Die Destruktivität in der psychoanalytischen Ausbildung

In this study, a survey of all criticism of psychoanalytic training and of the from its beginnings formulated problems is given. Doing so, the presented literature covering the issue is discussed from four perspectives: the candidate’s perspective, the socio-political perspective, the perspective of power and the perspective of professionalization. The latter perspective involves historical aspects too and thus shows the resistance towards change, proposes solutions and therefore may be deemed to be especially relevant. In order to summarize the criticism regarding psychoanalytic training, a systemic model was developed including its systemic structure, organizational aspects and its content. Furthermore, ten hypotheses are developed as to why psychoanalytic training proves to be to a large extent resistant to change. Against the background of the existing situation in training, current job-political conditions and changes for present trainees are presented and existing exacerbations are pointed out. Ignoring these aggravated conditions and simultaneously tightening and regimenting training guidelines are understood as a destructive process for psychoanalysis and its training by the author. At the same time it is pointed out that the presented problems are not related to one single psychoanalytic society, but have been developed over decades throughout different psychoanalytic societies and countries and therefore seems to be an international problem of psychoanalytic organizations. Finally, preexisting propositions for changes are discussed, and fourteen solutions, which could help to renew future psychoanalytic training, are shown; this may also serve as a plea for a basic reform in training and organization. Regarding a reform of the training, the author deems all three issues to be relevant: the systemic-structural aspect, the content and the organizational aspect.     

Stress on the dance floor: the cortisol stress response to social-evaluative threat in competitive ballroom dancers

The social self-preservation theory states that humans have a fundamental motivation to preserve the social self and that threats to the social self perturb biological markers such as cortisol. Five studies were designed to examine the cortisol response to competitive ballroom dancing as a paradigm for real-life social-evaluative threat. Competitive dancing produced substantial increases in cortisol compared to a control day. These increases were not due to the physical strain of dancing and were greater than those found during social-evaluative laboratory stressors. Responses did not habituate across competitions and were mostly elevated under highly focused conditions of threat (couple vs. group competition). These findings support the notion of a social self-preservation system that is physiologically responsive to threats to the social self.     

Muster früher Traumatisierung und die Effekte stationärer Psychotherapie

Early traumatic experiences of neglect, physical and sexual abuse in adult patients undergoing inpatient psychotherapeutic treatment were retrospectively assessed. Associations between these three forms of trauma and with patient gender were analyzed. The effects of early traumatization in general, gender and patterns of specific experiences on the symptom level, level of everyday functioning and treatment outcome were also investigated. A total of 191 patients in a psychosomatic psychotherapy ward of a university hospital were assessed using standardized questionnaires on sociodemographic and clinical variables on admission and at discharge. The type and extent of early traumatization before the age of 18 years were estimated after the initial interview from standardized reports of the therapists. The results indicate that the probability of being exposed to one of the traumatic experiences under study are not independent of each other. Furthermore, female patients were victims of sexual abuse and neglect more often than males. Compared to non-traumatized patients, trauma victims exhibited more psychological symptoms in the symptom checklist 90 revised (SCL-90-R) and a lower level of functioning according to the global assessment of functioning (GAF) but achieved a comparable relative benefit from treatment. Sexual abuse (SCL-90-R and GAF) and neglect (SCL-90-R only) affected the levels of impairment on admission and at discharge in a similar way; however, only weak evidence for differential effects of trauma patterns on therapy outcomes was found. Methodological limitations of the present approach and implications for the design of inpatient psychotherapeutic interventions in adult patients with early traumatic experiences are discussed.     

Approximate number sense,symbolic number processing,or number–space mappings: What underlies mathematics achievement?

