Disentangling the Relations Between Different Components of Family Socioeconomic Status and Chinese Preschoolers’ School Readiness

Family socioeconomic status (SES) has been frequently linked to children’s early development. Treating SES as an aggregated variable has many issues, as different components of SES may relate to child outcomes through divergent mechanisms. The purpose of the study was to examine whether parents’ engagement in home learning activities and children’s participation in extracurricular activities (EAs) would function as pathways through which individual SES components related to children’s school readiness. A total of 588 families with preschool‐aged children were recruited from Guangdong province in China. Children’s receptive vocabulary, Chinese reading, and early math skills were individually assessed at three time points, and children’s social skills were rated by parents. Parents reported their engagement in home learning activities with children and their children’s participation in EAs. The results showed that all three components of family SES were related to multiple aspects of children’s school readiness, but through different pathways. Parental income was related to children’s school readiness through EA participation only; parental education and occupational status were associated with school readiness via both parental engagement and child EA participation. The findings suggest that considering SES components separately will produce a more nuanced understanding of the divergent pathways through which family SES may relate to children’s school readiness. Chinese government may provide parent education programs focused on cognitive stimulation for low‐SES families to promote children’s school readiness. Furthermore, the government needs to ensure children’s equal access to EAs to prevent increasing the developmental gap among children from discrepant socioeconomic backgrounds.     

How is Systemic and Constructionist Therapy Change Process Narrated in Retrospective Accounts of Therapy? A Systematic Meta‐synthesis Review

Despite the considerable potential of qualitative approaches for studying the systemic and constructionist therapy process due to shared theoretical and epistemological premises, to date there is lack of a comprehensive qualitative synthesis of how change process is experienced and conceptualized by clients and therapists. To address this evidence gap, we performed a systematic meta‐synthesis review of 30 studies reporting clients’ and therapists’ retrospective narratives of change process across systemic and constructionist models and across a range of client configurations, including individuals, couples, families, and groups. The studies were identified following a systematic search in PsycINFO and MEDLINE resulting in 2,977 articles, which were screened against eligibility criteria. Thematic analysis led to the identification of four main themes: (1) navigating through differences, (2) toward nonpathologizing construction of problems, (3) navigating through power imbalances, and (4) toward new and trusting ways of relating. Findings illustrate the multifaceted aspects of systemic and constructionist change process, the importance for their reflexive appraisal, and the need for further research contributing to the understanding of the challenges inherent in the systemic and constructionist therapeutic context.     

Jungian socioanalysis,social dreaming and the emerging complexity of Europe1

This paper presents central elements of what we have termed Jungian socioanalysis – an emerging theory combining analytical psychology, complexity theories, sociological theories, socio- and psychoanalysis, social dreaming, group analysis and affect theories consisting of five assumptions (see also Odde & Vestergaard 2021). Jungian socioanalysis develops a process approach, as opposed to a systems approach, to sociality. In this paper we focus mostly on one of the five assumptions, namely that Jungian socioanalysis explores social fields ‘from within’ through smaller groups, treating group processes as a vehicle to gain a psychosocial and cultural understanding of larger social entities. We give an example of this approach with a presentation of two local social dreaming experiences in Denmark, focusing on Europe in transition. We show that the most significant outcome doesn't rely on the specific content of the dreams, but rather on the engagement in the social dreaming process itself, resulting in transformative image-affects. The paper ends with reflections on how these social dreaming experiences inform a Jungian socioanalysis, pointing to enabling intersubjective meetings, or present moments, opening for a deeper understanding from within the group as opposed to a systems approach. The paper is a revised version of a presentation at the 2018 European Congress in Avignon.     

Essential anxiety: COVID-19 in analytic practice

This paper explores the impact of the COVID-19 pandemic on my relationship with analysands and my inner world. I reflect on the role of the archetypal Self during times of existential anxiety that may lead to an experience of ‘essential anxiety’. This term refers to a meeting by a fearful ego with an inward recognition of the Self, when faced with threat. The efforts to curb the spread of the pandemic changed our ways of life, while the virus itself threatened our existence in debilitating or outright destructive ways. But what also came into view, in sessions of analysis and supervision, was the creative instinct, and a celebration of life. The soul-to-soul relationship, and the connection with images of the archetypal Self, made the experience of existential anxiety at times an essential experience that facilitated psychological growth. I discuss some advantages of on-line Jungian analysis where, despite distance and partial view, the body still serves as container to hold important psychological material, conferring a sense of wholeness for analyst and analysand. The COVID-19 crisis is terrible and terrifying but it also provides an opportunity for self-regulation and individuation.     

Global Collaborative Team Performance for the Revision of the International Classification of Diseases: A Case Study of the World Health Organization Field Studies Coordination Group

Background/Objective: Collaborative teamwork in global mental health presents unique challenges, including the formation and management of international teams composed of multicultural and multilingual professionals with different backgrounds in terms of their training, scientific expertise, and life experience. The purpose of the study was to analyze the performance of the World Health Organization (WHO) Field Studies Coordination Group (FSCG) using an input-processes-output (IPO) team science model to better understand the team's challenges, limitations, and successes in developing the eleventh revision of the International Classification of Diseases (ICD). Method: We thematically analyzed a collection of written texts, including FSCG documents and open-ended qualitative questionnaires, according to the conceptualization of the input-processes-output model of team performance. Results: The FSCG leadership and its members experienced and overcame numerous barriers to become an effective international team and to successfully achieve the goals set forth by WHO. Conclusions: Research is necessary regarding global mental health collaboration to understand and facilitate international collaborations with the goal of contributing to a deeper understanding of mental health and to reduce the global burden of mental disorders around the world.     

ROLE OF FIRST‐YEAR MATERNAL EMPLOYMENT AND PATERNAL INVOLVEMENT IN BEHAVIORAL AND COGNITIVE DEVELOPMENT OF YOUNG CHILDREN

Drawing on economic models of child development and attachment relationship perspectives, this study examined the effect of maternal employment in the first year after childbirth on subsequent behavioral and cognitive development in low‐income children. Analyses of data from the Project on Human Development in Chicago Neighborhoods (N = 411) revealed that despite the accompanying family income gains, maternal employment in the first year after childbirth adversely affected caregiver‐reported internalizing and externalizing behavior problems of Hispanic, Black, and White children at ages 3 and 5 years. This study also examined how paternal participation in childcare might affect children's outcomes. Results indicate that greater paternal participation eased the adverse impacts of maternal employment on internalizing behavior problems. There was no evidence that maternal employment was associated with children's memory cognitive functioning or that paternal involvement moderated children's cognitive development. These findings suggest that when early intervention programs are designed to assist low‐income families, enhancing supports (e.g., paternal involvement or parental leave) for working mothers during their child's first year may be valuable for young children's healthy development.