TRUST: ON THE REAL BUT ALMOST ALWAYS UNNOTICED,EVER‐CHANGING FOUNDATION OF ETHICAL LIFE

Abstract: Following the lead of Annette Baier, this essay argues that trust relations provide the ethical substance of everyday living. When A trusts B, A unreflectively allows B to approach sufficiently close so as to be able to harm A. In order for this to be possible, A practically presupposes that B perceives A as a person and will hence act accordingly. Trust relations are relations of mutual recognition in which we acknowledge our mutual standing and vulnerability with respect to one another. A robust account of trust assumes: first, trust relations are primary and practical, and while monitored by reason, they are not rationally constituted; second, trust can sustain its practical primacy over moral reason because it is developmentally prior to reason; and third, trust relations can be the bearers of our worth and vulnerability because they are the developmental products of first love.     

Perspective‐taking induction mitigates the effect of partner attachment avoidance on self–partner overlap

Adult attachment avoidance has long been associated with relationship turmoil and dissatisfaction, and some research has highlighted the clinical potential of perspective‐taking (PT) training for ameliorating attachment avoidance‐related relationship difficulties. Prior research also suggests that prosocial sequelae of PT are mediated by increased self–other overlap. This study examined how a brief PT induction preceding an unresolved conflict discussion interacted with individual differences in attachment avoidance to influence postconflict ratings of self–partner overlap. The authors found that the PT induction buffered the effect of partner—but not one's own—avoidance on self–partner overlap. Main effects of PT condition and both actor and partner avoidance were also detected, and results remained unchanged when controlling for indirect intracouple overlap and relevant individual and couple characteristics.     

A Survey of Consultation Training as a Part of Counselor Education Programs

A survey was devised to obtain feedback from counselor educators throughout the country regarding the teaching of consultation skills in their master's degree programs. This survey was mailed to 410 counselor education departments, with the request that the faculty member most closely associated with teaching consultation at the master's level respond. Usable survey forms were returned by 144 programs. A phone follow-up survey of selected nonrespondents substantiated the indicated findings. Reported survey results indicate the extent to which counselor education programs include training in consultation skills, the number of students involved, and the emphasis placed on various consultation skills.