The uses of humor in life,neurosis and in psychotherapy: Part 2

Abstract

The first part of the paper focused on the dynamics of wit in life, literature, and psychoanalysis; the second part of this paper is devoted to the use of humor in therapy. The central concept is Freud's psychoanalytic method, as distinguished from Freud's various theories of disorder, or neurosis, with a further elaboration of Freud's inherently interpersonal conception of the analytic process, already present in the cathartic phase of the therapeutic technique. The cathartic, or discharge, function of humor is connected to reciprocal free association (a term coined by the author) to define the mutual and reciprocal free association in analysand and analyst, playing an essential role in the genesis of insight and interpretation. Humor has its role in loosening repression, facilitating the emergence of unconscious emotions and ideas, bringing to light character defenses, and thus driving the process of analysis.     

The Effects of Kenyan Child-Raising Practices on Adult Life

The study investigated the effects on adult behavior of child-raising practices in Nairobi, Kenya. The research sample consisted of 11 adult men and women from polygamous (five), monogamous (five) and single parent (one) backgrounds. Additionally, the sample included adult participants from 9 social situations and, 42 clinical interviews from a counseling center and also from participant observation. Child-rearing practices significantly impacted personal qualities in Kenyan adults. The positive effects were: respect, diligence, determination, resilience, perseverance and tolerance in relationships. Among the negative effects were: perfectionism, poor self-image, underlying anger, fear and mistrust.     

Doing Childhoods in the Context of HIV and AIDS: Young Children in Early Schooling Speak

This study investigated children's experiences and understandings of the HIV/AIDS pandemic. Grade 3 children (n=31) from the province of KwaZulu-Natal aged between 8–11 years were participants in the study. Data were collected through a four-stage focus group process including activities such as diagrammatic mapping, drawing, timelines, projective techniques and ranking exercises. The findings suggest that the meanings children make about HIV and AIDS are contextual and situational. Moreover, the contexts in which children live act as power sites where struggles over meaning and meaning making occur.     

Motives for Choosing a Career in Teaching: A South African Study

The study investigated motives for teaching career entry by students (n= 232, males= 103, females= 129, mean age 23) at a large South African university. Data were collected using a career motives survey differentiating extrinsic, intrinsic and altruistic motivators. Extrinsic motivators scored higher than intrinsic or altruistic motivators. The motives advanced for teaching were in alignment with those reported in similar research carried out in metropolitan and developing countries.     

Global or Domain Specific Self-Esteem: Can it Predict Aggression Among Children and Adolescents?

The study examined whether self-esteem predicted aggression among children and adolescents. Through a multistage method of sampling, the study utilized 170 (N = 170) participants from primary (elementary) and secondary (high) schools across Trinidad. Participants completed a demographic questionnaire, The Culture Free Self Esteem Inventory (CFSEI), and the Direct and Indirect Aggression Scale (DIAS). Using hierarchical regression analyses, both global and domain specific measures of self-esteem were used as predictors of the three types of aggression: direct physical, direct verbal and indirect aggression. The results revealed that global self-esteem was a stronger predictor of aggression for children than domain specific self-esteem. However, domain specific self-esteem was a stronger predictor of aggression among adolescents. As it relates to aggression, the pathways to global self-esteem differed from domain specific self-esteem. Implications for the comparative use of multidimensional and global self-esteem were discussed, and recommendations for future research have been proposed.     

Dialogue in Our Cosmic Aloneness

The search for extraterrestrial intelligence (SETI) is briefly summarized to serve as a background for making the case that, due to the highly exceptional characteristics of the earth's position and motion in the solar system as well as the precarious history of human evolution, we may be alone in the universe. With the conviction that this cosmic isolation enhances our need for dialogue with God, I discuss the nature of authentic dialogue as exhaustively explored by Martin Buber. I conclude with remarks dealing with the importance of understanding and using Buber's insights on dialogue as a way of satisfying our primal need to communicate with a cosmic “other,” in particular, God. Thus, in contrast to the numerous articles that have discussed the theological implications of SETI being successful, I treat here what it might mean if we are alone.     

表情信息特征变化对自闭症儿童面孔视觉扫描的影响

实验以眼动追踪技术为手段,考察自闭症儿童对不同信息特征表情图片的视觉扫描特征,探讨自闭症表情加工的机制。结果发现：1、看真人表情时,自闭症儿童对高兴、悲伤的整脸扫描时间无显著差异,均高于愤怒和恐惧,对愤怒的整脸扫描时间高于恐惧;2、看真人表情时自闭症儿童对高兴、悲伤表情的眼睛区域和嘴巴区域扫描时间无差异,对恐惧和愤怒的嘴巴区域扫描时间显著多于眼睛区域;3、信息特征削弱对自闭症儿童面孔表情视觉扫描产生了影响,随着削弱程度的增加,自闭症儿童对表情图片的嘴巴区域扫描时间增加,对眼睛区域的扫描时间减少。根据实验结果,认为自闭症儿童对表情的加工主要受到表情信息特征的影响,随着信息特征的变化,会对视觉注意进行调整,以获得对表情的充分加工。     

儿童支气管异物32例误诊分析

支气管异物系儿科常见病,误诊原因很多,如病史陈述不详细、辅助检查的干扰等,更重要的一个原因就是异物的不典型位置。传统观念中,右下肺异物高发,实际上,受气流及异物体积的影响,轻而小的塑料可被回吸进入左上肺,而较大的异物受自身重力影响多进入右下肺。异物进入体内,引起的·临床表现多种多样,咳嗽、咯血、喘息甚至呼吸困难等,诸类症状在呼吸系统疾病中较为常见,因此这些症状的鉴别就显得尤为重要。在治疗方面,突破传统的支气管镜技术,提倡可以首先采取保守治疗,给予拍背、体位引流等手段,部分患儿可自行咳出异物,这样就避免了手术的风险,在保守治疗无效的情况下可转入外科通过纤维支气管镜取出。     

PROMOTING RECIPROCAL INTERACTIONS VIA PEER INCIDENTAL TEACHING

This study evaluated peer incidental teaching as a strategy for increasing reciprocal peer interactions by children with autism. Three typical preschoolers were trained as peer tutors for 3 young children with autism. During a classroom free-play session, peer tutors used incidental teaching to obtain verbal labels of preferred toys by children with autism. A multiple baseline across the 3 target children showed replicated positive effects of the intervention. Adult supervision and assistance were then faded systematically, with resulting maintenance of increased reciprocal interactions. Multiple measures of the extent and limits of generalization suggested that 1 child increased interactions in free-play periods throughout the day, but none of the children showed increases at lunch. Teacher and peer ratings supported the social validity of positive findings.