Counter-Recognition in Decolonial Struggle

In decolonial struggle, there is an old colonial order that must be forever dismantled, with all its trimmings of unearned privilege, embedded in generations of wealth. There is a new order to be established, with new constellations of links with the global world. It is with this moment of significant social questioning, disruption, and revolution that this paper is concerned. Colonial situations, wherever they occur, affect our social and political lives deeply, and as they penetrate into our therapy rooms, with identities abraded and subjectivities set aslant with new light, it is urgent that we begin to grapple with their challenges to our skills and our theory. This paper addresses three aspects of this. First, the decolonial turn raises significant challenges for relational therapies. Second, far-reaching change to a social order evokes complex layers of trauma, and the ways in which we respond to these requires a reach beyond our own vulnerabilities, our retreat into the old familiar. Finally, the paper looks at the ways in which the writing of both Frantz Fanon and Donald Winnicott theories provide a way of making sense of this challenging clinical terrain.     

Performance on a Following Tracking Task (Modified Sam Two-Hand Coordination Test) as a Function of Radius of Control Cranks

The influence of two deindividuating variables, altered responsibility and coaction in groups, on one's tendency to deliver noxious or helpful stimulation impulsively and in a cyclical pattern to a target person was investigated in a laboratory experiment with use of 96 male and female junior college students. Analysis of variance revealed that, as hypothesized, Ss who coacted in groups of three and who had the responsibility for their behavior removed delivered noxious (but not helpful) stimuli more impulsively than Ss who worked alone and were made to feel responsible (p < .01). Ss responded in a more cyclical pattern when delivering aversive tones than when delivering facilitating tones (p < .005). A marginally significant finding was that Ss in groups responded in a more cyclical pattern than Ss alone only when the response was seen as aversive. It was concluded that the probability of impulsive and cyclical aggression may be increased by altered responsibility and coaction.     

Collectively Speaking: The Many Meanings of Naming and Sharing Group Trauma

This commentary on Kathleen McPhillips’s (this issue) “‘Unbearable Knowledge’” paper looks at implications for theory of the model she uses to analyze collective trauma. While affirming the model’s robustness, it is suggested that it has both theoretical and political ramifications that need to be further spelled out. The commentary ends with several questions regarding the leap from individual to collective trauma. These include the importance of maintaining a steady appreciation of multiplicity, which is foundational to relational psychoanalytic theory; second, the need to appreciate the complexity of dismantling a collective dissociative defense; and finally, the significance of spontaneity in healing.     

#Respect: Applying Anderson’s Code of the Street to the Online Context

Anderson’s work on street codes has become a seminal piece in cultural criminology. Today, it is frequently argued that street-oriented cultural beliefs are strongly linked to criminal offending. While numerous studies have found support for this link, research has yet to examine this relationship as it applies to Internet-based criminal behaviors. The current study attempts to fill this gap by examining both the predictors and effect of similar cultural beliefs in the online context. Results indicate that while controlling for more commonly examined predictors of crime, individuals who adhere to street-oriented beliefs in an online context are more likely to commit cybercrime.     

“Communities isn't just about trees and shops”: students from two South African universities engage in dialogue about ‘community’ and ‘community work’

The question of what constitutes ‘a community’ or even ‘the community’ takes on an extra salience in a divided society such as South Africa where the entire environment remains imprinted with the legacy of enforced segregation along racial lines. Higher education institutions need to prepare emerging health and social service students for the world of practice in a context of diversity, continuing segregation and marked inequality. As one step to helping students deal with working in a divided society, academic departments from two different South African universities have been involved in a collaborative teaching and research project. Fourth year psychology and social work students from the two universities took part in a collaborative, practical course which formed part of their curricula. In this course, students were given the opportunity to engage with the notion of ‘community’ and ‘community work’ with each other. The students came from diverse racial, class and political backgrounds, and by engaging with one another as they did, had the opportunity to ‘visit’ worlds they have rarely had access to. While this course was able to achieve a broadening awareness among students from different backgrounds about the notion of community, it will take both more engagement with courses of this kind, and a continuing history of change in South Africa, for students to feel more comfortable in transcending both physical and psychological boundaries. Copyright © 2007 John Wiley & Sons, Ltd.     

School-Wide Behavioral Support: Starting the Year Off Right

Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8). During 1994-95, the school had 530 students and recorded 2,628 office referrals. The 1995-96 school year began with a full day in which students were taught five school expectations. Throughout the year, students also received rewards for appropriate behavior and office referrals for infractions. Results during 1995-96 document a 42% reduction in office referrals from the previous year. While the evaluation results do not document functional relationship, they suggest an efficient process for evaluating school-wide behavioral support, teaching appropriate behaviors, and changing the overall climate of the school. Implications for future research, and the use of schools as a unit of analysis, are discussed.     

The relationship between teacher ratings of kindergarten classroom skills and second-grade achievement scores: An analysis of gender differences

The Kindergarten Performance Profile, a criterion-referenced teacher rating scale, was developed by a multidisciplinary group of public school teachers, child development specialists, and evaluators. The present study analyzed the social and work skill areas of the rating scale, focusing on the relationship of classroom skills in the fall and spring of kindergarten to second-grade achievement scores. Gender differences, as well as the impact of assessing children's skills in the fall versus the spring of kindergarten were explored. Results indicated that kindergarten work skills were significantly related to California Achievement Test scores for both boys and girls; however, kindergarten social skills were related to achievement scores for girls but not boys. Teacher ratings from either the fall or the spring were predictive of achievement test scores for girls, although different girls were identified as having problems at the two time periods: whereas spring evaluations were more strongly related to boys' later achievement. The implications of these findings for assessment programs are discussed.     

The Holtzman Inkblot Technique is not the Rorschach: a reply to Lockwood, Roll, and Mathews

A previous article by Lockwood, Roll, and Matthews (1981) reported dramatic differences between the Movement scores obtained by 6-year-old children on the Holtzman Inkblot Technique (HIT) and previously reported normative data for this variable. The Lockwood et al. data were rescored by experienced HIT scorers; their findings-and other possible reasons for the high HIT Movement scores reported by Lockwood et al.-are described and discussed. Finally, the practice of using the HIT in the manner of the Rorschach is criticized.     

Adjunctive psychotherapy for bipolar disorder: effects of changing treatment modality

In a randomized, controlled trial, the authors studied an adjunctive, individual psychotherapy, interpersonal and social rhythm therapy (IPSRT) for bipolar disorder. After stabilizing participants with episode appropriate pharmacotherapy and either IPSRT or intensive clinical management (CM), participants were reassigned to IPSRT or CM in conjunction with pharmacotherapy for 2 years of preventative treatment. Early results (n = 82) suggest that altering participants' treatment assignment at entry to the preventative phase is related to risk of recurrence. Participants remaining in the same treatment for both acute and preventative phases had lower rates of recurrence (< 20% vs. > 40%) and levels of symptomatology over the subsequent 52 weeks than those reassigned to the alternate modality. This finding, consistent with the authors' philosophy that bipolar patients benefit from stable routines, suggests that disruptions in the psychosocial treatment plan contribute to worse outcomes.