Opening up Openness to Experience: A Four‐Factor Model and Relations to Creative Achievement in the Arts and Sciences

Openness to experience is the broadest personality domain of the Big Five, including a mix of traits relating to intellectual curiosity, intellectual interests, perceived intelligence, imagination, creativity, artistic and aesthetic interests, emotional and fantasy richness, and unconventionality. Likewise, creative achievement is a broad construct, comprising creativity across the arts and sciences. The aim of this study was to clarify the relationship between openness to experience and creative achievement. Toward this aim, I factor analyzed a battery of tests of cognitive ability, working memory, Intellect, Openness, affect, and intuition among a sample of English Sixth Form students (N = 146). Four factors were revealed: explicit cognitive ability, intellectual engagement, affective engagement, and aesthetic engagement. In line with dual‐process theory, each of these four factors showed differential relations with personality, impulsivity, and creative achievement. Affective engagement and aesthetic engagement were associated with creative achievement in the arts, whereas explicit cognitive ability and intellectual engagement were associated with creative achievement in the sciences. The results suggest that the Intellectual and Openness aspects of the broader openness to experience personality domain are related to different modes of information processing and predict different forms of creative achievement.     

Standard Scores for the Bay Area Functional Performance Evaluation Task Oriented Assessment

This paper presents normative data for the Bay Area Functional Performance Evaluation Task Oriented Assessment using a sample of 266 patients drawn from five psychiatric in-patient hospitals in Western New York and Canada. Use of the means, standard deviations and standard scores is discussed and related to treatment planning.     

All of The Myriad Worlds: Life in the Akashic Plenum

This article explores some experiential implications of Laszlo's Akashic Field hypothesis as well as similar information-rich field models such as those suggested by Bohm and Sheldrake. It examines the implications of such models for both ordinary and anomalous human experience, and proposes the idea that these models allow for the possibility of alternative experiential worlds as real as ordinary “material” reality. Such alternative realities are posited by many, if not all, major mythic and religious systems, and are said to be directly experienced in certain contemplative and shamanic traditions as well as during postmortem and near-death experiences. We note that information-rich holographic fields may be able to store concentrated non-overlapping quantities of information that can be selectively activated by distinct eliciting stimuli. Individual human consciousness itself might constitute just such a stimulus, thus accounting for the individual and cultural variations on commonly shared motifs in shamanic, near death, and other experiences of alternative realities.     

INTEGRAL ECOLOGY: THE WHAT,WHO, AND HOW OF ENVIRONMENTAL PHENOMENA

Providing an overview of Integral Ecology, this article defines and explains some of the key terms and concepts that underlie an approach to the environment that is inspired by and makes use of Ken Wilber's Integral Theory. First Integral Ecology is distinguished from other environmental approaches. Then Wilber's Integral Theory is introduced, which provides a foundation for a participatory approach to ecology. Next, the ontology, epistemology, and methodology of environmental phenomena is examined in light of Wilber's framework and illustrated with multidimensional examples of recycling. Finally, an Integral Ecology platform is presented.     

Contribution of parents' adult attachment and separation attitudes to parent‐adolescent conflict resolution

This study examined the contribution to parent‐adolescent conflict resolution of parental adult attachment styles and attitudes toward adolescent separation. Questionnaires were completed by 295 couples with early to late adolescent children. Structural equation models were used to test self and partner influences on conflict resolution for three attachment orientations: confidence (model A), anxiety (model B) and avoidance (model C). Model A showed self influences between parents' confidence orientation and negotiation and also via positive attitudes towards separation. Also, the fathers' use of negotiation was facilitated by the mothers' confidence orientation and vice versa, indicating partner influences as well. Model B showed self influences between parents' anxiety orientation and the use of dominance and withdrawal and also via negative attitudes towards separation. Model C showed self influences between parents' avoidance orientation and dominance and withdrawal, and a partner influence between fathers' avoidance and mothers' use of dominance. The results indicated that the parents' adult attachment system and the parenting system were related in the area of conflict resolution, and that self influences were stronger than partner influences.     

Why religious nationalists are not fundamentalists

J. W. Nicholas, Psience—a general theory of existence, Reality revealed—the theory of multidimensional reality Call Adonoi—manual of practical cabalah and gestalt mysticism The Expanding Force in Newton's Cosmos D. Vogt &; G. Sultan, Vector Associates, San Jose (California), 1977, 460 pp;

A. L. Schutz, Quantal, Goleta (California), 1980, 100 pp; D. Castillejo, Ediciones de Arte y Bibliofilia, Madrid, 1981, 125 pp     

Religious Experience Reconsidered as an example of theoretical assertiveness in the study of religion

The publication of Religious Experience Reconsidered is one more indication that the incoherent mixture of coyness and braggadocio that for decades has characterized the study of religion and other disciplines, is finally giving way to honest theoretical assertiveness. Taves' book is a careful treatment of experience deemed religious that manages to do justice to the recurrent features of what people tend to experience in such contexts, while also taking into consideration the culture-bound components of those experiences. What is especially welcome is that instead of seeking to establish a bland middle ground, she has pursued an independent path, making use of scholarship in a variety of disciplines, especially psychology of religion.     

‘And when you were a child?’: how therapists working with parents alongside individual child psychotherapy bring the past into their work

When a child is offered psychotherapy, it is common that regular meetings will be offered to the parents. However, there are debates in the literature about the degree to which such parent work should include a focus on the parents’ own childhood experiences. This study aimed to examine the way that those offering parent work as part of a study evaluating the treatment of adolescent depression dealt with this issue in their work with parents, both in the study and in routine clinical practice. Design: five therapists were interviewed on the subject of working with parents’ childhood experiences within parent work parallel to child psychotherapy. Data were analysed qualitatively, using Interpretative Phenomenological Analysis. Findings: participants described the need to consider the different parameters of this work to individual adult therapy; in addition, participants felt that it was necessary to negotiate permission to work on the parents’ childhood experiences. They also spoke of making use of insight into the repetition of the parents’ history, the analysis of parental projections and offering containment within the relationship; this varies from the ‘transference work’ of individual therapy and a different style of interpretation was described. Conclusions: there is a need to give more attention to the neglected field of working with parents alongside individual child psychotherapy, especially at a time when such work is under threat within many public services. There are particular technical issues related to work with parents’ own childhood histories that are different to how one might work in individual therapy with a parent.