The educational boundary1

In this contribution, the authors defi ne and discuss the educational boundary in analytic training, which they believe is an often neglected and useful concept in psychoanalytic education. The framework on which their discussion rests includes the recent attention of psychoanalysts to issues of boundaries and ethics. Their understanding of how clinical work affects the mind of the analyst educator, as well as the ways the personalities of various analysts affect their dealings with faculty peers and students, are the other cornerstones of their discussion. The authors contend that many of the institutional problems encountered in the training of analysts can be better understood when viewed through the prism of the educational boundary. They present examples which illustrate several of the ways psychoanalytic educators complicate the training experience of candidates, offer specifi c explanations as to why analysts struggle as they try to manage their educational interventions, and indicate in a discussion of potential remedies that those behaviors might be avoided if the educational boundary is in focus. They also provide an example of how the educational boundary can be more effectively managed.     

NEGOTIATING QUALITY OF WORKLIFE, PRODUCTIVITY AND TRADITIONAL ISSUES: UNION MEMBERS'PREFERRED ROLES OF THEIR UNION

Recognizing the importance of the union in successfully implementing quality of worklife programs, numerous commentators have called for union-management collaborative programs. In response to these pleas, recent studies have addressed union activists'perceptions of their unions'roles in negotiating quality of worklife as well as other issues. Although important, these studies have focused on the union leadership and have generally failed to consider the rank and file union members' views. The primary objective of the present study was to examine union members'preferred roles of their union in negotiating quality of worklife, productivity, and traditional bargaining issues. A second purpose was to explore the correlates of their views concerning the union's role in dealing with these issues. Using data collected from 171 members of a railroad, union, the results showed that members' support for union involvement tended to vary depending upon the type of issue in question. They strongly preferred collective bargaining when dealing with traditional union concerns and joint union-management efforts when quality of worklife issues were involved. In predicting preferred union-management cooperation, the importance of the individual predictors varied across the types of negotiation issues. However, attitudinal measures were generally found to be more important in explaining members'preferences than demographic or union participation measures. The results are discussed in terms of implications for implementing joint union-management programs.     

The Mentally Retarded Inmate: Prison Adjustment and Implications for Treatment

The purpose of this study was to determine whether or not there are differences in the prison adaptation of mentally retarded and nonretarded inmates.     

SENIORITY: A REVIEW OF ITS LEGAL AND SCIENTIFIC STANDING

Though an important and widespread industrial relations concept, seniority has been a neglected subject of study by behavioral scientists. The purpose of this paper is to emphasize the importance of the topic by reviewing seniority's legal status in the management of human resources. Further, while there is little research on seniority per se, conjecture and empirical study on the concept's salient behavioral dimensions, viz., tenure and reward, were reviewed. Suggestions were offered for the methodological and theoretical aspects of future research on seniority.     

Preventing Dual Relationships in Pastoral Counseling

The practice of pastoral counseling provides many opportunities for dual relationships. Churches and church-related institutions are contexts in which such relationships are easily formed. Some pastoral counselors cope by entering private practice, which may exacerbate the problem by removing resources for collegiality and accountability. Pastoral counselors can avoid dual relationships by understanding their vulnerability, subscribing to and communicating a clear code of professional ethics, becoming aware of personal limitations, and building networks of accountability.     

Perception and Representation

I oppose the popular view that the phenomenal character of perceptual experience consists in the subject's representing the (putative) perceived object as being so-and-so. The account of perceptual experience I favor instead is a version of the "Theory of Appearing" that takes it to be a matter of the perceived object's appearing to one as so-and-so, where this does not mean that the subject takes or believes it to be so-and-so. This plays no part in my criticisms of Representationalism. I mention it only to be up front as to where I stand. My criticism of the Representationalist position is in sections. (1) There is no sufficient reason for positing a representative function for perceptual experience. It doesn't seem on the face of it to be that, and nothing serves in place of such seeming. (2) Even if it did have such a function, it doesn't have the conceptual resources to represent a state of affairs. (3) Even if it did, it is not suited to represent, e.g., a physical property of color. (4) Finally, even if I am wrong about the first three points, it is still impossible for the phenomenal character of the perceptual experience to consist in it's representing what it does. My central argument for this central claim of the paper is that it is metaphysically, de re possible that one have a certain perceptual experience without it's presenting any state of affairs. And since all identities hold necessarily, this identity claim fails.