Therapist Self Disclosure in Group Psychotherapy from an Intersubjective and Self Psychological Standpoint

The history of therapist self disclosure is traced from the early struggles of Ferenczi and Burrow to its valued, yet still ambivalent, contemporary status. The symmetry of self disclosure by therapist and group members is differentiated from the parity of their different roles and responsibilities. Using a case example, the process is discussed through which a therapist's self disclosure fosters task-appropriate satisfaction of selfobject needs as it also helps group members articulate and loosen archaic selfobject binds. The therapy group is described as a transitional space within which a therapist's disclosure offers members an intersubjective bridge to the therapist as well as a model for members' own active participation in the group's work.     

The Influence of Positive and Negative Affectivity on Attitude Change Toward Organizations

This study tests hypothesized differences in pre-post (product-harm) crisis attitude change toward an organization for positively and negatively oriented individuals. Contrary to theoretical predictions, there was not a strong differential attitude change between positively and negatively oriented individuals. The results suggest a possible boundary condition for the influence of positive and negative affectivity on attitude change. Two explanations are offered for these findings: (1) that the vividness of the situation might override affectivity and (2) that affectivity might not be a strong predictor of attitude change for nonpersonalized attitudes.     

Managing Uncertainty: Obesity Discourses and Physical Education in a Risk Society

This paper considers the role of physicaleducation researchers within current publicconcerns about body shape and weight. UsingUlrich Beck's notion of `risk' it examines howcertainty about children, obesity, exercise andhealth is produced in the contexts of `expert'knowledge and recontextualised in the academicand professional physical education literature.It is argued that the unquestioning acceptanceof the obesity discourses in physical educationhelps to construct anxieties about the body,which are detrimental to students and silencesalternative ways of thinking and doing physicaleducation.     

Two Languages, One Vocabulary

Two cultures (scientific and clinical) speaking different theoretical languages reside in psychology. The categorical structure of scientific language is based on sensorially, linearly, and analytically formatted cognitive processes (common sense). The categorical structure of the clinical language is formatted for cognitive processes accommodating nonsensory, nonlinear information about purposive personality processes. Clinically and scientifically oriented psychologists have difficulty communicating with one another because of underlying paradigmatic differences in their languages. Unfortunately, both cultures use the same sensory-system–based vocabulary, which leads to the unwitting and confusing assumption that they are speaking the same language.     

Individualism, Communitarianism and Consensus

There is a contemporary conflict between individualistic andcommunitarian conceptions of rationality. Robert Goodin describes it asa conflict between an enlightenment individualistic conception of a``sovereign artificer'' and ``a socially unencumbered self'' ascontrasted with the communitarian conception of a ``socially embeddedself'' whose identity is formed by his or her community. Should wejustify and explain rationality individualistically or socially? This isa false dilemma when consensus is reached by a model articulated byKeith Lehrer and Carl Wagner. According to this model, the consensusresults from the positive weights individuals give to others and use tocontinually average and, thus, aggregate their allocations. Aggregationconverges toward a consensus in which the social preference and theindividual preferences become identical. The truth of communitarianismis to be found in the aggregate and the truth of individualism in theaggregation. The original conflict dissolves in rational consensus.     

Assessment of impulsivity and the development of self-control in students with attention deficit hyperactivity disorder.

We examined a combined approach of manipulating reinforcer dimensions and delay fading to promote the development of self‐control with 3 students diagnosed with attention deficit hyperactivity disorder. First, we administered a brief computer‐based assessment to determine the relative influence of reinforcer rate (R), reinforcer quality (Q), reinforcer immediacy (I), and effort (E) on the students' choices between concurrently presented math problems. During each session, one of these dimensions was placed in direct competition with another dimension (e.g., RvI involving math problem alternatives associated with high‐rate delayed reinforcement vs. low‐rate immediate reinforcement), with all possible pairs of dimensions presented across the six assessment conditions (RvQ, RvI, RvE, QvI, QvE, IvE). The assessment revealed that the choices of all 3 students were most influenced by immediacy of reinforcement, reflecting impulsivity. We then implemented a self‐control training procedure in which reinforcer immediacy competed with another influential dimension (RvI or QvI), and the delay associated with the higher rate or quality reinforcer alternative was progressively increased. The students allocated the majority of their time to the math problem alternatives yielding more frequent (high‐rate) or preferred (high‐quality) reinforcement despite delays of up to 24 hr. Subsequent readministration of portions of the assessment showed that self‐control transferred across untrained dimensions of reinforcement.     

