Emotion-Focused Therapy: An Interview with Leslie Greenberg

Over the past 30 years Leslie Greenberg has developed and refined the Emotion-Focused Therapy (EFT) approach. This therapy model stands apart from other, humanistic-based approaches in its focus on empiricism. In addition, EFT is one of the few therapy models that is truly integrative in nature, combining client-centered, gestalt, and cognitive principles. This paper includes a recent interview with Greenberg in which he describes the development of EFT and his views regarding future directions of EFT, as well as his views on the field of psychotherapy more generally.     

Using Experiential Learning Theory to Train Career Practitioners

Effective instructional strategies are needed for career practitioner training. Experiential learning theory (ELT; A. Y. Kolb & Kolb, 2009) provides an instructional foundation from which awareness of the various components of career development can be enhanced. Support for ELT as an effective method of instruction exists in various fields (Hoover, Giambatista, Sorenson, & Bommer, 2010; Ti et al., 2009). ELT integrates 6 shared propositions derived from John Dewey, Jean Piaget, William James, Carl Jung, and Carl Rogers (A. Y. Kolb & Kolb, 2009). This article outlines components of ELT and their application in training career service practitioners.     

So many lifetimes locked inside: reflecting on the use of music and songs to enhance learning through emotional and social connection in Trainee Clinical Psychologists

Music is universal; it can provide a common language that speaks from the heart enabling others to connect with the private felt experiences of others regardless of differences within or between people. This ability to empathise with, and understand, the position of others from differing backgrounds is an important competency within the therapeutic work of Clinical Psychologists. There are many facets to diversity just as there are many facets to music. Diversity in music genres can reflect diversity in people. Indeed, there is music to cater for all tastes, cultural/ethnic backgrounds, gender, age and generations with listening often being guided by individual preferences. In the United Kingdom training to become a Clinical Psychologist consists of a university-based 3-year full time professional research doctorate funded through the National Health Service. Trainees work on placements 3 days a week and attend university for academic and research teaching 2 days a week. As part of the academic programme, Trainees undertake experiential learning through workshops and methods such as Problem-Based Learning (PBL). One of the PBL exercises is based on a typical referral within an Adult Mental Health (AMH) service. For the AMH PBL exercise music is used to enhance trainees’ ability to connect emotionally with the personhood of referrals, consider associated complexities, and to reflect on personal and professional boundaries and reflective practice during training and beyond. This paper reflects on the utility of music and songs to enhance the learning experience.     

“What Button Do I Press?” the Consequences of Conducting a Service Learning Project with Senior Citizens

In an effort to build interest in the two-year old service learning center and to fulfill its mission to integrate academic life with service in thoughtful and relevant ways, a competition was held to award developmental grants to faculty to create innovative courses incorporating service learning. The winning proposal from the business school used a business ethics course as the vehicle for formally introducing service into the business curriculum. This paper will tell the story of the intended and unintended consequences of building collaboration on several levels: between generations, between college and community, between faculty and college resources, between student teams, and between theory and practice.     

A hot new way to measure aggression: Hot sauce allocation

Laboratory experiments investigating aggressive behavior have operationalized and assessed aggression in a variety of ways; however, these measures are often problematic because they do not create a situation in which participants perceive potential for real harm to come to the target, there is a risk of actual harm to the target, or they are too familiar to participants. To overcome these limitations, we developed a new method for measuring aggression, specifically, the amount of hot sauce administered to a target known to dislike spicy foods. We summarize a series of experiments assessing theory‐based hypotheses regarding aggression in which this measure is employed. We then briefly consider the strengths and limitations of this new measure. Aggr. Behav. 25:331–348, 1999. © 1999 Wiley‐Liss, Inc.     

To do or to have? Exploring the effects of social exclusion on experiential and material purchases

Social exclusion is widespread in our modern society. In the context of marketing, consumers who are excluded will choose specific products to mitigate the negative consequences of exclusion. This research examined the effect of social exclusion on consumer preferences. Three experimental studies were conducted to test whether consumers experiencing social exclusion would choose specific kinds of purchases. The results of the three studies provided convergent support for the notion that consumers who feel socially excluded exhibit a preference for experiential purchases over material purchases. It therefore appears that experiential purchases can more effectively compensate for the relational needs caused by social exclusion. The effect was stronger for socially excluded individuals exhibiting more interdependent self‐construal than for those exhibiting a more independent self‐construal. These results indicate that social impact is an antecedent of experiential purchases, and they shed light on an important mechanism to alleviate the negative effects of social exclusion.