The group therapist's shame: a much undiscussed topic

The topic of shame in group therapy has received limited attention in the group therapy literature. When the topic has been addressed, the focus has been on the shame of the group members. The shame of the group leader and its effect on leadership efficacy and group process has received inadequate attention, given what seems to be its power and prevalence. In this article we examine shame and the group therapist with regard to (1) potentially shameful topics and (2) dynamics that evoke shame. Suggestions for both the mitigation of shame and the enhancement of the leader's self-esteem in dispatching the role and functions of group therapist are offered. In discussing this subject, we propose to normalize group therapist shame by emphasizing the challenges and complexity of group leadership. While the examples illustrate an array of emotions, our purpose is to focus on their shameful elements because they are (1) frequently ignored or overlooked; (2) not made explicit; or (3) discussed in other terms, such as narcissism. In doing so, we invite the reader to consider the clinical utility of the hypothesis that shame has a powerful presence and impact on our leadership image and effectiveness.     

Unification: What is it,how do we Reach and why do we Want it?

This article has three aims. The first is to give a partial explication of the concept of unification. My explication will be partial because I confine myself to unification of particular events, because I do not consider events of a quantitative nature, and discuss only deductive cases. The second aim is to analyze how unification can be reached. My third aim is to show that unification is an intellectual benefit. Instead of being an intellectual benefit unification could be an intellectual harm, i.e., a state of mind we should try to avoid by all means. By calling unification an intellectual benefit, we claim that this form of understanding has an intrinsic value for us. I argue that unification really has this alleged intrinsic value. This revised version was published online in June 2006 with corrections to the Cover Date.     

A CONCEPTUAL FRAMEWORK FOR UNDERSTANDING RACE, CLASS, GENDER, AND SEXUALITY

Since the mid-1980s, scholarship and college courses that address multiple dimensions of inequality under the rubric of race, class, gender, and (recently) sexuality studies have grown rapidly. Most courses now employ a set of readings, many of which are drawn from a growing number of anthologies. A strength of this approach is its presentation of the diversity of human experiences and the multiplicity of critical perspectives. A weakness is its failure to convey the commonalities in race, class, gender, and sexuality analyses of social reality. To aid in teaching and research on race, class, gender, and sexuality, this article presents six common themes that characterize this scholarship. Race, class, gender, and sexuality are historically and globally specific, socially constructed power relations that simultaneously operate at both the macro (societal) and micro (individual) levels of society. Scholarship in this tradition emphasizes the interdependence of knowledge and activism.     

Psychiatrically noticeable anxiety, EEG alpha index, alpha feedback and relaxation

In a follow-up study (first investigation: KIRSCHBAUM u. GISTL, arch. Psychol. 1973, 125, 263-273) fifteen patients with psychiatric or neurological disorders were examined for correlations between anxiety (clinical rating), scores from MAS and MMQ, and EEG-Alpha-percentage alterations during an unspecific relaxation training with or without Alpha-Biofeedback. Clinically and psychometrically high anxious patients (n = 10) showed under both conditions significant diminuation of Alpha-percentage in contrast to earlier examined students whose Alpha-rates had increased (significantly). Theoretical explanations of these results are discussed.     

Effects of practice and distribution of auditory signals on absolute identification

In absolute identification of intensity, signals near the edges of the range being used are usually identified more accurately than those in the midrange. In one account, the extreme signals serve as anchors, and judgments are postulated to deteriorate as the distance from the signal to the nearest anchor increases. Our data suggest that, provided one corrects for the inherent asymmetry of errors for end and interior signals, the edge effect is rather smaller than it might first appear and is largely confined to the more intense edge. Moreover, anchors are not necessarily located at the edges of the range, but rather at the edges of the largest subset among which difficult discriminations are required. Further, this subset is not defined wholly by the signals used in a particular run, but by these together with those previously encountered in that day’s session. Neither practice nor payoffs appear to influence the location of the anchor so long as the discrimination requirements are maintained. Finally, the role of anchors is interpreted in terms of the differential location of an attention band which controls the sample size upon which the representation of the signal is based.     

Natural paths to invention: Reinventing the wheel

Four studies explored candidate pathways underlying the invention of the “wheeled cart.” In Study 1, heuristics were abstracted from subjects’ judgements of different precursor paths to the wheeled cart. In Studies 2 and 3, these heuristics were tested for generality across different precursor paths. In Study 4, subjects ranked the order of incorporating parts into the wheeled cart. While the studies cannot “prove” that the wheeled cart developed in one of the candidate ways, they show that interesting and important heuristics of invention can be uncovered from subject’s judgements. Examining candidate paths to important inventions is a method worthy of exploration. Together, the four studies indicate that important historical inventions might be examined experimentally. Doing so yields potentially important invention heuristics.     

Behavioral training for teachers in special education: the Gonzaga University program

The Gonzaga University's behaviorally based Department of Special Education offers an undergraduate major in special education for the completion of a Bachelor of Education degree, as well as a Master of Education in Special Education. The basic behavioral, data‐based model, philosophy, and courses are outlined at both the undergraduate and graduate levels. Outcome data gathered from the program's consumers indicated high levels of student and employer satisfaction with the program, the faculty, and the curricular content. The manner in which the program is viewed as compatible with state and national accrediting bodies is discussed. Copyright © 1999 John Wiley & Sons, Ltd.     

Social Representations of Human Rights Amongst Czech University Students

The Universal Declaration of Human Rights is a general legislative framework for democratic societies. Studying the social representations of these basic human rights helps to explain how people understand and assess the basic rights and how these rights relate to everyday life. Over 400 Czech university students rated the 30 articles of the Declaration of Human Rights on various scales (degree of understanding, personal relevance, consequences for individual responsibility, for government, political parties, etc.). A semantic space was identified in which concepts (i.e. the Articles of the Declaration) could be located. A typology (clusters) of articles was then established within that semantic space. A factor analysis of the scales resulted in a two-dimensional solution (‘positive attitude’ and ‘personal influence’). Five clusters of assessed articles were identified within this semantic space. (© 1997 by John Wiley & Sons, Ltd.)     

The role of prosody in the interpretation of structural ambiguities: a study of anticipatory eye movements

An eye-tracking experiment examined whether prosodic cues can affect the interpretation of grammatical functions in the absence of clear morphological information. German listeners were presented with scenes depicting three potential referents while hearing temporarily ambiguous SVO and OVS sentences. While case marking on the first noun phrase (NP) was ambiguous, clear case marking on the second NP disambiguated sentences towards SVO or OVS. Listeners interpreted case-ambiguous NP1s more often as Subject, and thus expected an Object as upcoming argument, only when sentence beginnings carried an SVO-type intonation. This was revealed by more anticipatory eye movements to suitable Patients (Objects) than Agents (Subjects) in the visual scenes. No such preference was found when sentence beginnings had an OVS-type intonation. Prosodic cues were integrated rapidly enough to affect listeners' interpretation of grammatical function before disambiguating case information was available. We conclude that in addition to manipulating attachment ambiguities, prosody can influence the interpretation of constituent order ambiguities.