‘Make sure you keep our house safe!’ Thematic analysis of a children's psychotherapy group

This paper describes a systematic thematic analysis of one particular latency-aged children's group and includes a discussion about potentially helpful outcomes measures. The impetus for our small, practice-based qualitative research project came from the two papers by Reid (1999) and Canham (2002) about children's psychotherapy groups, particularly Canham's (2002) paper, ‘Group and gang states of mind’. Canham and Reid used Bion's theories of group functioning as the basis of their technique with children's groups. We felt that it would be an interesting follow-on from Reid and Canham's findings to explore in some detail the specific therapeutic factors involved in a shift from paranoid–schizoid to depressive functioning in group therapy. We hoped that this might give us some helpful clinical indications as to the circumstances in which group rather than individual psychotherapy and parallel parent work should be considered as the treatment of choice. The paper concentrates exclusively on group work with latency-aged children, therefore referring mainly to the limited number of papers published about psychoanalytic group therapy with this age group.     

Child psychotherapy: Converging traditions

In this paper I outline some of the ways in which I believe the psychoanalytic traditions in North America and in Great Britain are influencing each other. I identify points of convergence and divergence at this moment in the evolution of psychoanalytic theory and technique. I then point out some of the implications of relational perspectives in child psychotherapy as this perspective is developing in the United States.     

Hello/goodbye new families: group work with five looked-after siblings in foster care together awaiting a move to separate adoptive families

This paper describes group work with five siblings aged between three and nine. They were taken into care following severe abuse involving neglect, physical and emotional abuse. In it, we consider the impact of the losses on the network and the children. We explore how Freud, in his paper ‘Mourning and melancholia’ (1917), and others who built on his work, helped us understand the children’s losses. The sibling group was planned in order to address the children’s need to say goodbye to their birth parents, their foster carers and to each other and to prepare them for their individual separate adoptions. The group ran for 18 months and ended when four children had been placed in their adoptive homes; the last child to be adopted was then seen individually until she was also placed. The group work is described with the use of quotes from sessional material to illuminate the processes for these children in facing their complicated and ambivalent losses, the mourning process and their progress towards becoming individuals in their own right rather than enacting fragmented functional parts/roles on behalf of their sibling group as a whole. Their mourning of the loss of each other was complicated by their earlier reliance on each other to manage the difficulties they had faced when surviving their abusive early lives together.     

Early psychic disturbances in anorexic and bulimic patients as reflected in the psychoanalytic process

This presentation aims at demonstrating the emergence of a basic disturbance in the analytic material of anorexic and bulimic patients, namely, the unconscious attempt to restore the lost union with the feeding mother which is both relentlessly sought and equally feared. Food is used unconsciously to represent and control intra-psychically both the object and the affects belonging to that relationship in such a way as to avoid terror of fusion or dissolution of the self.     

Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties—social network equity—had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.     

Engaging Environments Enhance Motor Skill Learning in a Computer Gaming Task

Engagement during practice can motivate a learner to practice more, hence having indirect effects on learning through increased practice. However, it is not known whether engagement can also have a direct effect on learning when the amount of practice is held constant. To address this question, 40 participants played a video game that contained an embedded repeated sequence component, under either highly engaging conditions (the game group) or mechanically identical but less engaging conditions (the sterile group). The game environment facilitated retention over a 1-week interval. Specifically, the game group improved in both speed and accuracy for random and repeated trials, suggesting a general motor-related improvement, rather than a specific influence of engagement on implicit sequence learning. These data provide initial evidence that increased engagement during practice has a direct effect on generalized learning, improving retention and transfer of a complex motor skill.     

Is family-to-work interference related to co-workers' work outcomes?

Previous studies have convincingly shown that employees' family lives can affect their work outcomes. We investigate whether family-to-work interference (FWI) experienced by the employee also affects the work outcomes of a co-worker. We predict that the employee's FWI has an effect on the co-worker's outcomes through the crossover of positive and negative work attitudes. Using a sample of 1430 co-worker dyads, we found that the employee's FWI had a positive relationship with the co-worker's sickness absence through the crossover of feelings of burnout. Similarly, employee FWI was positively related to co-worker turnover intention through the crossover of (reduced) work engagement. The results show that family matters at work, affecting not only employee but also co-worker work outcomes.     

Schizotypal and dependent personality characteristics and managerial performance

The study of negatively connotated personality characteristics as predictors of work‐related performance is gaining momentum. While findings have generally suggested such characteristics to be negatively or curvilinearly related to performance, the current study was concerned with investigating any positive relationships that may exist between negatively connotated personality characteristics (as measured by the Hogan Development Survey) and work‐related performance in a sample of 103 Australasian financial services managers. The most notable findings from the study were that: (a) schizotypal personality characteristics positively predicted performance on a creativity competency; and (b) dependent personality characteristics positively predicted performance on a customer focus competency. Findings and limitations are discussed.     

International–local remuneration differences across six countries: Do they undermine poverty reduction work?

Despite the rhetoric of a single global economy, professionals in poorer countries continue to be remunerated differently depending on whether they are compensated at a local vs. international rate. Project ADDUP (Are Development Discrepancies Undermining Performance?) surveyed 1290 expatriate and local professionals (response rate = 47%) from aid, education, government, and business sectors in (1) Island Nations (Papua New Guinea, Solomon Islands), (2) landlocked economies (Mala?i, Uganda), and (3) emerging economies (India, China). Difference in pay was estimated using purchasing power parity, from the World Bank's World Development Indicators 2007. Psychological measures included self‐reported pay and benefits (remuneration), self‐attributed ability, remuneration comparison, sense of justice in remuneration, remuneration‐related motivation, thoughts of turnover and thoughts about international mobility. We included control measures of candour, culture shock, cultural values (horizontal/vertical individualism/collectivism), personality (from the “big five”), job satisfaction and work engagement. Controlling for these and country (small effects) and organization effects (medium), (a) pay ratios between international and local workers exceeded what were perceived to be acceptable pay thresholds among respondents remunerated locally; who also reported a combination of a sense of relative (b) injustice and demotivation; which (c) together with job satisfaction/work engagement predicted turnover and international mobility. These findings question the wisdom of dual salary systems in general, expose and challenge a major contradiction between contemporary development policy and practice, and have a range of practical, organizational, and theoretical implications for poverty reduction work.     

Remuneration discrepancies in the landlocked economies of Malaŵi and Uganda

Although the original study of remuneration differences between local and expatriate development workers took place in the landlocked economy of Mala?i, the study has never been replicated outside of one sector and organization (the National University), and took place prior to the 2000 Millennium Development Goals. Participating in the present studies were 458 aid and development professionals, working across a range of sectors in Mala?i (n = 241, response rate = 50%) and Uganda (n = 217, response rate = 51%). The size of the gap between local and international workers, measured using the World Bank's purchasing power parity, was higher in Mala?i (4.04:1) than in Uganda (1.97:1). The ratio was more clearly within tolerance levels in Uganda than in Mala?i. Consistent with these differences, and controlling for organization, cultural, and demographic factors, locally remunerated workers reported more and expatriate workers less injustice and demotivation in Mala?i than in Uganda. Although sample sizes for the internationally remunerated are small, the findings suggest that wider disparities may (1) hinder perspective‐taking and (2) decrease motivation. In‐country workshops with stakeholders and subject‐matter experts considered the findings, and potential solutions offered through the survey form. They recommended the implementation of performance‐based remuneration, including competency‐based job analysis and evaluation. Competencies in such functions can be provided by humanitarian work psychology.