Who is my Jung? Memories,Reflections, Prospects

The author describes his personal and professional journey in relation to the subject of the AJA 40^th anniversary conference, ‘Who is my Jung?’ The first part of the paper covers his early life and his attempt to bring together two opposing parts within him: valuation of a scientific approach, and an interest in the inner world, dreams and the paranormal. Discussion of his professional life follows, including his relationship with Gerhard Adler, past problems and splits within the Jungian community and the author's attempts to heal these. The value of both remembering and forgetting is questioned. This leads onto ideas that bring value and meaning to his work and life, and which bridge the inner divisions he felt in his early life: notably Jung's focus on applying scientific theory to the mystery of the psyche, his relational attitude (exemplified by the dialectical process and his interest in countertransference) and his theory of synchronicity. Recent discussion in Jungian writing has questioned the nature of synchronistic experiences and explored how they may emerge naturally from complex systems. The paper ends the author's continuing journey with two personal vignettes describing how meaning may emerge from the unconscious.     

The Treatment Planning of Experienced Counselors: A Qualitative Examination

Using consensual qualitative research, the authors examined the treatment planning process of experienced counselors (N = 9). The data analysis resulted in 4 domains: assessment steps, clinical impressions, treatment factors, and treatment strategies. These domains describe the process used by experienced counselors in making clinical decisions and offer insight into the nature of clinical expertise and the need for further research on treatment planning.     

Influence of Social Perception and Social Monitoring on Structural Priming

Although structural priming has been considered to be an independent cognitive process, recent evidence suggests that structural priming is modulated by sociocognitive factors such as social perception; speakers are more likely to mimic the sentence structure of a socially desirable interlocutor than the structure of a less desirable interlocutor. This study aims to further address the role of sociocognitive factors in language use by investigating how individual differences in social perception and tendency to align with others (i.e., social monitoring) modulate same‐verb structural priming. In particular, we investigate how likely students are to repeat a sentence structure of a teacher depending on their perception of the teacher and their social monitoring tendency. Our results demonstrate that students’ tendency to imitate a sentence structure of the teacher is positively influenced by their perception of the teacher but negatively by social monitoring. We suggest that the effects may be accounted for in terms of their influence on attention and memory encoding.     

Who knows what's good to eat? Infants fail to match the food preferences of antisocial others

Humans gather most of their knowledge about the world, including objectively true facts and specific cultural norms, by observing and being taught by others. Some individuals are worthy teachers and objects of imitation, having knowledge of cultural practices and positive intentions to inform. Others are better ignored because they are ignorant, because they mean us harm, or simply because we do not wish to be “like them.” This study examines whether 16-month-olds are sensitive to the pro- or antisocial behavior of a source that demonstrates preference for two novel foods. Infants took the emotional reactions displayed by novel and previously prosocial sources, but not antisocial sources, into account when deciding what to eat. These results suggest that others’ social behavior influences infants’ likelihood to match their preferences, illustrating the influence of social evaluation on social learning.     

It hurts both ways: How social comparisons harm affective and cognitive trust

Organizations often expect employees to collaborate with and trust the same coworkers with whom they compete for promotions and raises. This paper explores how social comparisons in self-relevant achievement domains influence affective and cognitive trust. We find that both upward and downward social comparisons harm trust. Upward comparisons harm affective trust and downward comparisons harm cognitive trust. We find no benefits of upward comparisons on cognitive trust, and we find no benefits of downward comparisons on affective trust.     

A process ontology for persons and their development

Persons are socio-cultural emergents—emerging progressively in the bio-psychological development of the individual. Persons are special kinds of agents, crucially characterized by their abilities to participate in the constitution of emergent social ontologies. I will present a model of these special bio-cultural relationships, and argue that modeling these relationships requires revisions in conceptions about the ontology of social realities, the relationships between agency and cognition, and naturalism and normativity.     

Chinese college students' general and relationship‐specific representations of adult attachment: Variable‐centred and person‐centred analysis

Formerly, researchers often treated adult attachment as a trait‐like construct with consistency across relationship contexts. However, recent studies have shown that people possess multiple relationship‐specific attachment representations, and inter‐correlations among them are only in a small‐to‐medium range. The aim of this study is to test whether these variable‐centred results could be replicated in China and further supplement them with a person‐centred analysis focusing on identifying prototypical patterns of multiple working models across relationships. We administrated measurements of general and four relationship‐specific (mother/father/best friend/romantic partner) working models and indicators of psychological adjustment upon 302 Chinese college students. Results from variable‐centred analysis demonstrated the cross‐relationship variability in working models. Furthermore, global indicators of psychological adjustment were better predicted by general models, while relationship‐specific indicators were better predicted by corresponding relationship‐specific models. These results largely replicate previous Western studies, supporting the existence of multiple attachment representations in China. In person‐centred analysis, a latent profile analysis identified four typical classes of working model profiles: all‐average, all‐secure, romantic‐insecure and peer‐secure. These classes differed not only in the cross‐relationship variability of their working models, but also in their levels of psychological adjustment. These interesting patterns may have theoretical implications and are worthy of further examination.     

Confirmatory Factor Analyses of the Full and Short Versions of the Marlowe-Crowne Social Desirability Scale

Abstract

Over the years, researchers have developed various short versions of the Marlowe-Crowne Social Desirability Scale (D. P. Crowne & D. Marlowe, 1960). The authors used confirmatory factor analyses (J. L. Arbuckle, 1997) as well as item and scale analyses to evaluate the adequacy of the full version and various short versions. Overall, the results from 232 Canadian undergraduates showed (a) that all the short versions in the present study are a significant improvement in fit over the 33-item full scale and (b) that W. M. Reynolds's (1982) Forms A and B are the best fitting short versions. No gender differences were found for the full scale or any of the short versions. The results show that the full scale could be improved psychometrically and that the psychometrically sound short versions should be available because they require less administration time than the full scale.     

Cross-contextual stability of bullying victimization: a person-oriented analysis of cyber and traditional bullying experiences among adolescents

Using a person-oriented approach the study examined whether bullying victimization at school continued into cyberspace victimization in a large sample of high school students in Lithuania (N = 1667, 58% girls), age 15-19 (M = 17.29, SD = 0.95). Three forms of traditional bullying (verbal, physical and relational) and seven forms of cyberbullying victimization through cell phones and computers were included in the analysis. The findings revealed that 35% of traditional bullying victims were also bullied in cyberspace. In particular, adolescents who experienced predominantly verbal and relational bullying at school, showed a higher risk of victimization in cyberspace a year later, while this was not observed for predominantly physical forms of traditional bullying. The findings point to the importance of a cross-contextual perspective in studies on stability of bullying victimization.     

Development and Psychometric Evaluation of the Social Justice Scale (SJS)

The study describes the development of the Social Justice Scale (SJS). Practitioners, educators, students, and other members of the community differ on their attitudes and values regarding social justice. It is important to assess, not only individuals' attitudes and values around social values, but also other constructs that might be related to social justice behaviors. The implication of Ajzen in Organizational Behavior and Human Decision Processes 50:179-211, (1991) theory of planned behavior suggests that attitudes, perceived behavioral control, and social norms predict intentions, which then lead to behaviors. A scale was designed to measure social justice-related values, attitudes, perceived behavioral control, subjective norms, and intentions based on a four-factor conception of Ajzen's theory. Confirmatory factor analysis and analyses for reliability and validity were used to test the properties of the scale.