Sandplay therapy with couples within the framework of analytical psychology

Sandplay therapy with couples is discussed within an analytical framework. Guidelines are proposed as a means of developing this relatively new area within sandplay therapy, and as a platform to open a wider discussion to bring together sandplay therapy and couple therapy. Examples of sand trays created during couple therapy are also presented to illustrate the transformations during the therapeutic process.     

THE GOOD PRODUCTIVITY GAME: INCREASING WORK PERFORMANCE IN A REHABILITATION SETTING1

Simple reinforcement systems have been used to improve performance in a broad range of settings. For example, in classrooms, the “Good Behavior Game” has been shown to be very effective (Barrish, Saunders, and Wolf, Journal of Applied Behavior Analysis, 1969, 2 , 119–124). In industry, small bonuses were used to increase the punctuality of workers (Hermann, deMontes, Dominquez, Montes, and Hopkins, Journal of Applied Behavior Analysis, 1973, 6 , 503–572). In a sheltered workshop setting, Shroeder (Journal of Applied Behavior Analysis, 1972, 5 , 45–52) examined work rates under varying frequencies and amounts of reinforcement and response force. The present study involved the utilization of simple group contingencies to increase productivity in a rehabilitation industry. Four state hospital residents who were trainees at a rehabilitation industry participated in the study which examined the effects of feedback, and feedback plus the “Good Productivity Game” to improve work output. The task, for which the employees were paid a wage, involved sorting boards by size. When the employees were provided with feedback on the number of boards sorted during the observation period, productivity increased slightly over baseline. After a return to baseline, the “Good Productivity Game” was played. For performance, the game afforded the employees pseudo-competition (in that teams were paired against each other, but both teams always “won”) and simple rewards such as candy and early work termination. The game improved performance by 104% over the second baseline and by 64% over the third baseline. Data gathered on rates of on-task behavior by the employees correlate with the productivity rates. Data gathered on rates of staff attention paid to employees show little difference across conditions, thus corroborating the function of the “Good Productivity Game” in increasing work output. Although no formal data were collected, the staff continued to use the game with considerable success after the formal termination of the study. The “Good Productivity Game” appears useful in increasing work output in a rehabilitation setting. Further research should concentrate on the utility of the game throughout longer periods of the workday and over extended periods of time.     

Two in one or one in two? Pushing off from Jung with Wolfgang Giegerich

This paper responds to a recent paper by Wolfgang Giegerich entitled ‘Two Jungs: apropos a paper by Mark Saban’. Giegerich disputes my assertion that the ‘rigorous notion’ at the heart of his psychology ‘finds no source in Jung's psychology, implicit or explicit’. In order to do this he posits the existence of two Jungs, an exoteric Jung and an esoteric Jung. The implications of Giegerich's binary scission of Jung are explored in this paper, and show that the tendency to exalt one Jung while disparaging the other betrays a comprehensive blindness toward the contradictory complexity of Jung's psychology as a whole. It is suggested that this blindness is the consequence of Giegerich's systematic prioritization of a neo‐Hegelian agenda that is in profound conflict with the telos of Jung's psychology.     

Reflections on the Jungian nature of psychology as the discipline of interiority: a response to Saban's ‘Misunderstandings’

Psychology as the discipline of interiority is the name of the psychology that has developed from Wolfgang Giegerich's work in the field of analytical psychology. This article offers a counterview to that of Mark Saban's claim that Giegerich's psychology is ‘irrelevant’ to Jungians today and is based on a fundamental misunderstanding of the nature of Jungian psychology. It will be shown that, in fact, it is a fundamental misunderstanding of Giegerich's work that has led Saban to form erroneous conclusions. Links between Jung's and Giegerich's conceptions of the ‘objective psyche’ will be highlighted, along with other examples of how, contrary to Saban's conclusions, psychology as the discipline of interiority has obvious connections to, and grounding in, Jungian psychology.     

The impact of different sources of social support on academic performance: Intervening factors and mediated pathways in the case of master's thesis

IntroductionAcademic failure and dropout are pervasive challenges at all levels of the education system. Research so far pointed out different aspects of this large phenomenon. On the one hand, some scholars have argued that social support is a key factor to foster learning and persistence. On the other hand, some other scholars have rather highlighted the role of student motivation and engagement itself in improving performance on academic tasks. In this article, we tested theoretical models that combine the two approaches in a whole process.AimsWe aimed at clarifying (1) the specific contribution of several sources of perceived social support to academic performance, and (2) the mediation role of motivation and engagement in the relationships between perceived social support and performance.MethodThe sample consisted of 226 last year university students. Structural equation modeling analyses were used to test the hypothesized associations.ResultsStructural equation modeling analysis revealed that institutional and supervisor support were associated with motivation, which in turn predicted greater behavioral, cognitive and emotional engagement. Further, behavioral engagement was the unique contributor of academic performance at the master's thesis.ConclusionThe results clarify the specific contribution of different sources of perceived social support and underline the importance of the supervisor and the institution. They also underline the importance of considering different sources of perceived social support at the same time. Finally, theoretical assumptions concerning the mediational role of motivation were confirmed.     

