Working with transference phenomena in group supervisory sessions

Conclusion Through this paper, I have tried to explore and illustrate the dynamics of the supervisory experience, in terms not so much of the content particulars as the subtle shifts in the interpersonal meanings of communication processes. Birdwhistell (1) has even gone so far as to suggest that individuals do not communicate; they engage in or become part of communication. He may move, or make words ... but he does not communicate. He may see, he may hear, smell, taste, or feel—but he does not communicate. In other words, he does not originate communication; he participates in it. In a parallel fashion, supervasion is not a simple linear model of student presentation followed by supervisor's intervention, leading to student's further presentation or pause for questioning of what the supervisor meant.Supervision, in my view, is a system that is only to be comprehended on a transactional level. Future research in this area would do well to investigate just how the student analyst projects his counter-transference reactions with patients as transference projections onto the supervisory group, and how the induced reactions in the listeners (the supervisory group) can be used to recapture in very vivid fashion the atmosphere surrounding the analyst and the patient in session together. The answer to these questions would help to clarify some of the existing theoretical confusion regarding internalization, identifications, and introjections. This approach of participating leadership and the free use of the process emerging in the supervisory session helps to dispel the omnipotent parental transference image, and seems to lead to increased empathy, responsiveness, perceptivity and intuition in trainees.     

Comments on “markovian processes with identifiable states: General considerations and applications to all-or-none learning”

When knowledge of the response sequence permits one to specify the sequence of theoretical states that occurred, we propose to say that the theory has observable states. Our earlier usage of identifiable conflicts with established usage in econometrics. We also present a revised definition of implication between theories that avoids a technical flaw in the earlier definition, and we correct a mistake in an example in our earlier paper.     

Order effects in Rokeach's Value Survey

Two-hundred-twelve sociology students completed a version of Rokeach's Value Survey in which the presentation order of the values was randomized. Each respondent received a unique randomization pattern. Spearman's correlations were computed between the presentation order and the order of ranking done by the respondent. The magnitude of the correlations obtained was such that the amount of bias created by presentation order was sufficiently small as to suggest that order effects are not a problem in the instrument.     

Distilling Common History and Practice Elements to Inform Dissemination: Hanf-Model BPT Programs as an Example

There is a shift in evidence-based practice toward an understanding of the treatment elements that characterize empirically supported interventions in general and the core components of specific approaches in particular. The evidence base for behavioral parent training (BPT) and the standard of care for early-onset disruptive behavior disorders (oppositional defiant disorder and conduct disorder), which frequently co-occur with attention deficit hyperactivity disorder, are well established, yet an ahistorical, program-specific lens tells little regarding how leaders, University of Oregon Medical School, shaped the common practice elements of contemporary evidence-based BPT. Accordingly, this review summarizes the formative work of Hanf, as well as the core elements, evolution, and extensions of her work, represented in Community Parent Education (COPE; (Cunningham et al. in J Child Psychol Psychiatry 36:1141–1159, 1995; Cunningham et al. in COPE, the community parent education program: large group community-based workshops for parents of 3- to 18-year-olds, COPE Works, Hamilton, 2009), Defiant Children (DC; (Barkley in Defiant children: a clinician’s manual for assessment and parent training, Guilford Press, New York, 1987; Barkley in Defiant children: a clinician’s manual for assessment and parent training, Guilford Press, New York, 2013), Helping the Noncompliant Child (HNC; Forehand and McMahon in Helping the noncompliant child: a clinician’s guide to parent training, Guilford Press, New York, 1981; McMahon and Forehand in Helping the noncompliant child: family-based treatment for oppositional behavior, 2nd ed., Guilford Press, New York, 2003), Parent–child interaction therapy (PCIT; Eyberg and Robinson in J Clin Child Adolesc Psychol 11:130–137, 1982. doi:10.1080/15374418209533076; Eyberg in Child Fam Behav Ther 10:33–46, 1988; Eyberg and Funderburk in Parent–child interaction therapy protocol, PCIT International, Gainesville, 2011), and the Incredible Years (IY; (Webster-Stratton in Behav Ther 12:634–642, 1981. doi:10.1016/S0005-7894(81)80135-9; Webster-Stratton in J Pediatr Psychol 7:279–294, 1982. doi:10.1093/jpepsy/7.3.279; Webster-Stratton in The incredible years: parents and children series. Leader’s guide: preschool version of BASIC (ages 3–6 years, The Incredible Years, Seattle, 2008). Our goal is not to provide an exhaustive review of the evidence base for the Hanf-Model programs, rather our intention is to provide a template of sorts from which agencies and clinicians can make informed choices about how and why they are using one program versus another, as well as how to make inform flexible use one program or combination of practice elements across programs, to best meet the needs of child clients and their families. Clinical implications and directions for future work are discussed.     

