kinds. The quantitative survey has confirmed and supplemented these results. On the other hand, we found that Marte Meo is most often used in addition to the systemic approach. A later article will focus more on the findings. This article will conclude with a discussion of the advantages and disadvantages of the research design—concerning this special research project and concerning counselling research in general.     

Is the area measure a historical anomaly?

Green's well-known area theorem establishes an equivalence between the area under the yes-no ROC curve and the percent correct of an unbiased observer in a two-alternative forced-choice (2AFC) task with equivalent stimuli. In this article, we show that this conversion from yes-no detection data to hypothetical performance in a 2AFC task is unnecessary: The same yes-no detection data that are used to compute the area statistic can always be used to compute the percent correct of an unbiased observer in the yes-no detection task itself. We also show that the ROC curve may not be the ideal graphical device for many investigators. A more natural representation of the difficulty of a discrimination task is obtained by plotting the distribution of the posterior betting odds under equal base rates, which can be estimated from their distributions under unequal base rates. Finally, unlike the area measure and other traditional detection theory statistics, both the yes-no percent correct measure and the odds distributions generalize in an obvious and direct way to classification paradigms with more than two responses (e.g., identification).