Visual exploration of reaching space during left and right arm movements in 6-month-old infants

Infant's manual laterality and eye-hand coordination emerge during the second part of the first year of life with the development of reaching. Nevertheless, little is known about the potential asymmetric characteristics of this coordination. The aim of this study was to describe visuo-spatial exploration in 6-month-old infants during reaching, according to the hand used. More specifically, we examined if the use of the left or the right hand was linked to a specific type of visual exploration. Gaze direction during goal-directed reaching towards an object placed on the table was measured with a remote ASL 504 eye tracker (Bedford MA). Twelve babies aged 6 months were observed during six reaching sessions, alterning three sessions with an object on the left side of the subject and three with an object on the right side. Gaze direction and some hand variables (hand activity, hand opening and hand position from the body) were coded with The Observer software. Results showed that babies visually explore their reaching space differently according to the hand used: they look more at the object when they use their right hand and more around the object when they use their left hand; they also look more often at their left hand than at their right one. These results suggest that an asymmetric visuo-manual coordination exists as early as 6 months: vision seems to support (1) left hand during reaching for evaluate distances from object to baby by means of visual feedbacks and (2) right hand for identify what sort of object is. Results are discussed in light of manual specialization and specific hemispheric skills at this age.     

French translation and validation of the Karitane Parenting Confidence Scale

IntroductionPerceived parental self-efficacy (PSE) is thought to play a crucial role in parental well-being, the parent-infant relationship, and other aspects of infant development, particularly in the early postnatal period. The Karitane Parenting Confidence Scale (KPCS) is a 15-item self-report questionnaire designed for parents with infants aged 0–12 months.ObjectiveTo explore the factor structure of a French translation of the KPCS and assess its psychometric qualities.MethodUsing a French-language translation of the KPCS (KPCS-F), 257 parents of children aged 0–12 months were recruited via childcare structures (e.g. nurseries, community centers, mother and child protection centers). Confirmatory factor analyses (CFA) were conducted to examine 2- and 3-factor solutions for the KPCS-F scale. Internal reliability and convergent validity were evaluated.ResultsThe best model was a two-factor solution (PSE “infant care” and PSE “parental role”) restricted to 12 items. Sound internal consistency was indicated, with a Cronbach's alpha coefficient of 0.80 and a McDonald's omega coefficient of 0.80. Test-retest reliability was good. KPCS-F score was correlated with social support and psychological well-being scores.ConclusionThe KPCS-F showed substantial validity and reliability for this sample. The translated scale should therefore improve assessment and intervention processes for professionals working with parents of young children.     

Stratégies et réactions des victimes et de leur entourage face au harcèlement scolaire : une étude rétrospective

The negative consequences faced by students who are victims of school bullying are clearly documented. Nevertheless, few studies have examined victim's reactions and strategies to cope with bullying. Yet a better understanding of these reactions would allow a better support from health professionals and to improved prevention actions. This study aims to explore the victim's coping strategies through the content-analysis of 32 interviews conducted with former victims. Given their decisive influence on the bullying's situation, spontaneous or requested reactions of peers, teachers and parents are examined as well. To include these two aspects in a common theoretical framework, this research proposes to combine two distinct approaches: the coping strategies and the Participant Role Approach (Salmivalli, 2010; Salmivalli et al., 1996). The efficiency of each highlighted strategy is analysed and discussed regarding current scientific knowledge. Results suggest that victims generally experiment a large panel of reactions and strategies to cope with bullying. Nevertheless, few of these strategies seem to have an effect on bullying itself, but some can improve the emotional well-being of the victims. Victims who attempted to be liked by their bullies by changing their own behaviour reported no improvement of their relations with the bullies, neither did the ones who used humour in order to get closer to bullies. Bullies didn’t get tired when victims passively endured the bullying, hoping that it would stop by itself. Stand up (verbally or physically) to the bully led to increased bullying (one situation excepted). Physical avoidance of bullies (e.g. staying in classroom during playtimes) allowed some victims to temporarily reduce their emotional distress. Several victims experimented positive interactions with peers in extra-curricular activities (e.g. sport, art, scouting) that helped them recovering confidence in their social skills. Most of victims sought social support at one point of the bullying time. The efficiency of this strategy entirely belongs to the warned person's reaction and is thus highly variable. Based on participants’ report, only increased connectedness with a peer could have an impact on the bullying behaviour through a better integration in the peer-group. On the contrary, parents and teachers’ reactions are often perceived by the victims as not appropriate and as leading to a worse situation. In terms of practical implications, these results highlight the importance of raising teachers and parents’ awareness of the bullying, as well as the significance of the peers group dynamic. Following-up any bullying situation observed or reported in the school would probably help ensuring relevant interventions.