Building a business case for developing supportive supervisors

A key theme from the previous commentaries is that the business case for developing supportive supervisors needs to be stronger for organizations to make the investments necessary to develop supportive supervisors. There are time constraints and other practical considerations for those in the role of supervisor that may get in the way of supportive supervision unless supervisor support is recognized as a valuable business expense (Ellinger, 2013; Zeni, MacDougall, Chauhan, Brock, & Buckley, 2013). As such, in our response to the commentaries, we present the findings of an additional analysis based on the data from our original sample that examine the relationship between supportive supervision (as rated by subordinates) and supervisor performance and promotability (as rated by the supervisor's boss). We provide evidence that highly supportive supervisors are seen as more promotable and as better performers than are supervisors who are less supportive. Having empirical evidence that shows that upper‐level leaders believe that supportive management contributes to the performance of supervisors is important because upper‐level leaders are the ones making decisions in organizations about what is valued and promoted.     

Aging and Memory in Skilled Language Performance

The issue of irreversible decrements versus developmental plasticity with aging was explored for skilled language users. Fifteen English teachers (22 to 31 years of age) and 15 retired English teachers (50 to 83 years of age) were tested for language memory, using a 2 × 2 × 2 (Recall vs. Recognition × Meaningful vs. Nonmeaningful × Incidental vs. Intentional) design, and for overall grammar-skill memory, using speed and error measures. On the language-memory test, experimental variables (but not the age variable) were related to performance. On the grammar-skill test, the older subjects showed longer completion times but no decrements in accuracy. The results provided support for developmental plasticity in language memory and suggested an optimistic view of memory for skilled content areas.     

Child psychotherapy: Converging traditions

In this paper I outline some of the ways in which I believe the psychoanalytic traditions in North America and in Great Britain are influencing each other. I identify points of convergence and divergence at this moment in the evolution of psychoanalytic theory and technique. I then point out some of the implications of relational perspectives in child psychotherapy as this perspective is developing in the United States.     

The Psychodynamics of Torture

In this paper I consider some of the issues raised by the way the American Psychological Association has dealt with the participation of psychologists in interrogations at Guantanamo Bay. I set forth some of my experience, and what I feel I learned, from trying to convince the Council of Representatives of the American Psychological Association to support a moratorium on the participation of psychologists in interrogations of detainees at centers where due process is systematically denied. The paper was written before the Council of Representatives voted down the idea of a moratorium, with a coda describing the outcome.     

History Repeats Itself in Transference—Countertransference

The dynamics of the larger society inevitably are manifest in intrapsychic dynamics, as well as interpersonal interactions, in and out of the psychoanalytic consulting room. Traditional psychoanalytic inattention to the social world predisposes analysts to enact unreflectively some of the racist and classist patterns in the social world around us in our clinical work. This author argues first that U.S. psychoanalysis, as a field, has sought to define itself as white, thereby demonstrating the influence of racism in this country. Second, in a clinical example, the author demonstrates the subtle imprint of racism and classism in a dyad in which both participants are conventionally classified as white. He concludes that open discussion of U.S. history and of the past and current social location of psychoanalysis as a field goes hand in hand with increased awareness of the ways in which social forces organize psychoanalytic interactions.     

Whiteness Uncovered: Commentary on Papers by Melanie Suchet and Gillian Straker

In this discussion of papers by Gillian Straker and Melanie Suchet, the author draws some links between the two papers in the interest of expanding analysts' understanding of the nature of whiteness as part of a racist discourse.     

Commentary on Koons et al.’s (2013) “Negotiating for Improved Reimbursement for Dialectical Behavior Therapy: A Successful Project”

This paper provides a commentary of Koons, O’Rourke, Carter, and Erhardt (this issue), which takes an inspiring first step in bridging research and clinical practice. We encourage the field to take the following from this paper: (a) evidence-based treatment (EBT) can work in real-world settings; (b) publishable research can be accomplished in a purely clinical environment; (c) some insurance companies are willing to pay more for EBTs; and (d) getting sufficient pay for more time-consuming work has potential to help patients. Koons et al. found the crucial synthesis for all clinicians: In a purely clinical setting, research demonstrated that people got better and the providers were paid more for their work.     

Misunderstanding stigma: A reply to Bobys

In his comment on our approach to understanding stigma (Elliott, Ziegler, Altman, and Scott, 1982), Bobys presents an interesting and provocative form of stigma: the stigma of excellence. He notes that it may be just as damaging to appear to be superior as it is to be inferior, and several lines of research quoted by Bobys provide evidence that this is indeed the case.     

The “coconut tree” model of careers: the case of French academia

This research note sets out to explain the main features of the French university academic career—the “coconut tree,” as it is colloquially known, setting it firmly within a social and cultural context; outlining the logic and functions of career stages, explaining its rituals and conventions, its rewards and pitfalls. These are narrated by two characteristic episodes and comparisons are drawn with Anglo-Saxon academic careers.