汉语字谜原型激活中的情绪促进效应

采用先学习原型字谜、接着进行正负情绪诱导、然后再进行靶字谜测验的三阶段实验设计,探讨了不同诱发情绪状态对汉语字谜原型激活的影响。结果发现,在本实验条件下：难度高的靶字谜的测试中没有发现正负诱发情绪状态对汉语字谜原型激活的不同影响;但是,在难度中等的靶字谜的测试中,诱发的正面情绪状态对汉语字谜原型激活有显著促进作用,而诱发的负面情绪状态与控制组相比对汉语字谜原型激活没有显著影响。性别变量在两种实验条件下都没有显著主效应     

青少年学校幸福感量表的编制

本研究提出了青少年学校幸福感的概念并进行了理论构建,以此为基础自行编制了青少年学校幸福感量表。对中学生进行问卷调查的结果进行了探索性因素分析和验证性因素分析,研究结果如下:(1)在中国青少年学生学校生活背景下,学校幸福感由学校满意度、在校积极情感和在校消极情感三种成分组成;(2)学校满意度是一个由成就感、学校管理、师生关系、同学关系、教学和课业学习组成的六维结构,在校积极和消极情感均为单维结构;(3)本研究所编制的青少年学校幸福感量表(Adolescents’ School Well-Being Scale)具有较好的信度与效度,可供同类研究使用。     

The importance of impaired physical health and age in normal cognitive aging

The objective of this study was to investigate the importance of impaired physical health and age in normal cognitive aging. In our cross-sectional, clinical and explorative study, medical and neuropsychological data from 118 voluntary healthy controls aged 26-91 years were collected from five recruitment occasions. Health was assessed according to a criterion reflecting clinical and subclinical severity. The examinations included a clinical investigation, brain neuroimaging, and a comprehensive neuropsychological assessment. Regression analyses showed a significant incidence of clinical and subclinical medical disorders that explained 10.8% of the variation in cognitive performance, while age-related impairment explained 5.6%. Findings of the central nervous system were important but various other medical findings explained about half of the health-related variation. Cognitively demanding tasks were more susceptible to impaired physical health while tasks comprising salient motor- and visual spatial elements were more prone to be impaired by age. Our findings suggest (1) that impaired physical health is more important than chronological age in accounting for cognitive impairment across the adult lifespan, (2) that age and health dissociate with regard to cognitive functions affected, and (3) that selection for so-called "super healthy" elderly people might be justified in cognitive research. Because the prevalent diseases in normal aging are potentially preventable, the present findings promise good prospect for prevention of future cognitive disability among elderly people.     

Applying the concept of lifestyle in association with aggression and violence in Greek cohabitating couples

The current study investigated the role of lifestyle as a significant factor related to the aggression and violence between cohabitating partners. Based on previous research, lifestyle was defined as a special reflection of socialization into society and working life, where different lifestyles should also be able to produce different patterns of socialization into people's roles as partners. It was found that gender and years of cohabitating were significantly related to Emotional aggression and Sexual violence; lifestyle patterns were associated with specific forms of violence. More specifically, the lifestyles of Pleasure & Elegance and the one of Culture-Intellectualism were found to promote Emotional aggression. Also, the lifestyle of Yuppies/Workaholic and that of Physical activities stimulated the appearance of Sexual violence between partners. Moreover, individuals with Tradition-Religiousness lifestyle were more likely to show lower levels of Physical & Sexual violence while the adherents of the Substance abuse lifestyle pattern appeared to have an inclination towards Physical & Sexual Violence. Finally, the occurrence of one form of violent behaviour was likely to be related to the other forms of violent behaviour.