Five-year-olds' handling of reference and description in the domains of language and mental representation

Children's concurrent success on false belief tasks and their handling of two labels for one object (e.g., bunny/rabbit) has been interpreted as demonstrating understanding about the essential features of representation. Three experiments reveal the limitations in 5-year-olds' understanding for both mental and linguistic representations. We report relatively poor performance on a task involving two labels for one object (e.g., dice/eraser) which required children to treat another's knowledge as representing only some of the feature of its real referent: Dice but not eraser. Five year olds who made errors also had difficulty handling the fact that a written word 'dice' referring to such a dice/eraser, can also be applied to a standard dice but not to a standard eraser. These children lacked metalinguistic awareness of words as entities that both refer and describe.     

Need Satisfaction as a Mediator of Associations between Interparental Relationship Dimensions and Autonomy Supportive Parenting: A Weekly Diary Study

Guided by the self-determination theory, this weekly diary study tested a process model in which week-to-week mother-reported interparental conflict and perceived partner responsiveness were associated with maternal autonomy support by means of maternal psychological need satisfaction. During six consecutive weeks, 258 mothers (M_age = 41.71 years) and their 157 adolescents (51.4% females, M_age = 14.92 years) from Turkey provided weekly reports of the study variables via an online survey. Multilevel analyses showed that maternal need satisfaction was predicted by lower levels of interparental conflict and greater levels of perceived partner responsiveness. Maternal need satisfaction, in turn, was positively associated with maternal and adolescent reports of maternal autonomy support. Further, these week-to-week associations were partly moderated by maternal perfectionism. The results underscore the dynamic nature of the intra-family relationships, the important role of particular conditions in which mothers may become more autonomy supportive, and the necessity to consider mother’s personal characteristics while examining these dynamics.     

INTEGRAL ECOLOGY: A PERSPECTIVAL,DEVELOPMENTAL, AND COORDINATING APPROACH TO ENVIRONMENTAL PROBLEMS

Integral Ecology uses multiple perspectives to analyze environmental problems. Four of Integral Ecology's major analytical perspectives (known as the quadrants) correspond to the four divisions of the liberal arts and sciences: fine arts, natural science, social science, and humanities. Integral Ecology also utilizes the analytical perspective provided by the idea of cultural moral development. This perspective helps to reveal how stakeholders at different developmental stages disclose a phenomenon, in this case, a tropical forest that loggers propose to clear-cut. Integral Ecology takes into account all pertinent perspectives, in order to arrive at the best possible solution to environmental problems and conflicts.     

EVOLVING APPROACHES TO CONSERVATION: INTEGRAL ECOLOGY AND CANADA'S GREAT BEAR RAINFOREST

This case study applies Integral Ecology to analyze the broad range of strategies environmentalists have undertaken to create protected areas and change forest practices in the Great Bear Rainforest, British Columbia, Canada. Rainforest conservation efforts in the region promoted holistic, trans-disciplinary solutions and fostered agreement among diverse stakeholders, modeling an Integral Ecology approach. Environmentalists worked locally and globally, engaging with economic, cultural, political, and scientific systems to create change. The campaign involved transformations at personal and cultural levels that have enabled negotiated solutions involving over twenty million acres of rainforest on British Columbia's coast.     

A Commentary on Charles Goodwin's Co-Operative Action for Learning Scientists

ABSTRACT

This commentary summarizes the argument Charles Goodwin presents in Co-Operative Action (Co-A, 2018 Goodwin, C. (2018). Co-operative action. New York, NY: Cambridge University Press. [Google Scholar]), his most recent book. Through exploration of the breadth of conceptual and methodological tools that he has built over the course of his career and represents in this book, we suggest paths forward for Learning Sciences towards engaging in more equitable and relational research.     

Can Psychoanalysis be a Science?

This essay proposes to examine a limited number of critical assessments regarding the scientific status of psychoanalysis with reference to intents and purposes, claims and disclaimers, contrasting views of what constitutes a science and the nature of scientific thinking and how these might apply to psychoanalysis epistemologically. It assumes a certain degree of familiarity with criticisms that have been leveled against psychoanalysis from those who insist on absolutist testing for what some call true science, particularly on the part of those who are not practitioners of the art. It wonders about the concern with scientizing by those who actually practice it, or value it in some way or another. It suggests an open minded approach without premature or even warranted closure on the subject of human beings and of ways of getting to know them, let alone understanding them and perhaps being of help to them.     

A Farewell to Countertransference

The "discovery" of countertransference provided a much-needed corrective to the one-sided view of transference and a patient's pathology. Even if its usefulness in the development of psychoanalysis was indisputable, its days are numbered. When I present my clinical work at conferences, I am often asked questions about my countertransference. These questions contain numerous assumptions that are challenged in this paper. Treatment is discussed from a self psychological perspective to highlight the therapeutic value of enabling the patient to engage a selfobject transference. The concept of "projective identification" is also challenged. Systems theory, in which the therapeutic relationship is understood as a co-construction between therapist and patient, is proposed as a more effective model to deal with the issues formerly included under transference-countertransference.     

Effects of test anxiety,ego stress,and attentional skills training on arithmetic reasoning: An experimental evaluation of a brief counseling strategy

Abstract

Two hundred forty high school students (120 male and 120 female) in India performed a moderately difficult multiple choice Arithmetic Reasoning task after undergoing short-term (40 minutes) cognitive treatment in the form of Attentional Skills Training. A 2 × 2 × 2 (Test Anxiety x Attentional Skills Training x Stress) design with separate analysis for boys and girls indicated these results: with intervention the high anxiety subjects under ego stress conditions, compared to their high-anxious control, low-anxious ego stress, or low-anxious control counterparts, reported the maximum significant improvement in performance on the Arithmetic Reasoning test. The low-anxiety subjects performed consistently well with or without treatment or stress conditions. The findings shed new light on the attentional theory of test anxiety, and it was reasoned that long-term effects of cognitive treatment be studied by using varied performance tasks (difficulty level controlled) on different gender and age groups across cultures.     

Development and initial validation of the Brief Adolescent Life Event Scale (BALES)

We report initial validity analyses of the Brief Adolescent Life Event Scale (BALES). This instrument addresses negative and positive events pertinent to the well being of adolescent boys and girls, and is designed for use in studies utilizing an extended research protocol. Selection of items was guided by emerging perspectives on positive psychology , action theory , and personality vulnerability , as well as by new developments in statistical modeling theory. The 36 items of the scale tap negative and positive events, each of which addresses interpersonal and achievement life domains. Using a large sample of early-adolescents ( N = 895), we confirmed the hypothesized structure that includes four domain-level latent factors (i.e., negative interpersonal events, negative achievement events, positive interpersonal events, positive achievement events), and two overarching factors (negative events and positive events). Indices of positive and negative events predicted adolescent depressive symptoms in expected ways, and positive events buffered the effect of negative events on depressive symptoms. These findings encourage an informed use of the BALES and highlight considerations involved in the development of brief measures of stress and coping processes.     

On integrity

This paper argues that, rather than statutory registration, it is the personal integrity of the individual practitioner that will best safeguard the interest of the client and ultimately the image and reputation of the counselling/psychotherapy profession within society. An attempt is made to define integrity as an absolute moral component of the personality and to consider its significance to the therapeutic relationship. Trust, too, is considered as a vital factor in this relationship. As well as the integrity of the individual practitioner, the integrity of the psychotherapy profession as a whole is considered with particular regard to its considerable reliance on the production of theory for its sense of self worth, as opposed to its efficacy as a therapeutic enterprise.