The Interprofessional Collaborative Practice: Clergypersons and Mental Health Professionals

The purpose of this study is to examine the relationships among variables identified in research literature as obstacles and benefits to interprofessional collaboration-- academic education, interprofessional education, teamwork and communication skills, and trust---as it relates to the participation of clergypersons in interprofessional collaborative practice. The sample consisted of ordained Christian clergypersons in Florida who voluntarily completed a survey questionnaire. Standard and stepwise multiple regression was applied to analyze the data. The model accounts for 25% of the variation of interprofessional collaborative practice. Results also revealed that the education variables explained significantly 20% of the variance of interprofessional collaborative practice.     

Movin’ on up: higher-level requirements and inferential justification

Does inferential justification require the subject to be aware that her premises support her conclusion? Externalists tend to answer “no” and internalists tend to answer “yes”. In fact, internalists often hold the strong higher-level requirement that an argument justifies its conclusion only if the subject justifiably believes that her premises support her conclusion. I argue for a middle ground. Against most externalists, I argue that inferential justification requires that one be aware that her premises support her conclusion. Against many internalists, I argue that this higher-level awareness needn’t be doxastic or justified. I also argue that the required higher-level awareness needn’t be caused in some appropriate way, e.g. by a reliable or properly functioning faculty. I suspect that this weaker higher-level requirement is overlooked because, at first glance, it seems absurd to allow nondoxastic, unjustified, and unreliably-caused higher-level awareness to contribute to inferential justification. One of the central goals of this paper is to explain how such weak awareness can make an essential contribution to inferential justification.     

Mentalist evidentialism vindicated (and a super-blooper epistemic design problem for proper function justification)

Michael Bergmann seeks to motivate his externalist, proper function theory of epistemic justification by providing three objections to the mentalism and mentalist evidentialism characteristic of nonexternalists such as Richard Feldman and Earl Conee. Bergmann argues that (i) mentalism is committed to the false thesis that justification depends on mental states; (ii) mentalism is committed to the false thesis that the epistemic fittingness of an epistemic input to a belief-forming process must be due to an essential feature of that input, and, relatedly, that mentalist evidentialism is committed to the false thesis that the epistemic fittingness of doxastic response B to evidence E is an essential property of B–E; and (iii) mentalist evidentialism is “unmotivated”. I object to each argument. The argument for (i) begs the question. The argument for (ii) suffers from the fact that mentalist evidentialists are not committed to the consequences claimed for them; nevertheless, I show that there is, in the neighborhood, a substantive dispute concerning the nature of doxastic epistemic fittingness. That dispute involves what I call “Necessary Fittingness”, the view that, necessarily, exactly one (at most) doxastic attitude (belief, or disbelief, or suspension of judgment) toward a proposition is epistemically fitting with respect to a person’s total evidence at any time. Reflection on my super-blooper epistemic design counterexamples to Bergmann’s proper function theory reveals both the plausibility of Necessary Fittingness and a good reason to deny (iii). Mentalist evidentialism is thus vindicated against the objections.     

“Socializing” Achievement Goal Theory: The Need for Social Goals

Cultures shape the types of goals that students pursue in the classroom. However, research in achievement goal theory seems to have neglected this cultural aspect with its exclusive focus on individualistically-based goals such as mastery and performance goals. This emphasis on mastery and performance goals may reflect Western individualist psychological thinking. Thus, social goals, which may be more salient in collectivist cultures, are relatively neglected. There is a dearth of studies investigating the role of social goals in academic motivation, and the few studies that did explore them are somewhat problematic. This paper reviews research done within the achievement goal theory, considers the need for more studies on social goals, and concludes with the argument that social goals are important in understanding student motivation especially in collectivist cultures.     

Psychosis: A Synthesis of Motivational and Defect Perspectives

Based on the evolution of human intelligence and the tremendous cognitive capacities arising from it, we have an innate tendency for the extreme thought content, thought form, and sensory perceptions of psychosis. During the conscious and awake state, cognitive regulatory control processes block these more extreme variants to facilitate reality congruency necessary for adaptive functioning. While asleep there is no need for reality congruency and the cognitive regulatory control processes are deactivated allowing psychotic equivalents to be expressed in dreams. This paper helps synthesize the two dominant perspectives regarding the etiology of psychosis: the neuroscience defect perspective and the psychoanalytic motivational perspective. Regarding the former, defective cognitive regulation arising from certain conditions, such as the deficit state of schizophrenia, allows extreme cognitive distortions, thought form variants, and sensory perceptual experiences to intrude into the conscious and awake state, thereby producing psychosis. Consistent with the psychoanalytic motivational perspective, defensive processes can motivate extreme cognitive distortions, thought form variants and sensory perceptual experiences, and also facilitate their expression by deactivating the relevant cognitive regulatory control processes.     

Critical Transference in a Case of Severe Epilepsy

In this paper, the author presents a summary of a brief treatment with a young woman, suffering from severe epileptic illness, which describes the mutuality of cross-transferences of deep and intense feelings and the unorthodox way to receive, to take in persons affected with critical phenomena. This treatment was deeply influenced by the traumatic triad, borrowed from Ferenczi: "amnesia, anaesthesia, aboulia," the ways of forgetting (or erasing) the past/the present/the future. The investigation led us to clarify, on the one hand, the incestophilic-or perhaps incestuous-source in the family, and on the other, the burdensome and tragic genealogy and history of each parent. At the end of this short treatment, which took place at a frequency of one session a week (with the patient sitting, standing, lying on the floor; with sometimes severe fits, deliria, threats; bringing of letters, texts, drawings; and a few phone calls), there was an alleviation of the critical phenomena and revival.     

How do spatial representations enhance cognitive numerical processing?

Several philosophical theories attempt to explain how actions performed in the world enhance cognitive processing: internalism, active externalism, and cognitive integration. The aim of this paper is to examine whether the use of spatial representations in arithmetic can shed light on this debate. Relying on philosophical analysis, on a discussion of empirical work in the cognitive neuroscience of number, and on a historical case study, I will show that spatial representations of number indicate an integration between internal and external cognitive processes.