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PubMed2000

Parental and child cognitions in the context of the family.

Parent and child family-related cognitions are reviewed with respect to (a) their origins, (b) their linkage to affect and behavior, (c) their transmission and perpetuation, (d) their alteration on the basis of first-hand experience, and (e) their collaborative negotiation and renegotiation. A distinction is offered between the functioning of implicit, relatively unaware, schematic cognitions and relatively aware, explicit, event-dependent cognitions. Consideration is also given to the differential content (or topics) of cognitions. As a positive outcome of recent research, many new insights have emerged with respect to the linkage of family members' cognitions and their individual and shared patterns of behavior. However, several limitations remain, including too little consideration of the shared influences of parents' and children's cognitions and the changes in these cognitions over time. As a growth area, there is emerging interest in the application of our knowledge of cognitions to the clinical context in programs designed to remediate and prevent family problems.

Adult↗
PubMed1980

On "I": the conceptual foundations of responsibility.

In clinical practice, great emphasis is placed on the patient's being responsible, yet the conceptual bases of this therapeutic posture are obscure. The author examines the conceptual foundations of responsibility by focusing on the subjective "I". Although "I" is widely considered to be an empty term, signifying only an illusory "ghost in the machine," the author argues that our acquaintance with "I" is acceptable at face value. "I" is strictly identified with the tacit, rule-governed, grammatical actions of distinguishing (or meaning) that constitute the experienced personal world. The author discusses the clinically important distinction between "having" and "assuming" responsibility.

Ego↗
PubMed1976

The practice of dynamic pscyhotherapy in a circumscribed community.

The paper describes the changes produced in the practice of dynamic psychotherapy when conducted within a circumscribed region. The authors discuss changes in anonymity, roles, and transference relationships for both therapist and patient. The paper demonstrates these effects on the therapist's professional training, his practice, and his family.

Attitude of Health Personnel↗
PubMed2004

Culture-sensitive counselling, psychotherapy and support groups in the Orthodox-Jewish community: how they work and how they are experienced.

BACKGROUND: There is political and scientific goodwill towards the provision of culture-sensitive support, but as yet little knowledge about how such support works and what are its strengths and difficulties in practice. AIMS: To study groups offering culture-sensitive psychological and other support to the strictly orthodox Jewish community in London. METHODS: Semi-structured interviews with service providers, potential and actual users from the community, and professionals serving the community. Interviews asked about the aims, functioning and achievements of 10 support groups. RESULTS: Thematic analysis identified seven important themes: admiration for the work of the groups; appreciation of the benefits of culture-sensitive services; concerns over confidentiality and stigma; concerns over finance and fund-raising; concerns about professionalism; the importance of liaison with rabbinic authorities; need for better dissemination of information. CONCLUSIONS: The strengths and difficulties of providing culture-sensitive services in one community were identified. Areas for attention include vigilance regarding confidentiality, improvements in disseminating information, improvements in the reliability of funding and attention to systematic needs assessment, and to the examination of efficacy of these forms of service provision.

Attitude↗
PubMed1996

Social skill deficits and learning disabilities: a meta-analysis.

Over the past 15 years, increased attention has been directed at social skills and their relationship to learning disabilities. Using the methods of meta-analysis, this investigation explores the nature of social skill deficits among students with learning disabilities. Across 152 studies, quantitative synthesis shows that, on average, about 75% of students with learning disabilities manifest social skill deficits that distinguish them from comparison samples. Approximately the same level of group differentiation is found across different raters (teachers, peers, self) and across most dimensions of social competence. Although social skill deficits appear to be an integral part of the learning disability experience, a number of questions about the relationship between learning disability and social skill deficits remain unanswered. Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficits appear warranted.

Adolescent↗
PubMed2003

Asymmetrical attributions for approach versus avoidance behavior.

Five studies examined responsibility inferences and/or person and situation attributions in positively versus negatively valenced motivational contexts. In Experiment 1, participants received information about a teaching assistant who was promised a reward or threatened with a punishment when asked for compliance with a requested transgression. The teaching assistant was perceived as more responsible for complying given the positive than the negative incentive. This finding was replicated in Experiment 2 using different vignettes and incentives. Experiment 3 revealed that the effect of incentive valence on perceived responsibility for compliance remains significant when statistically controlling for perceived compliance rates. Experiment 4 then demonstrated that there are not only greater responsibility judgments given a positive than a negative incentive but also greater dispositional attributions. Finally, Experiment 5 revealed that a similar incentive valence effect is found in other appetitive versus aversive motivational contexts. Theoretical explanations of this phenomenon are discussed.

Adult↗
PubMed2005

Victim and perpetrator accounts of interpersonal transgressions: self-serving or relationship-serving biases?

Two studies investigated perpetrator and victim biases in reported transgressions. Study 1 showed that in nonromantic relationships, perpetrators were more likely than victims to emphasize details that minimized their transgressions, whereas victims were more likely to exaggerate the severity of the event. Study 2 examined these perspective-related differences in romantic relationships and their relationship to forgiveness. Although victims were less likely than perpetrators to include features that minimized the event, they were no more likely to include features that magnified the event; individuals in highly satisfying relationships were less likely to exhibit self-serving biases than were individuals in less satisfying relationships. The data also were consistent with a causal sequence in which positive relationship quality led to more benign interpretations of a transgression, which in turn, promoted forgiveness.

Adolescent↗
PubMed2005

Interpersonal consequences of seeking self-esteem.

This study examines the interactive effects of self-esteem, contingencies of self-worth, and ego threat on supportiveness and liking. Targets high or low in self-esteem and academic contingency receive failure test feedback or no evaluative feedback. Then, targets interact with another participant who discloses a personal problem; afterward, both participants complete questionnaires assessing targets' supportiveness and liking. High self-esteem, highly contingent targets feel less supportive and like partners less after interacting under threat than under no threat. Partners, in turn, perceive these targets to be less supportive and less likeable. Low self-esteem, highly contingent targets show the reverse pattern, although these findings do not reach statistical significance. Further analyses reveal that the interpersonal effects of ego threat were caused by threats in a specific domain of contingency (e.g., academics) rather than being a contingent person in general or having external or internal contingent self-worth. Implications for self-esteem and interpersonal processes are discussed.

Adolescent↗
PubMed2006

Anger and guilt about ingroup advantage explain the willingness for political action.

Three studies examined non-Aboriginal Australians' guilt and anger about their ingroup's advantage over structurally disadvantaged Aborigines. Study 1 showed that participants who perceived their ingroup as relatively advantaged perceived this inequality as unfair and felt guilt and anger about it. Anger, and to a lesser degree guilt, predicted the willingness to engage in political action regarding ingroup advantage. Study 2 showed both guilt and anger to be relatively self-focused because both were associated with appraising the ingroup's (rather than the government's) discrimination as responsible for ingroup advantage. Study 3 examined on participants especially willing to engage in political action to bring about systemic compensation to Aborigines. Anger about ingroup advantage was a potent predictor. Although guilt was associated with the abstract goal of systemic compensation, guilt did not explain willingness for political action. Results underline the importance of examining specific group-based emotions in intergroup relations.

Adolescent↗