Will psychoanalysis fulfill its promise?

Although Freud had aspirations of a university structure for psychoanalytic education the sociopolitical structure of the Austro-Hungarian empire precluded this, and psychoanalysis developed by default in the central European heartland within a part-time, private-practice educational structure. With its rapid spread in the post-World-War-II United States, and its ready penetration of American academic psychiatry, a counter educational structure arose in some quarters: the department-of-psychiatry-affiliated institute within the medical school. This article outlines beyond these other, more ambitious, academic vistas (the David Shakow model, the Anna Freud model, the Menninger Foundation, Emory University (USA), AP de BA (Argentina)); conceptions even closer to the ideal (idealized) goal of full-time placement within the university, with strong links to medicine, to the behavioral sciences and to the humanities. The putative advantages of such a structure are presented.     

Self-Esteem and In-Group Bias Among Members of a Religious Social Category

Abstract

In a sample of New Zealand university students, the author extended earlier research into the relationship between self-esteem and intergroup discrimination. He found no support for the hypothesis that social-category members (i.e., Christians) experience an elevation in the domain of self-esteem (i.e., religious self-esteem) judged as more relevant to the in-group after evaluations favoring the in-group. Regardless of whether the evaluation targets behaved positively or negatively, the respondents in the experimental condition evaluated in-group (Christian) targets more highly than out-group (Atheist) targets. After evaluations favoring the in-group, the respondents did not experience an elevation of religious self-esteem, global self-esteem, or mathematical self-esteem (judged as less relevant to the in-group).     

The challenge of prejudice: counsellors’ talk about challenging clients’ prejudices

This paper considers the implications for training and practice of counsellors’ responses to the notion of challenging clients’ prejudices. It explores tensions in counselling discourse between social responsibility, responsibility to the client and responsibility for one's self as counsellor. Three focus groups of counsellors were asked whether a counsellor should challenge clients’ prejudices. Responses were categorised as challenge, not-challenge or exit responses. Discursive themes identified in the responses are: managing congruence and being non-judgemental; self-care and self-respect; and social responsibility. Strategies for managing the discursive conflicts identified in responding to counsellor-identified client prejudices are summarised.     

Intentions to participate in counselling among front-line,at-risk Irish government employees: an application of the theory of planned behaviour

ABSTRACT

The study set out to examine intentions to engage in counselling among at-risk Irish government employees and the differential utility of two alternative theory of planned behaviour (TPB) models of behaviour to explain intentions to participate in counselling. Individuals (N=259) employed in a front-line, at-risk occupation for the Irish government completed a TPB-based questionnaire. Quantitative analyses revealed that participants held positive to neutral intentions to participate in counselling, irrespective of gender. The original TPB model explained 49.9% of variance in intentions whereas an alternative TPB model, splitting the perceived behavioural control (PBC) construct between its internal and external control components, explained a further 8.9% of variance. Furthermore, self-efficacy was found to be the strongest predictor of intentions. This study therefore supports the use of the TPB in understanding counselling-seeking behaviour.     

Examining process constructs of narrative career counselling: an exploratory case study

The present article examines how the five process constructs of reflection, connectedness, meaning making, learning and agency are operationalised in a constructivist approach to career counselling, specifically a storytelling approach. This article reports on an exploratory case study of a Black South African female university student. The case study provides examples of how a career counsellor enacts these constructs and facilitates their development in a client, as well as examples of how they are evident in client dialogue and action. Insight into the process of a storytelling approach to narrative career counselling is demonstrated, from which tentative suggestions are made about how to facilitate the process constructs of reflection, connectedness, meaning making, learning and agency.     

Ethics and practices of re‐presentation: Witnessing self and other

Context: The challenge of producing ethical representational practices is of critical interest to both practitioner‐researchers and research theorists. For practitioners becoming researchers a central ethical question may be how to manage a relational presence in writing their research, in ways that acknowledge participants, the research relationship, and a researcher's own subjectivity. Focus: The article offers examples from practitioner research to illustrate and theorise how researcher subjectivity is managed through the use of witnessing practices as a representational strategy. Witnessing practices – translated into counselling research from narrative therapy – offer researchers a strategy to take up a reflexive, relational presence in research reports. Discussion: Researcher witnessing honours the contributions of research participants as well as making visible the shaping effects of the research on a researcher's life. Through witnessing self and other, and thus declaring presence, privilege and partiality, re‐presentational ethics are made transparent.     

共情对广义互惠的影响：自我-他人重叠的中介作用

与“我帮你,你帮我”的直接互惠相比,“我帮你,你帮他”的积极广义互惠,促使受助者转变为助人者帮助更多的人。与之相反,“我伤你,你伤他”的消极广义互惠,易导致受害者转变为伤害者波及无辜他人。以往研究未探寻到既能促进积极广义互惠,又能抑制消极广义互惠的因素。采用两阶段独裁者博弈任务范式,通过两项实验发现,共情是一个能够起到扩大积极广义互惠传递效应并削弱消极广义互惠传递效应双重作用的特殊变量,其机制在于自我-他人重叠,支持了自我扩张模型。这一研究为营造良好社会道德氛围,加强公民道德建设,保障公正和谐的社会环境提供了思路。     

Working with unrealistic or unshared hope in the counselling session

Hope has long been identified as an important therapeutic factor in counselling. Further, research evidence for the importance of hope to counselling practice and outcome is abundant. However, the field is only beginning to explicitly consider how hope can be effectively and intentionally practised. One of the most challenging dilemmas encountered by counsellors committed to working with this important therapeutic factor is that of so-called unrealistic hope. In this paper, we outline two real-life counselling vignettes illustrating unrealistic hope, and consider these scenarios alongside relevant scholarship and practice experience. Guiding principles and practices for conceptualising and working with unrealistic hope are offered as a means of beginning the conversation about this complex aspect of working with client hope.