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Book Reviews: The Interpersonal Theory of Psychiatry

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... Incorporating the principles of Interpersonal Theory of Sullivan, he believed that " people develop their personality within a social context and without other people; they would have no personality " (Sullivan, 1953). In discussing his concepts, he did not focus on a certain group of people whom the individual interacts instead, he inculcate the developmental stages of the person and expound the role of support group in each stage. ...
... This support group is included in the protective factor of an individual to develop resilience (Gunnestad, 2006). According to Sullivan (1953), stage of infancy is crucial because the infant cannot communicate the source of his anxiety and the mother can also pass the anxiety to the child due to failure in discerning the need of the child (e.g. forcing to feed the child though he is not hungry or failure to know the source of irritability of the child). ...
... During the stage of childhood, the individual is already preparing himself to interact with individuals who let him feel safe and will not increase the level of his anxiety (Sullivan, 1953) particularly their playmates, other significant people or even imaginary friends. However, parents has still major impact on the person because this is the stage wherein they start to label behaviors as good or bad from imitating their parents (Sullivan, 1953). ...
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This paper aims to explain the different factors that contribute for the occurrence of resilience in one’s personality. Primarily, it shows how brain structures and its functions, presence of support group and cultural factors collaborated in order to form a pattern of dispositional traits of a person having the ability to be resilient. Likewise, this will also provide an explanation for the specific characteristic adaptation of different coping styles of a resilient person in order to maintain its stability.
... One notable and relatively early exception to this general rule is Harry Stack Sullivan's theory of developmental epochs. The most detailed exposition of Sullivan's model probably appears in The Interpersonal Theory of Psychiatry, a posthumously published, edited collection of lectures given by Sullivan in the mid-1940s (Brandell & Ringel, 2007; Sullivan, 1953). An overarching theme in Sullivan's writings is that human infants are born into a relational milieu and that relational configurations evolve out of actual experience with others. ...
... Our interest is, of course, principally on what Sullivan had to say about adolescence , which we shall summarize only briefly. Early adolescence is, in his view, the epoch during which genital interests, or what Sullivan termed the " lust dynamism, " gains ascendancy (Palombo et al., 2009; Sullivan, 1953). This gives rise to a binary dilemma, in which the need for satisfaction of lust competes with the need for intimacy. ...
... This gives rise to a binary dilemma, in which the need for satisfaction of lust competes with the need for intimacy. Late adolescence, Sullivan posits, coincides with the older adolescent's discovery that genital sexuality is both pleasurable and may be integrated successfully into other parts of his/her life (Palombo et al., 2009; Sullivan, 1953). ...
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The transition from adolescence to young adulthood has sometimes been referred to as the “bridge to young adulthood.” This period is critically important for consolidating identity and for developing a deeper capacity for sexual and nonsexual intimacy. However, widening reliance on cyber technology, social media websites, and instant text messaging, in combination with newly emerging patterns of sexual relations and recreational drug and alcohol use, has complicated the navigation of the developmental transition to young adulthood. We review psychoanalytic theory pertaining to the transition from adolescence to adulthood with a focus on Erikson’s theory of psychosexual/psychosocial epigenesis in order to explicate the developmental tasks specific to this transition. This developmental stage will also be examined through the lens of developmental neurobiology. Recent theorizing on Internet-mediated sexuality will be discussed as it relates to the case studies presented. Case material will demonstrate difficulties with the transition to adulthood, manifested in part-object relating, and the use of cyber-mediated and compulsive sexuality to resolve dysphoric self-states.
... Our early attachments to parents and other significant persons are cognitively and emotionally represented in our memories as personifications or prototypes of interpersonal situations (Wiggins, 1995; Yaughn & Nowicki, 1999). According to Sullivan (1953), individuals are driven to interact with others, in large part, to reduce anxiety and affirm one another's self-image (status, power, worth). When these goals are attained, the interaction is complementary (Sullivan, 1953; Yaughn & Nowicki, 1999). ...
... According to Sullivan (1953), individuals are driven to interact with others, in large part, to reduce anxiety and affirm one another's self-image (status, power, worth). When these goals are attained, the interaction is complementary (Sullivan, 1953; Yaughn & Nowicki, 1999). ...
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The article presents the results of a study focusing on the family situation, education and interpersonal relations of adults (26–35 years old) who in their adolescence (16–19 years old) displayed exceptional giftedness. One group of those surveyed were national academic award winners (90). The control group consisted of 90 people of no outstanding academic achievement. The research found many differences between these two groups, both in the family situation and in interpersonal relations. High achievers were raised in families of higher social and professional status, and almost 72.2% of them decided to continue their academic career after they had graduated from university. The national academic award winners showed higher scores in shyness and lower scores in sociability in interpersonal relations.
