"Good enough stories": helping couples invest in one another's growth

This article utilizes key constructs of the narrative metaphor: that stories organize, structure, and give meaning to events in our lives. When stories are used as a way to understand the lives of couples, they have the potential for enhancing individual and relational growth. It is proposed that knowing both our own and our partner's story and development goals increases the likelihood of making an investment in self/other and relational growth. It is further suggested that helping couples develop narratives with a sense of "We" promotes a more generative perspective. These ideas were developed in a small qualitative pilot study with long-married, middle-class, heterosexual couples, which suggested that the synthesis of each partner's life story into a couple story promoted individual and relational development. Implications for therapeutic work with couples are presented as well as specific recommendations for ways to utilize the life story approach as an aspect of treatment. It is intended to assist clinicians and teachers in translating narrative ideas into therapeutic work with couples.     

Living in History in Lebanon: The influence of chronic social upheaval on the organisation of autobiographical memories

The Living in History (LiH) effect is a litmus test for the degree to which historical events reorganise autobiographical memory. The LiH effect was studied in two Lebanese samples: a Beiruti sample that lived in the epicentre of the 15-year Lebanese Civil War (1975–1990) and another group from the Bi'qa region who lived in an area that was indirectly exposed for most of the civil war but experienced one short-term period of war during the Israeli invasion. Using the two-phase word-cueing task to elicit dated autobiographical memories, we observed a significantly stronger LiH effect in the Beirut sample but also a significant yet weaker LiH effect in the Bi'qa sample. In addition to the main finding we offer evidence that the LiH effect waxes and wanes with the level of conflict in an area and that reported personal experiences of war exposure predict the strength of the LiH effect. Our findings suggest that collective transitional events which produce a marked change in the fabric of daily living engender historically defined autobiographical periods which give structure and organisation to how individuals remember their past.     

Whose Fault? The Origins and Evitability of the Analytic–Continental Rift

This is a broad survey of the chronology of the rift between continental and analytic philosophy, starting in 1899. Whereas at that time there was no discernible divide, as the twentieth century progresses we can see a gradual parting of the ways in which philosophy was done, culminating in a period of maximum separation in 1945-68, followed by some convergence. There is one substantial historical thesis proposed, and facts are adduced from the chronology to back it up: that the divide was never absolute, never purely geographical, and above all that it was not inevitable, but was largely the product of accidental historical circumstances, of which the most crucial was the flourishing of totalitarianism in Europe and the disruption caused by two world wars.     

Impulsivity,sensation seeking and reproductive behaviour: A life history perspective

Impulsivity has often been invoked as a proximate driver of different life-history strategies. However, conceptualisations of “impulsivity” are inconsistent and ambiguities exist regarding which facets of impulsivity are actually involved in the canalisation of reproductive strategies. Two variables commonly used to represent impulsivity were examined in relation to reproductive behaviour. Results demonstrated that sensation seeking was significantly related to strategy-based behaviour, but impulsivity (defined as a failure to deliberate) was only weakly correlated. The effect of impulsivity disappeared when sensation seeking was controlled. Sex differences emerged for sensation seeking but not impulsivity. We conclude that “impulsivity” is not a unitary trait and that clearer distinctions should be made between facets of this construct.     

In conversation with J. Philippe Rushton

The interview covers Rushton’s background in England, South Africa, and Canada, his education at the University of London (B.Sc., 1970; Ph.D., 1973), and his early research (1970–1980) on the social learning of generosity in 7- to 11-year olds. In his first book, Altruism, socialization, and society (1980), Rushton solved two “anomalies” for his social learning perspective—altruism in animals and traits in people—causing a “paradigm shift” for him toward sociobiology. He spent January to June 1981 at the University of California, Berkeley, to study the longitudinal stability of personality traits like altruism. There, he was influenced by Jensen’s work on g and race differences in rate of maturation and two-egg twinning. Subsequently, Rushton found that across 60 variables, Europeans fall between East Asians and Africans, closer to East Asians. He extrapolated Wilson’s (fast–slow) r-K life history theory to explain the pattern. Also covered is Rushton’s research on the heritability of altruism, and Genetic Similarity Theory explaining assortative mating and ethnic nepotism. Spouses and best friends are as similar as half-siblings and people randomly chosen from the same ethnic group are as related as first cousins. Altruism follows lines of similarity to replicate genes effectively. Rushton’s research on creativity is described.     

Resilience and affect balance as mediators between trait emotional intelligence and life satisfaction

The current study aimed to analyze the importance of trait emotional intelligence in life satisfaction and to extend the previous literature by investigating the potential mediating effects of resilience and affect balance in this relationship. To test the study hypotheses, self-report measures of trait emotional intelligence, resilience, positive and negative affect, and life satisfaction were administrated to 263 undergraduates. Correlation analysis indicated that trait emotional intelligence was positively correlated with life satisfaction. Mediational analyses showed that trait emotional intelligence exerted its indirect effect on life satisfaction through the simple mediating effect of affect balance and the three-path mediating effect of resilience–affect balance. In addition, resilience played as a partial mediator between trait emotional intelligence and affect balance. Furthermore, multi-group analyses showed that the mediational model was not moderated by gender. Therefore, this study makes a contribution to the complex nature of the association between trait emotional intelligence and subjective well-being.     

Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study

To identify the challenges that students must meet to engage in effective self-directed inquiry, a class was followed for three years, from the fourth through the sixth grades, as they engaged in a sequence of progressively more demanding inquiry activities. Students made substantial progress in understanding the objectives of inquiry, identifying questions, attending to evidence, identifying patterns, making controlled comparisons, interpreting increasingly complex data, supporting claims, and drawing justified conclusions. Retaining awareness of inquiry objectives and integrating influences of multiple variables in predicting outcomes were two areas that remained challenging. A comparison group of seventh graders who had not been involved in the program displayed strikingly different approaches to an inquiry task, indicating that the skills identified here are not ones that develop in the absence of appropriate kinds of educational experiences.     

Wilhelm Reich and Anna Freud: His expulsion from psychoanalysis

This article describes the growth of hostility towards Wilhelm Reich in the psychoanalytic community over his Marxist ideology and activism as well as disagreements over the death instinct. It brings to the fore the behind the scenes political manipulations between Ernest Jones and Anna Freud to effect the expulsion of Reich both from the Vienna and Berlin local psychoanalytic societies and from the International Psychoanalytic Association (IPA). It describes Reich's reactions to these events and the pressure placed on other psychoanalysts to stop supporting him and also the revision of history about the expulsion. It discusses the use of the term "crazy" as it was used in the psychoanalytic movement. Further the article discusses personality attributes of Anna Freud leading to counter-transference possessiveness to children and women, especially patients. It briefly touches on the attitudes of both Sigmund and Anna Freud toward sex and how this furthered the clash with Reich. It discusses the similarity between Anna's actions toward the Burlingham children and what happened to the children of Reich.     

Psychological characteristics and perceptions of stuttering of adults who stutter with and without support group experience

Purpose

To compare adults who stutter with and without support group experience on measures of self-esteem, self-efficacy, life satisfaction, self-stigma, perceived stuttering severity, perceived origin and future course of stuttering, and importance of fluency.

Method

Participants were 279 adults who stutter recruited from the National Stuttering Association and Board Recognized Specialists in Fluency Disorders. Participants completed a Web-based survey comprised of various measures of well-being including the Rosenberg Self-Esteem Scale, Generalized Self-Efficacy Scale, Satisfaction with Life Scale, a measure of perceived stuttering severity, the Self-Stigma of Stuttering Scale, and other stuttering-related questions.

Results

Participants with support group experience as a whole demonstrated lower internalized stigma, were more likely to believe that they would stutter for the rest of their lives, and less likely to perceive production of fluent speech as being highly or moderately important when talking to other people, compared to participants with no support group experience. Individuals who joined support groups to help others feel better about themselves reported higher self-esteem, self-efficacy, and life satisfaction, and lower internalized stigma and perceived stuttering severity, compared to participants with no support group experience. Participants who stutter as an overall group demonstrated similar levels of self-esteem, higher self-efficacy, and lower life satisfaction compared to averages from normative data for adults who do not stutter.

Conclusions

Findings support the notion that self-help support groups limit internalization of negative attitudes about the self, and that focusing on helping others feel better in a support group context is linked to higher levels of psychological well-being.Educational objectives: At the end of this activity the reader will be able to: (a) describe the potential psychological benefits of stuttering self-help support groups for people who stutter, (b) contrast between important aspects of well-being including self-esteem self-efficacy, and life satisfaction, (c) summarize differences in self-esteem, self-efficacy, life satisfaction, self-stigma, perceived stuttering severity, and perceptions of stuttering between adults who stutter with and without support group experience, (d) summarize differences in self-esteem, self-efficacy, and life satisfaction between adults who stutter and normative data for adults who do not stutter.     

Sick? Or slow? On the origins of intelligence as a psychological object

This paper examines the first moments of the emergence of “psychometrics” as a discipline, using a history of the Binet–Simon test (precursor to the Stanford–Binet) to engage the question of how intelligence became a “psychological object.” To begin to answer this, we used a previously-unexamined set of French texts to highlight the negotiations and collaborations that led Alfred Binet (1857–1911) to identify “mental testing” as a research area worth pursuing. This included a long-standing rivalry with Désiré-Magloire Bourneville (1840–1909), who argued for decades that psychiatrists ought to be the professional arbiters of which children would be removed from the standard curriculum and referred to special education classes in asylums. In contrast, Binet sought to keep children in schools and conceived of a way for psychologists to do this. Supported by the Société libre de l'étude psychologique de l'enfant [Free society for the psychological study of the child], and by a number of collaborators and friends, he thus undertook to create a “metric” scale of intelligence—and the associated testing apparatus—to legitimize the role of psychologists in a to-that-point psychiatric domain: identifying and treating “the abnormal”. The result was a change in the earlier law requiring all healthy French children to attend school, between the ages of 6 and 13, to recognize instead that otherwise normal children sometimes need special help: they are “slow” (arriéré), but not “sick.” This conceptualization of intelligence was then carried forward, through the test's influence on Lewis Terman (1877–1956) and Lightner Witmer (1867–1956), to shape virtually all subsequent thinking about intelligence testing and its role in society.