The unconscious in pastoral psychology: a rabbinic perspective

The present essay reviews the rabbinic theology of person as it has been outlined within the corpus of talmudic and rabbinic literature. Concepts such as libido, id, and superego are located in the rabbinic notions ofyezer harah andyezer tov (evil impulse and good impulse). Sexuality, as a paradigm of the Divine-human encounter, is explored in rabbinic and kabbalistic literature, and a model of transference is analyzed. Furthermore, a comparison is examined between rabbinic exegesis and psychoanalytic interpretation. It is suggested that the pastoral counselor may develop a theologically more authentic orientation to pastoral therapy by reflecting upon its origins in rabbinic thought.     

THE ANATOMY OF IMPACT:

Abstract— This study presents an analysis of psychologists' implicit theories of what makes an article influential in psychology. The study opens with a review of some alternative approaches to assessing the influence of articles Next, the article discusses alternative conceptions of influence Then a study that assesses the factors underlying impact is described Six factors are identified Quality of Presentation, Theoretical Significance, Practical Significance, Substantive Interest, Methodological Interest, and Value for Future Research These findings are then discussed in terms of the theories presented earlier.     

Multimodal Therapy With an Aggressive Preadolescent: A Demonstration of Effectiveness and Accountability

Practitioners often employ therapeutic interventions with their clients without a systematic method for evaluating the effectiveness of such procedures. This is typically due to the imprac-ticalities of true experimental designs in the clinical setting. The authors present a case in which multimodal therapy is applied to an aggressive preadolescent in a high-management residential setting. Methods of data collection, analysis, and interpretation are demonstrated using a single-subject accountability model. A practical and usable method of determining the clinical significance of multimodal therapy is employed.     

Partially-Ordered (Branching) Generalized Quantifiers: A General Definition

Following Henkins discovery of partially-ordered (branching) quantification (POQ) with standard quantifiers in 1959, philosophers of language have attempted to extend his definition to POQ with generalized quantifiers. In this paper I propose a general definition of POQ with 1-place generalized quantifiers of the simplest kind: namely, predicative, or cardinality quantifiers, e.g., most, few, finitely many, exactly , where is any cardinal, etc. The definition is obtained in a series of generalizations, extending the original, Henkin definition first to a general definition of monotone-increasing (M) POQ and then to a general definition of generalized POQ, regardless of monotonicity. The extension is based on (i) Barwises 1979 analysis of the basic case of M POQ and (ii) my 1990 analysis of the basic case of generalized POQ. POQ is a non-compositional 1st-order structure, hence the problem of extending the definition of the basic case to a general definition is not trivial. The paper concludes with a sample of applications to natural and mathematical languages.     

The Effect of a Neutralizing Routine on Problem Behavior Performance

A functional analysis of noncompliance, aggression, and disruptive behavior during instruction was conducted with a 10-year-old boy with severe disabilities. We studied the relation between participant responsiveness and the rate and function of problem behavior. Results showed that unresponsiveness before difficult instruction was associated with higher rates of problem behavior negatively reinforced by termination of that instruction. A neutralizing routine, called precorrection, was then applied before difficult instruction when the participant was rated as not responsive. Results showed that the neutralizing event increased responsiveness and reduced problem behavior during difficult instruction. The study demonstrates a promising assessment and treatment method for problematic behavior that begins prior to instruction.     

Memory deficits in compulsive checkers: replication and extension in a clinical sample

Thirteen checkers and twelve noncheckers, identified on the basis of their responses to the checking subscale of the Maudsley Obsessional-Compulsive Inventory (MOCI; Rachman and Hodgson, 1980), were recruited from a sample of 99 consecutive admissions to the outpatient department of a community mental health center. Consistent with our previous research with nonclinical samples of college students (Sher et al., 1983, 1984), checkers were found to show deficits in memory, especially recall for recently completed actions, compared to noncheckers. This result demonstrates the replicability of our previous findings across different types of samples and implicates deficits in memory for actions as a potentially important determinant of checking behavior. Assessment of spontaneous imagery associated with the anamnestic process suggested that checkers utilized less imagery, especially visual imagery, when recalling biographical information. Additional measures collected at the time of testing indicated that checkers were more neurotic and reported more psychological distress than noncheckers.     

Memory for the intentions of sentences

Memory for the intentions of sentences was studied in two recognition tasks. In each study, Ss first acted out a dialogue written for two people. They then judged whether certain sentences in a second dialogue were the same as or different from previons sentences (Experiment I) or chose between two intentions suggested for some previous sentences (Experiment II) Sentences which were repeated with the same intention across the two dialogues were judged as being the same significantly more often than were sentences repeated with a different intention. The appropriate intention for each of these sentences was also usually chosen. In both studies, Ss appeared to remember more accurately the sentences they had spoken themselves than they did those that were addressed to them.