Psychoanalysis and its place in the evolutionary chain of academic disciplines

In the long history of liberal learning and higher education, proponents of recent additions to the list of broadly accepted academic disciplines have had to overcome biases on the part of the academic establishment, on the one hand, and, on the other hand, have had to become willing to endure full intellectual access to and criticism of their field. Proponents of academic psychoanalysis face similar challenges today.     

Children and the future of humanity

In the face of a world that is undergoing a radical revolution, in terms of values as well as institutions, we must act so that future generations might have the means to face up to new demands. We must overhaul the educational program: we must teach children solidarity, openness and mutual respect, ecology, if we want our planet to survive.     

Social-cognitive development: Domain distinctions and coordinations

Recent research on social-cognitive development has identified three conceptual domains which form the basis of the child's structuring of the social world: the moral, societal, and psychological domains. Research on distinct conceptual domains has thus far focused on events and actions that are clear examples of content for the domains. The issue of domain coordinations has not been addressed. This paper examines coordinations between conceptual domains in children's social judgments through a discussion of the experiential origins of the domains and judgments about mixed, second-order, and ambiguously multifaceted events. The utility of the conceptual domain model for understanding social judgments and social development is discussed.     

Using Relational Cultural Theory as a Pedagogical Approach for Counselor Education

ABSTRACT

In the article the authors will discuss core concepts of RCT in greater detail while relating these concepts to the counselor education classroom setting. There are many aspects of the counseling process that are open-ended due to the necessity of counselors needing to be responsive to the client’s needs in the moment. It is the assertion of the authors that using RCT in the classroom as a pedagogical framework may be beneficial to the growth of CITs. Through creating and maintaining an environment that supports growth fostering relationships, mutual empathy, authenticity, recognition and healing of disconnection, identification of central relational paradoxes, and processing relational images can all lead to developing relational competence in the CITs who will become the next generation of counselors. Additionally, the authors provide examples of the core concepts in action that are grounded in their experiences, blending RCT into their instructional delivery in their course.