The unfolding and healing of analytic boundary violations: personal, clinical and cultural considerations

Jungian analysts are not exempt from an unconscious engagement in a group complex. The author hypothesizes that there is a silent, dark legacy of belief in the superiority of men's judgment and the inferiority of women's, left by Jung, that has had a wounding impact on some Jungian analysands. Conscious and public mourning may be needed to heal our cultural complex. The author, a woman, traces the origins of her own patriarchal complexes and reveals how in her first analysis these mingled with the patriarchal complex shared by Jungian institute, her two male analysts and their former analyst, a pillar of the institute's community. Her first analyst aborted her analysis to begin a personal partnership with her. Her second analyst unconsciously colluded with the first analyst in not exploring this outcome as a violation. This resulted in a second compromised treatment. The senior analyst who had been these two analysts' own analyst was consulted, and he too failed to address the transgression. After experiencing severe symptomatology, the patient entered a third analysis with a woman where transference and regression were the focus. Eventually, meaning was found in the confrontations with the particular Jungian organization and its ethics committee, who acknowledged the first analyst's behaviour to be unethical. The author sees this process as a paradigm for the enactment and healing of a group complex.     

Close Encounters With the Midwest: Forming Identity in a Bicultural Context

This study uses semi-structured interviews to examine how 16 people of Latvian heritage negotiated their cultural identities in high school (retrospectively) and at midlife (concurrently). Participants' high school and midlife cultural identity patterns were coded as marginalized, separated, assimilated, alternating integrated, or blended integrated. Although eleven participants were found to have had marginalized, separated, or alternating integrated patterns in high school, all 16 had either assimilated or blended integrated patterns at midlife. Further, there is evidence that the contexts in which identity negotiation occurred—specifically, the rigidity of the participants' Latvian and American contexts in high school and their relative openness at midlife—influenced these changes in pattern. The findings also underscore the importance of taking into account within-group differences when studying how people negotiate their cultural identities.     

从中亚东干人语言的变迁看文化适应

文化适应是一个描述民族文化关系的重要概念,它指的是两个或两个以上不同文化体系间由于持续接触、相互影响而造成一方或双方发生的大规模文化变迁。本文透过中亚东干人在不同民族文化的接触中其语言变迁的过程,对人类文化适应这一重要的文化现象进行了考察。笔者认为,东干人学习使用范围较广的其他民族语言的事实,不仅表现出其自身较强的文化适应性,而且反映出一种对本民族成员所需社会文化资源和未来发展机会的积极争取。     

一例大学新生适应不良的咨询案例报告

来访者是一名大一新生,自升入大学一个多月来,由于其个性内向,认知上存在偏差,导致对大学生活适应不良。神情悲观,精神不振,易发怒;食欲差,睡眠差;学习兴趣下降。咨询师根据来访者个性特征和问题的特点采用合理情绪疗法对其进行干预。经过5次咨询,求助者情绪好转,学习兴趣提高,能够与同学正常交往,取得了比较好的咨询效果。     

The Career Adapt-Abilities Scale in Macau: Psychometric characteristics and construct validity

The purpose of the study was to determine if the CAAS could be used with middle school students. Currently no study has been done for the application of CAAS on middle school students. We examined the reliability and validity of the Career Adapt-Ability Scale (CAAS) in Macau for middle school and high school students. The CAAS consists of four scales, each with six items, which measure concern, control, curiosity, and confidence. We tested the internal consistency and factor structure with 270 middle school students and 188 high school students. We also compared students' performance on CAAS in terms of gender and age. The results indicated that internal consistency estimates for the subscale and total scores were good for both high school and middle school students. The factor structure was quite similar to the one computed for combined data from 13 countries (Savickas & Porfeli, 2012). In addition, we found that high school students scored significantly higher than middle school students on the CAAS scales. Based on the results, the CAAS-Macau Form appears ready for use by researchers and practitioners who wish to measure adaptability resources among middle school and high school students in Macau.     

The relationship among positive emotional dispositions,career adaptability,and satisfaction in Italian high school students

Using a sample of 242 Italian high school students, we examined the direct relation of hope and optimism on four dimensions of career adaptability (i.e. curiosity, confidence, control, and concern) as well as the mediating effect of these four adaptability dimensions on the relations of hope and optimism on the subcomponents of satisfaction. The results of the study demonstrated that both hope and optimism significantly predicted various dimensions of career adaptability. Additionally, the degree to which hope related to students' subcomponents of satisfaction was mediated by two of the four dimensions of career adaptability (i.e. curiosity and confidence). The dimensions of adaptability did not mediate the relations of optimism on satisfaction. These findings have implications for both research and practice.     

The embodied self: thinking psychoanalytically in a time of 'science'

Abstract :  In order to be relevant in our 'scientific' times, it is necessary that we psychoanalysts situate our ideas in thoughtful and respectful relationship to neighbouring disciplines such as genetics, cultural studies, and neuro-anatomy. In this paper I suggest that, although psychoanalysis still continues to have valuable contributions to make to the understanding of human sexual experience and behaviour, in order to make these contributions relevant we must tune in with openness to the challenges posed by the unfolding discoveries in the other disciplines that grapple with the arena of human sexuality.
I will suggest ways in which research on sexual desire and gender identity may be assimilated into psychoanalytic thinking and give some examples of its use in analytic practice.     

Development of cultural strategies of attention in North American and Japanese children

Recent studies suggest that North American adults exhibit a focused strategy of attention that emphasizes focal information about objects, whereas Japanese adults exhibit a divided strategy of attention that emphasizes contextual information about objects. The current study investigated whether 4- and 5-, 6- to 8-, and 9- to 13-year-old North American and Japanese children exhibit these divergent attention strategies. Two experiments suggest that those older than 6 years of age exhibit measurable cultural differences in attention, whereas 4- to 6-year-olds do not. We suggest that sociocognitive development and socialization experiences that occur around 5 to 7 years of age may foster the development of cultural strategies of attention.     

Cultural variations in pre-emptive effort downplaying

Pre-emptive effort downplaying (PED) occurs when people publicly downplay their effort expenditure on test preparation prior to taking a test for the sake of managing the social evaluation of the self in the face of a challenging performance task. Thirty Asian Americans and 29 European Americans had two opportunities to publicly report their effort expenditure on a practice exercise. They also completed measures of self-evaluations and concern for performance before working on the practice exercise, and the self-evaluation measure again at the completion of the actual test. Only European Americans showed PED. Additionally, concern for performance was positively associated with and mediated cultural variations in PED. The implications of these results are discussed.