Daydreaming, Consciousness, and Self-Representations: Empirical Approaches to Theories of William James and Sigmund Freud

In honor of Saul Rosenzweig's lifelong efforts to provide empirical tests of psychoanalytic theories, this paper has focused on a series of research approaches to examining the concepts of William James and Sigmund Freud relating to waking fantasy, ongoing thought, and beliefs about the self. Studies involving projective methods, psychometric analyses of self-report questionnaires, laboratory tests of daydreaming during signal-detection tasks, thought-sampling during natural daily activities and psychological correlates of actual-self and ideal-self discrepancies are described. Clinical applications of these methods are also presented. The findings in general point to the value of James's conception of conscious thought as an important basis along with cognitive unconscious processes for studying clinical phenomena, personality, and even the metaphors of dreams. Rosenzweig's emphasis on formal research testing of psychoanalytic processes is supported.     

传统习惯的手段性质疑

社会舆论、传统习惯、内心信念一直是伦理学界公认的道德评价手段或方式。但是,通过深入分析可以发现,传统习惯并不具有作为道德评价手段或方式应有的可操作性、主体性、功能性等特点,也不能动态地实现道德评价及其作用。因此,传统习惯即不可能也无必要作为一种道德评价的手段或方式。     

略论应用伦理学的对象、任务和方法

应用伦理学以道德与实践的关系为对象。其任务主要有：1．为提高人的道德素质服务;2．为促进社会明发展服务;3．为协调人与自然的关系服务;4．为培育人的理想信念服务。其研究方法有：依托实践,归演理念;一无为主,综合创新;以人为本,德福并举。     

A reassessment of psychoanalytic education: Controversies and changes2

To understand the many controversies surrounding psychoanalytic education, it is necessary first to understand the unique role played by education in our field where control of educational structures remains the most important measure of professional success for the majority of psychoanalysts. To keep debate about educational policy focused on the task of strengthening the intellectual basis of psychoanalysis, it is also necessary to understand that forces affecting education arise from at least three different domains which can too easily become confused with one another: 1) the domain of knowledge‐ intellectual, scientific and clinical; 2) the domain of the organized professional community; and 3) the domain of local institutional politics. The authors explore controversy arising within and among each of these domains. They also explore the major alternatives proposed to the Eitingon model of psychoanalytic education, arguing that excessive authoritarianism in education arises not from the existence of hierarchical structures per se (as suggested by the ‘French model’), but from two other factors: the condensation of all important professional functions into the single ‘monolithic’ position of the training analyst, and the lack of agreed upon methodology for determining the validity of theoretical propositions. The solution lies not in obliterating all gaps in expertise and status by doing away with hierarchical structures altogether, but rather in strengthening the intellectual, scholarly and research context within which psychoanalytic education takes place. We must attempt to relocate our experience of a gap where it belongs: not between those who are training analysts and those who are not, but between what we feel we already know about mental life and what we do not yet know.     

Pragmatism, Pluralism, and Psychotherapy Relationships: An Interview with John C. Norcross, Ph.D.

John C. Norcross has made significant contributions in the areas of the transtheoretical model of change, psychotherapy integration, and empirically supported psychotherapy relationships. This interview explores the contributions of pragmatic philosophy and his personal upbringing to his work as a psychotherapy researcher and practitioner. Dr. Norcross discusses the status of the psychotherapy integration movement, the work of the Task Force on Empirically Supported Psychotherapy Relationships, and future trends in psychotherapy over the next 25 years. He emphasizes the importance of a methodological rigor that recognizes the unique characteristics of the psychotherapy relationship. He describes his current interest in the psychotherapy of psychotherapists, illustrating it with his personal challenges in balancing work and home.     

A Survey of Clinical Supervision in Genetic Counseling

Three hundred and thirty-five full members of the National Society of Genetic Counselors completed a survey concerning the nature of clinical supervision for genetic counseling students. Slightly over half (54.3%, n = 182) had provided clinical supervision within the past 5 years. Of those who supervised, 66.7% had 5 years or less supervision experience, and 55% had supervised 10 or fewer students. The majority became supervisors because they enjoy teaching and contributing to the profession. Common reasons for not supervising include no local graduate program, and had never been asked to supervise. Live supervision is the most prevalent student evaluation method: every supervisor reported providing one-on-one oral feedback, and 47.3% indicated that they always provide feedback immediately following a counseling session. The most frequent challenges involve students who lack technical knowledge and who fail to incorporate feedback. Training, policy, and research implications are discussed.     

眼动记录技术与方法综述

眼动记录法是一种重要的心理学研究方法,目前已被广泛地应用于心理学的基础研究和应用研究领域之中。本文对主要的眼动记录方法进行了总结和分析,对国内外眼动记录仪的研制和发展情况进行了介绍,并就眼动记录技术和方法的前景提出了几点看法。     

PREPARING TOMORROW'S BEHAVIOR‐ANALYTIC RESEARCHERS: A REVIEW OF RESEARCH METHODS IN APPLIED BEHAVIOR ANALYSIS BY JON BAILEY AND MARY BURCH

Although there are many books about behavioral research methods, there are very few guidebooks. This review describes a book by Jon S. Bailey and Mary R. Burch that has been written specifically as a guide for the new researcher. Replete with helpful tips on navigating the research process, the book is organized into 10 sequential research steps that guide the reader through each phase of conceptualizing, conducting, and analyzing an applied study. Although not as detailed as other texts with regard to the specifics of methodology, this book is reader‐friendly and accessible to both undergraduates and graduate students who are beginning the process of becoming applied behavior‐analytic researchers.