... and researchers have asserted that there may be nothing more important for the well-being and optimal functioning of human beings than intimate relationships (Bowlby, 1969 ; Kelly, 1955 ; Rogers, 1951 ; Sullivan, 1953 ; for a recent review see Reis, Collins, & Berscheid, 2000 ). Intimacy and connections have been referred to as " the bedrock of human happiness and meaning " (Prager & Roberts, 2004 , p. 44). ...
... Intimate relating is made up of positive behavior components that are not merely ideational but have an outward manifestation, a style of communication in which both partners experience a sense of shared meaning (Firestone & Firestone, 2004 ). Sullivan ( 1953 ) suggested that intimate relationships are ones in which individuals have real sensitivity to what matters to another person, supplying each other with satisfaction. In such relationships, ...
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Traditional leadership theories and management practices tend to distinguish between the public sphere (e.g., organizations and the workplace) characterized by control, instrumentality, and rationality, and the private sphere (the home), characterized by emotionality, spontaneity, and intimate personal relationships. Recently, new models of relational leadership have emerged. Within this stream, in this chapter, I explore the links between leadership and intimacy in the organizational context. Drawing on the psychological literature, I define the concept of workplace intimacy, present its different components, and examine how it may be enacted in the field of leadership and management. Then I present the processes of exchange (e.g., communal exchange) and identity shifts (e.g., the relational self-concept) that may underlie the development of workplace intimacy.Last, I suggest a wide array of workplace intimacy outcomes at the individual and group level and point to directions for further exploration, empirical research, and re-visioning of the leadership and management field as one that can foster meaningful, pleasurable, and valuable mutual relationships with followers.
... These transactions are the attitudes and their interpersonal consequences. According to Sullivan (1953), individuals turn more frequently to interpersonal strategies that resolved their needs in salient relationships in the past. Thus, these attitudes and their consequences give form and content to their personality. ...
... Rigidity: the more pathological the personality, the less variety of interpersonal positions the individual uses. Intensity: psychopathology is characterized by extreme and exaggerated forms of some interpersonal patterns (Sullivan, 1953). ...
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Interações interpessoais são a base dos processos sociais. Refletem e influenciam o estado de saúde mental dos indivíduos. O objetivo do estudo foi verificar como interações conjugais se relacionam com saúde mental e investigar evidências de validade para o Checklist de Relações Interpessoais-II (CLOIT-II). Participaram 169 casais do sudeste goiano com idades entre 18 e 55 anos (M = 21; DP = 5,48), respondendo ao Questionário de Saúde Geral (QSG) e ao CLOIT-II. Os participantes com baixos escores para problemas de saúde mental no QSG (participantes assintomáticos) apresentaram mais posições interpessoais entre Deferência/Confiança e Calor afetivo/Amigabilidade. No grupo com altos escores (participantes sintomáticos), as interações foram definidas por Frieza afetiva/Hostilidade. Problemas de saúde mental apresentaram correlações positivas com desconfiança, frieza e hostilidade e correlações negativas principalmente com posições Afiliativas. Estes resultados, além de apoiar a validade do CLOITII, mostram a relevância do estudo de relações interpessoais para a compreensão da saúde mental.
... Precisely, total Freudian theorists believed in conscious and unconscious processes, conflict and defenses, and the centrality of the sexual drives in the development of personality neurosis through three stages of human life i.e. infant, adolescent, and adulthood (Freud, 1910; Jahoda, 1977; Fonagy, 2000; Blatt & Levy, 2003). Yet there is a counterargument that, put crudely, psychodynamic issues such as conscious and unconscious processes, conflicting forces are part of human life within the mind but do not necessarily depend on the idea of sexuality (Adler, 1929, 1939; Horney, 1950; Sullivan, 1953; Fromm, 1947, 1962; Jung, 1971; Powers et al., 2015). ...
... In other words, Freudians' models can be identified through symbols (i.e. the agent's actions). It is justified to conclude that conscious or unconscious external activities as stated by Adler (1929) (1939) Horney (1950) Sullivan (1953) Fromm (1947) (1962) and Jung (1971) such as life experiences (social forces) like achievement, social motivation, striving for superiority etc. are determined according to the symbol, which emancipate from the agent and are the real personality. Bodas et al. (2015) research on effects of negative television contents on Israelis, the results showed that televised traumatic content and negative perception of broadcasts are directly associated increase of anxiety and psychopathology issues. ...