A novel tool-use mode in animals: New Caledonian crows insert tools to transport objects

New Caledonian crows (Corvus moneduloides) rely heavily on a range of tools to extract prey. They manufacture novel tools, save tools for later use, and have morphological features that facilitate tool use. We report six observations, in two individuals, of a novel tool-use mode not previously reported in non-human animals. Insert-and-transport tool use involves inserting a stick into an object and then moving away, thereby transporting both object and tool. All transported objects were non-food objects. One subject used a stick to transport an object that was too large to be handled by beak, which suggests the tool facilitated object control. The function in the other cases is unclear but seems to be an expression of play or exploration. Further studies should investigate whether it is adaptive in the wild and to what extent crows can flexibly apply the behaviour in experimental settings when purposive transportation of objects is advantageous.     

Theism, Blame And Perfection

Blame and also punishment do not reach many agents in the sense that many agents are not motivated to ethically self-correct, and in fact, may be worsened by these practices. The main reasons agents may not be reached by them are that (on the most plausible secular or naturalistic ethical theory) (a) the agent's second nature may make inaccessible to him a sound appreciation of ethical considerations, and (b) the fixity of mature character may make ethical self-correction practically impossible. Still, when they are ethically rationalized, blame and punishment seem to be requirements. Even the most plausible secular or naturalistic ethics involves an important kind of incompleteness and unclarity concerning this issue. The Jewish and Christian traditions involve conceptions of the accessibility of ethical considerations and also the possibility of character change (both ultimately grounded in grace) in ways that enable us to overcome the perplexity about blame and punishment. They are not 'good for nothing' even when they fail to improve agents. The religious traditions' conceptions of moral agency and the possibility of perfection enable us to see why there are reasons not to ethically 'write off' even persistently vicious agents. Moreover, we can see that the fulfilling of ethical requirements is an enabling condition for perfection that is not merely ethical. To highlight the contrast between the naturalistic view and the theistic view, Aristotle's moral psychology and moral epistemology are contrasted with those of Maimonides and Aquinas, both of whom borrow heavily from Aristotle, but fundamentally transform what they borrow.     

The Spiritual Self‐In‐Relation: Empathy and the Construction of Spirituality Among Modern Descendants of theSpanish Crypto‐Jews

The research that is presented here explores the role that empathic attachment plays in the development of the religious self. Based on an ethnographic study of modern descendants of the Spanish crypto‐Jews, the work applies self‐in‐relation theory to the study of spirituality and religious belief acquisition among a population of individuals who, in adulthood, have modified their religious world view as a result of their crypto‐Jewish heritage. The findings of the research expand the parameters of self‐in‐relation theory in three important ways: 1) through an examination of the role that empathic attachment plays in adult conversion patterns; 2) through the elaboration of a developmental model that considers the significance of empathic attachment for sons as w ll as daughters; and 3) through an investigation into the relationship between ethnicity and spiritual development.     

Evaluating Gender Biases on Actual Job Performance of Real People: A Meta‐Analysis1

This study examined gender bias on job performance in work settings where confounding variables (e. g., organizational level, experience, education) were cautiously taken into consideration to ensure fair comparisons. Although previous meta‐analyses examined gender biases on evaluations, findings in tightly controlled laboratory environments may differ from those in highly complicated field studies. We found little evidence of overall gender bias in performance appraisals in nonconfounded field studies. However, there were significant pro‐male biases when only men served as raters. Measure‐specific gender stereotypicality, instead of genera! stereotypicality about the job, produced gender bias in performance appraisal. Masculine measures produced pro‐male bias, and feminine measures produced pro‐female bias.