In this study, the performance of typically developing 6- to 8-year-old children on an approximate number discrimination task, a symbolic comparison task, and a symbolic and nonsymbolic number line estimation task was examined. For the first time, children’s performances on these basic cognitive number processing tasks were explicitly contrasted to investigate which of them is the best predictor of their future mathematical abilities. Math achievement was measured with a timed arithmetic test and with a general curriculum-based math test to address the additional question of whether the predictive association between the basic numerical abilities and mathematics achievement is dependent on which math test is used. Results revealed that performance on both mathematics achievement tests was best predicted by how well children compared digits. In addition, an association between performance on the symbolic number line estimation task and math achievement scores for the general curriculum-based math test measuring a broader spectrum of skills was found. Together, these results emphasize the importance of learning experiences with symbols for later math abilities.     

‘Acting in the Children’s Best Interest?’: Examining Victims’ Responses to Intimate Partner Violence

Victims’ responses to violent experiences within intimate relationships are highly diverse and can range from remaining silent, at least temporarily, to disclosing the abuse to informal and formal sources of support. Decisions to remain silent or to reach out for support are influenced by a complex range of factors, including situational circumstances, such as the presence of children. Using data from in-depth interviews with victims of IPV (N = 29) in Southeast Queensland, Australia, I examined victims’ responses to IPV when children are present in the abusive household. Victims, who accessed general formal support sources, including the criminal justice systems and Child Protection Services (CPS), frequently faced stereotypical and victim-blaming attitudes along with a lack of understanding of the dynamics of IPV and the circumstances surrounding victims’ help-seeking decisions. The presence of children in abuse relationships complicated victims’ help-seeking decisions because fear of harm and loss of custody often delayed or hindered the disclosure of IPV to formal support sources. Once disclosing the abuse victims often found themselves trapped between CPS expectations to protect their children by leaving the abusive partner and a reluctance on behalf of judges and magistrates to offer the necessary protection by including children on granted Domestic Violence Orders (DVO). These findings highlight the ongoing need for specialized training of CPS personnel, judges and magistrates along with an ongoing collaboration with the women’s sector to ensure the safety of victims and their children throughout the help-seeking process and to improve victims’ confidence in disclosing IPV.     

Illusory correlations revisited: the role of pseudocontingencies and working-memory capacity

Three experiments investigate illusory correlations in a feedback learning paradigm. Diverging from a standard paradigm, in which stimuli consist of joint observations of group-behaviour pairs, participants were asked to guess the group reference of positive and negative stimulus behaviours. They only knew that one group was larger than the other, and the stimulus series soon revealed that positive (negative) behaviours appeared more frequently in the stimulus series than negative (positive) behaviours. Regardless of whether feedback of the actual group reference was provided or not, the predominant valence was more strongly associated with the large than the small group. This illusory-correlation effect was evident in memory-based measures at the end of the stimulus series as well as in the online predictions during stimulus presentation. The strength of illusory correlations increased with decreasing working-memory capacity, operationalized either by an interpersonal differences measure or a cognitive-load manipulation. The occurrence of illusory correlations in the absence of joint observations about group-valence pairs (in the no-feedback condition and in the early phase of the online prediction task) can be explained as a reflection of pseudocontingency inferences.     

Category and perceptual interference in second-language phoneme learning: an examination of English /w/-/v/ learning by Sinhala, German, and Dutch speakers

The present study investigated the perception and production of English /w/ and /v/ by native speakers of Sinhala, German, and Dutch, with the aim of examining how their native language phonetic processing affected the acquisition of these phonemes. Subjects performed a battery of tests that assessed their identification accuracy for natural recordings, their degree of spoken accent, their relative use of place and manner cues, the assimilation of these phonemes into native-language categories, and their perceptual maps (i.e., multidimensional scaling solutions) for these phonemes. Most Sinhala speakers had near-chance identification accuracy, Germans ranged from chance to 100% correct, and Dutch speakers had uniformly high accuracy. The results suggest that these learning differences were caused more by perceptual interference than by category assimilation; Sinhala and German speakers both have a single native-language phoneme that is similar to English /w/ and /v/, but the auditory sensitivities of Sinhala speakers make it harder for them to discern the acoustic cues that are critical to /w/-/v/ categorization.