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Is insinuation one of the most influential phenomena in the early and continuous development of human behavior? Yes. Does previous scientific study give ample of time to understand unconsciousness and its manifestation from this point of view? No. As we have demonstrated in the following pages, insinuation does hold a high view in the divine scriptures as an opposite to inspiration. The scientific views on unconsciousness theory further ascertained its influence on human activities. A number of scientists however, denounced this clear evidence due to lack of laboratory prove of inspiration-cum-insinuation effects rather termed unconsciousness. In this essay, through dedicated analysis using both induction and deduction methods we showed that their theories failed to study unconsciousness from a holistic perspective. It only focused on those that have psychological and psychopathological problems in exclusion of reasonable human beings, thus, contained numerous errors that even contradicted their scientific findings. Following in-depth and dedicated analysis, we showed the influences of unseen phenomena that are beyond human control from Islamic philosophy viewpoints affirming earlier biblical claims of insinuation influences. We concluded by mentioning some of the physical evidences justified by the Islamic scripture “Qur’an” and some of the implications of these findings for certain aspects of the contemporary “inspiration and insinuation debates”.
... Sullivan discussed the impact on personality development of peer experiences later in childhood, as the child entered school and became involved with an array of peers and adults in diverse roles. Recognizing the importance for personality development of the child's exposure to social interaction outside of his immediate family, Sullivan (1953) Further, Sullivan (1953) discussed the significance of a child's first best friend in the "juvenile era," observing that when the child finds a "chumsomewhere between eight-and-a-half and ten-you will discover something very different in the relationship . . . namely, that [the] child begins to develop a real sensitivity to what matters to another person. ...
... Sullivan discussed the impact on personality development of peer experiences later in childhood, as the child entered school and became involved with an array of peers and adults in diverse roles. Recognizing the importance for personality development of the child's exposure to social interaction outside of his immediate family, Sullivan (1953) Further, Sullivan (1953) discussed the significance of a child's first best friend in the "juvenile era," observing that when the child finds a "chumsomewhere between eight-and-a-half and ten-you will discover something very different in the relationship . . . namely, that [the] child begins to develop a real sensitivity to what matters to another person. ...
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Although many of the basic tenets of Harry Stack Sullivan’s interpersonal theory have been incorporated into the Relational School of psychoanalysis, Sullivan’s original ideas about clinical practice are, in many respects, distinct from the intersubjective perspective of relational psychotherapists. Using three case examples that addressed a similar clinical problem, Sullivan’s approach to clinical practice will be contrasted with contemporary relational approaches.
... From the perspective of interpersonal psychology, the major shortcoming of Figure 2 is that it says very little about interactions between people. From Sullivan (1953) to Wiggins (2003, interpersonal theorists have focused their attention outside the person and onto relationships between people. Carson (1969) went so far as to define personality as "nothing more (or less) than the patterned regularities that may be observed in an individual's relations with other persons" (p. ...
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The five-factor model (FFM) is a taxonomy of traits; five-factor theory (FFT) is a theory of personality based on research with the FFM. Both are useful in understanding interpersonal psychology. Traits traditionally considered interpersonal fall in the plane defined by FFM extraversion and agreeableness, but all five factors have interpersonal consequences. FFT offers an account of the operation of traits in interaction with the environment; in interpersonal interactions, people serve as reciprocal environments to each other. Adult attachment, like many other topics in interpersonal psychology, may be profitably viewed from the perspective of FFT.
... This situation is evident in the fact that empirical research on the person-situation interaction was, for a long time, planned and carried out without reference to the theorists who, for decades, had emphasized the role of situational factors in individual functioning. Research on the time and process dimensions of leadership has similarly been conducted without substantial reference to developmental theorists who emphasized maturational and environmental factors in personality (Bowlby, 1969a, 1969b; Erikson, 1963; Jacques, 1984; Jung, 1933; Mead, 1934; Sullivan, 1953; White, 1972). Much of the empirical research on leadership has thus been inadequately guided by theories based on careful analysis of personality. ...
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A structural psychological approach to understanding effective executive leadership is presented. It is argued that effective leadership requires the capacity to respond in an adaptive manner to emergent, dynamic, and complex situations. This capacity, in turn, depends on the readiness to acquire new skills and strategies for coping with complexity and change. Nevertheless, empirical research has largely overlooked the vital potentiality of self that seems necessary to engender and sustain effective leadership. Accordingly, a structural approach to leadership is proposed. In this approach, the whole (the personality organization, the self-system), in addition to being different from and greater than the sum of its parts, causally determines the fate of the parts, so that the emergent, holistic properties of the whole at all different levels become causally real in their own form. The psychological construct of active coping (Shanan, 1990) is used to demonstrate the conceptual link between personality structure and effective leadership. Propositions toward a general psychological model of leadership are outlined, and suggestions for investigating the model empirically are made.
