On teaching psychoanalysis

Teaching psychoanalysis is no less an art than is the practice of psychoanalysis. As is true of the analytic experience, teaching psychoanalysis involves an effort to create clearances in which fresh forms of thinking and dreaming may emerge, with regard to both psychoanalytic theory and clinical practice. Drawing on his experience of leading two ongoing psychoanalytic seminars, each in its 25th year, the author offers observations concerning (1) teaching analytic texts by reading them aloud, line by line, in the seminar setting, with a focus on how the writer is thinking/writing and on how the reader is altered by the experience of reading; (2) treating clinical case presentations as experiences in collective dreaming in which the seminar members make use of their own waking dreaming to assist the presenter in dreaming aspects of his experience with the patient that the analytic pair has not previously been able to dream; (3) reading poetry and fi ction as a way of enhancing the capacity of the seminar members to be aware of and alive to the effects created by the patient's and the analyst's use of language; and (4) learning to overcome what one thought one knew about conducting analytic work, i.e. learning to forget what one has learned.     

Sensationalising sex offenders and sexual recidivism: Impact of the Serious Sex Offender Monitoring Act 2005 on media reportage

Differences in extent and nature of newspaper media reporting before and after the introduction of the Serious Sex Offender Monitoring Act 2005 in Victoria were investigated, critically exploring the interface between psychological, media and criminological disciplines. Forty‐three news items before the Act and 90 after the Act were analysed using a thematic and discursive framework. A significant increase in the number of items was found after the Act but other discursive and thematic findings were mixed. Several indicators of sensationalism such as headline size, tone, and theme did not differ between time frames, while there was a significant increase in the incidence of case‐based and high‐profile case reporting after the introduction of the Act. Hence, although the discourse and frames within which serious sex offenders are reported has remained similar over time, the introduction of the Act has dramatically impacted on the frequency of reporting in such cases. The findings are congruent with the extant literature on the newsworthiness of child sexual offending, indicating a need for media outlets to be more responsible in their reporting, and for legislators to enact legislation based upon empirical evidence.     

Perceived Match or Mismatch on the Gottman Conflict Styles: Associations with Relationship Outcome Variables

Gottman has proposed that there are 3 functional styles of conflict management in couple relationships, labeled Avoidant, Validating, and Volatile, and 1 dysfunctional style, labeled Hostile. Using a sample of 1,983 couples in a committed relationship, we test the association of perceived matches or mismatches on these conflict styles with relationship outcome variables. The results indicate that 32% of the participants perceive there is a mismatch with their conflict style and that of their partner. The Volatile‐Avoidant mismatch was particularly problematic and was associated with more stonewalling, relationship problems, and lower levels of relationship satisfaction and stability than the Validating matched style and than other mismatched styles. The most problematic style was the Hostile style. Contrary to existing assumptions by Gottman, the 3 matched functional styles were not equivalent, as the Validating Style was associated with substantially better results on relationship outcome measures than the Volatile and Avoidant styles.