Race,Gender, and Class Distinctions Among Aging Middle Class Black and White Women: Implications for Feminist Interventions

Although Black¹For the sake of simplicity, the generic terms Black and White are used to denote differences between the two groups of women. and White women’s relationships have received considerable attention, the important questions of how and if these relationships change with age and social class have received less attention. This article using the metaphor of intersectionality, and grounding women’s relationships in historically and contextually relevant frameworks, provides an understanding of the social and cultural tensions that continue to influence the standpoints of aging middle class Black and White women. The authors pose many probing questions about whether or not aging middle class Black and White women are capable of developing genuine friendships rather than superficial acquaintanceships. The article concludes with implications for Black and White feminist therapists, which highlight the necessity for personal reflections about issues of power and oppression and how they permeate interactions, depth of historical knowledge, and the promotion of positive aging techniques. Each of these and others help to forge a greater understanding of relationship building between these two groups of heterogeneouswomen.     

‘The lesser of two evils…’ – views of persons with rheumatoid arthritis on medication adherence: a qualitative study

Objective: This study aimed to explore medication adherence among adherent and non-adherent persons suffering from rheumatoid arthritis (RA). A special focus was put on the reasons accounting for successful medication adherence and on potential barriers or facilitating factors.

Design: A qualitative study with semi-structured interviews was conducted. Eighteen participants were recruited through stratified purposive sampling according to their medication adherence level. Interviews were analysed by interpretative phenomenological analysis.

Results: Medication adherence behaviour was described on a continuum ranging from non-adherent to adherent. Participants’ current adherence level was represented as a result of inner negotiations between a variety of influential factors and the successful application of a range of strategies. The influential factors were: experiences with medication, outcome expectations, knowledge of therapeutic options, the traits ‘openness’ and ‘conscientiousness’, belief in medical progress, characteristics of the medication, level of trust in one’s physician, and perceived autonomy. Facilitating strategies were: establishing routines, using social support and the deliberate suppression of information about potential adverse events.

Conclusion: The experience of and the reasons for medication (non-)adherence from the perspective of people with RA were explored comprehensively. Participants’ ongoing negotiations between adherence and non-adherence emerged as a key finding with implications for health service providers.     

Development of students’ knowledge about didactics during their first year of the master’s programme in didactics

In this study, I reflect critically on my own experiences as a university teacher of students’ expressed knowledge about the academic subject of didactics at the beginning and end of their first semester as students in the Master’s Programme in Didactics. My reflections are made using a phenomenographic approach to learning, which regards learning as a qualitatively deeper and different way of understanding content. The results of the study are expected to deepen my understanding of knowledge expressed about didactics in two different student groups, and give insight on what is critical for knowledge development in higher education. The first course design consisted of 12 lectures in total by 12 different teachers representing different fields of didactics, such as general didactics and subject-based didactics in different specializations. The second course design consisted of eight seminars where course literature about didactics was discussed, together with three seminars in smaller groups wherein the students in each specialization of didactics met. A comparison between the groups is made, based on a qualitative analysis of the responses on an open question before and after the first semester forms the basis of my own reflections. The analysis aims to establish in what way the students’ explanations of didactics might have changed during the courses, and if there are differences in this development which could be explained by differences in course design. In the first student group, 10 students (in-service teachers) answered both questionnaires, and 11 students in the second group answered both questionnaires.     

Jungian socioanalysis,social dreaming and the emerging complexity of Europe1

This paper presents central elements of what we have termed Jungian socioanalysis – an emerging theory combining analytical psychology, complexity theories, sociological theories, socio- and psychoanalysis, social dreaming, group analysis and affect theories consisting of five assumptions (see also Odde & Vestergaard 2021). Jungian socioanalysis develops a process approach, as opposed to a systems approach, to sociality. In this paper we focus mostly on one of the five assumptions, namely that Jungian socioanalysis explores social fields ‘from within’ through smaller groups, treating group processes as a vehicle to gain a psychosocial and cultural understanding of larger social entities. We give an example of this approach with a presentation of two local social dreaming experiences in Denmark, focusing on Europe in transition. We show that the most significant outcome doesn't rely on the specific content of the dreams, but rather on the engagement in the social dreaming process itself, resulting in transformative image-affects. The paper ends with reflections on how these social dreaming experiences inform a Jungian socioanalysis, pointing to enabling intersubjective meetings, or present moments, opening for a deeper understanding from within the group as opposed to a systems approach. The paper is a revised version of a presentation at the 2018 European Congress in Avignon.     

Racial and cultural in-betweenness meet in the consulting room: the case of ‘Anna’

An upper-middle-class black woman, who grew up adapting to a white-dominated environment, entered the consulting room of a multicultural ‘white-passing’ analyst, and here unique emotional experiences were reflected in dream images of racial disorganization, internal racism, and identity confusion. While sorting through the analysand’s internal dynamics, the external world erupted in May 2020 with the murder of George Floyd, catapulting both analysand and analyst (and the nation) into a transformative confrontation with their mutual, deep-seated woundings of American racial and cultural inequities. The analysand’s racial complexity directly impacted the analyst’s ‘white-passing’ privilege, bringing into question established classifications of American whiteness. Overlapping dynamics and experiences as ‘in-betweeners’ and ‘outsiders’ – a black woman subsumed by a white-dominated society and an immigrant refugee acculturated to American life – provided a common exilic ground for mutual understanding and mirroring. The analyst explores the racial and multicultural straddling that served as a lens into the analysand’s fragmented racial identity during the eruption of American racial unrest.     

Go Set a Watchman: revealing phantom narratives and shattering projections in the era of Black Lives Matter

Harper Lee’s novels, To Kill a Mockingbird and Go Set a Watchman, are examined through the lens of reader-response theory and the Jungian concept of the cultural complex or phantom narratives. Socio-historical context includes the American civil rights movement of the 60’s as well as Black Lives Matter. The clinical and institutional implications are briefly considered.     

母亲的情景特异性归因与儿童问题行为:儿童消极情绪的调节作用

以67对3~6岁的儿童及其母亲为研究对象,通过假设情景法探索母亲对不同情景下儿童问题行为的归因方式,并考察这种特定情景下的归因对儿童后续问题行为的影响,以及儿童消极情绪的调节作用。研究发现:(1)母亲对儿童不同问题行为的稳定性归因和不可控归因存在情景上的差异;(2)母亲的不可控归因和稳定性归因可以影响儿童内隐问题行为的发展且受到儿童消极情绪的影响,但母亲的归因方式不可以预测儿童的外显问题行为。     

Differential cognitive substrates of verbal episodic memory performance in semantic variant primary progressive aphasia and Alzheimer’s disease

Performance on neuropsychological measures of verbal memory requires cognitive abilities beyond memory. We examined the contribution of semantic knowledge in verbal episodic memory for semantic variant primary progressive aphasia (svPPA) or Alzheimer’s disease (AD). 415 AD and 68 svPPA participants completed measures of episodic memory (visual and verbal) and semantic knowledge. A double dissociation existed visual recall predicted verbal recognition in AD, whereas semantic knowledge contributed to verbal recognition in svPPA.