... The fact that a process is viewed from a universal standpoint in no way suggests that it is not contextualized. The general theories of Jean Piaget (1952), Heinz Werner (1957, James Mark Baldwin (1985), William Stern (1938), attachment theory and object relations theories of John Bowlby (1958), Harry Stack Sullivan (1953), Donald Winnocott (1965, all are exemplars of developmentally oriented relational person standpoints. ...
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Chapter, discusses the importance of the concept of embodiment in the understanding of human behavior and development. The general argument is that embodiment is central to any discussion of the relation of biological systems and psychological systems or cultural systems and psychological systems. It is also argued that seriously embracing the concept of embodiment represents a move away from unproductive questions entailed in the nativism-empiricism or nature-nurture debate and toward a more productive arena of inquiry and research-the examination of questions of the nature of the relations that operate among biological systems, psychological systems, and cultural systems. There is a discussion of the role metatheory-especially relational meta-theory-plays in contexualizing the concept of embodiment. The idea that embodiment is a concept that bridges biological, cultural, and person-centered approaches to psychological inquiry is explored.
... It also meets the criteria of having long functioned in various forms as an alternative to behaviorism. To mention only a few names, there were commitments to this disciplinary matrix going back to William James ( 1975 ) , and John Dewey ( 1925 ) , James Mark Baldwin ( 1895 ) , William Stern ( 1938 ) , Gordon Allport ( 1955 ) , the early " new look in perception " by Bruner and Postman ( 1949 ) , and continuing through the broad theories of Jean Piaget ( 1952, 1954, 1967 ) , Heinz Werner ( 1948, 1957 ) , Erik Erikson ( 1968 ) and the attachment and object relations theories of John Bowlby ( 1958 ) , W. D. F. Fairbairn ( 1952 ) , Harry Stack Sullivan ( 1953 ) , and Donald Winnicott ( 1965, 1971 ) . ...
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The chapter explores the evolving debate -- initiated by T. Kuhn's (1970) "The Structure of Scientific Revolutions" -- about the introduction of sociological matters into the body of scientific theory and method. The chapter explores the idea of a scientific paradigm as, what Kuhn referred to as a "disciplinary matrix" with two key features: 1.shared metaphysical beliefs – “from heuristic to ontological models, … [which] supply the group with preferred or permissible analogies and metaphors (p. Kuhn, 1970, p184).” 2. "values" , which are especially important in choosing between incompatible ways of practicing a particular discipline (e.g., a good theory would be coherent, self-consistent, plausible).
... The concept of transference was originally proposed in the context of psychoanalytic therapy (Freud, 1912; Sullivan, 1953) and referred to ''the process by which a client in psychotherapy superimposes childhood fantasies and conflicts onto a therapist, embroiling the therapist in these conflicts " (Baum & Andersen, 1999, p. 163). Somewhat differently, Andersen and her colleagues have shown that the transference phenomenon occurs outside therapy sessions and may occur commonly in social situations. ...
... Other writers have introduced further innovations, in the direction of an interpersonal psychology. The most recent work of Merton Gill (1994) is perhaps the best synthesis of this line of thought, which has a number of important precursors (Sullivan, 1953; Winnicott, 1958). Gill stresses the constructivist and at once hermeneutic nature of his position. ...
... Empathy has numerous and varied definitions. Some definitions emphasize solely emotional aspects of empathy (Batson, 1991;Eisenberg, 2000;Feshbach, 1978;Mehrabian & Epstein, 1972;Rogers, 1975;Sullivan, 1953). Other scholars focus exclusively on cognitive aspects (Borke, 1973;Clark, 1980;Hoffman, 1977;Hogan, 1969). ...
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The purpose of the current study is to examine the effects of the induced compliance task beyond its influence on attitudes, focusing on the efficiency of this technique on affecting emotions, more specifically, to evaluate the effects of the induced compliance paradigm on cognitive and emotional empathy in a conflict situation. While most previous studies have focused on testing the ability to change attitudes in conflict situations, the current study determines if this technique can be useful in order to change emotions as well. The case study is performed with Jewish students in Israel in the context of the Arab-Israeli conflict.
... tity development, and intimate relationships with peers play an integral role in supporting identity achievement (Erikson, 1968). Through intimate self-disclosure with peers, adolescents explore, express and solidify their own identities (Sullivan, 1953). Adolescents' close relationships provide social support and the experience of acceptance and belonging, which in turn facilitate favorable self-definition (Brechwald & Prinstein, 2011). ...
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[Introduction] Monikers for contemporary youth – “digital natives” (Palfrey & Gasser, 2008), “wired youth” (Mesch & Talmud, 2010) and “the app generation” (Gardner & Davis, 2013) – emphasize technological immersion. Indeed a 2013 survey of 802 U.S.-based adolescents aged 12 to 17, conducted by the Pew Internet and American Life Project, found that fully 78% of youth owns a mobile phone, more than a third of teens has a smartphone, and one in four accesses the Internet predominantly through their cellphone (Madden et al., 2012). The current chapter focuses on mobile phones and adolescents’ experiences of intimacy. Adolescence encompasses the period between middle school life (approximately age 13) and emerging adulthood (approximately age 18) (Arnett, 2004; Erikson, 1968). Intimacy refers to close interpersonal relationships, especially those characterized by mutuality, self-disclosure and validation (Sullivan, 1953). Mobile phones act as potent portals for connection: adolescents can use their mobile phones to communicate with others through text messaging or one of myriad apps for instant messaging, blogging, tweeting, or social networking.
Article
This paper explores two dimensions of experience common to all immigrants, whether they have chosen to emigrate or external circumstances have forced the choice on them: the loss of contextual continuity and the consequences of being an outsider in the new culture. Drawing on the contemporary literature on multiple discontinuous self-states, it is proposed that for many immigrants dissociated aspects of self-experience symbolize their original culture. Whether these dissociated states are idealized and felt to be unattainable in the new culture, or denigrated and warded off in a bid to make new connections, if they are not made conscious, examined, mourned over, and reintegrated, the immigrant will experience herself like Lot's wife, turned into a pillar of salt, her gaze fixed forever on the lost world. Or alternatively, in cutting herself off from a despised world from which she fled, she will also cut herself off from valuable aspects of self-experience inadvertently discarded in the act of immigration. Extensive case material is used to demonstrate the conclusion that being an immigrant is not about assimilation, but about a process of mutual accommodation between self-states that hold different passports.
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Harry Stack Sullivan, the founder of interpersonal psychoanalysis, was a gay man. His sexuality, far from being an incidental aspect of his life, was integral to his clinical and theoretical innovations. Sullivan was also a path-breaker in dealing with many aspects of gay civil rights that are still at issue today. Sullivan's writings about lust and sexuality have been difficult to understand and relatively ignored. When one decodes Sullivan's neologisms, one can appreciate how he was working toward a radical new formulation of sexuality's place in human living.
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Given that antisocial behavior and conduct disorder are inversely related to internalized conscience development, how conscience develops is an important subject of theoretical investigation for the human service professions. Contributions to theory development have been made from psychoanalytic, psychosocial, cognitive, ego development, and social learning perspectives. Conscience development, which includes ethical and moral development, requires some degree of intellectual development. The growth of conscience involves the gradual increase in impulse control, the incorporation of parental moral standards, the development of shame and guilt, the learning of the consciousness and practice of rules, and the maturation of the sense of justice.
Article
The author contrasts the classical psychoanalytic perspective on the relationship between culture, especially race, and transference with interpersonal and relational models. Recent developments in contemporary psychoanalytic theory provide a more comprehensive theoretical formulation of the relationship between culture, the unconscious, and the interpersonal field. The author takes the position that culture is an essential aspect of the transference-countertransference field, rather than something to peel away or move past in order to reach more deeply laden conflicts. Cultural transference-countertransference is constructed by patient and analyst together, and reflects interpersonal relations as well as internalized self-object representations. Transference-countertransference enactments between patient and analyst are conceived as embodying aspects of the historical relations between their respective cultures. While transference may have intrapsychic origins in the form of internalized self-object relations, it may also be a manifestation of a patient's sociocultural roots and family-of-origin's cultural heritage, including relationships to the dominant group. The author examines these ideas from a treatment between a white therapist and a black patient.
Chapter
In traditional Western psychological theories of development, the “self” has long been viewed as the primary reality and unit of study. Typically, the self has been seen as separated out from its context, a bounded, contained entity that has both object and subject qualities. Clinical and developmental theories generally have emphasized the growth of an autonomous, individuated self. Increasing self-control, a sense of self as origin of action and intention, an increasing capacity to use abstract logic, and a movement toward self-sufficiency characterize the maturation of the ideal Western self. Although most theorists have struggled with the issue of reification of the self, all have to some degree succumbed to the powerful pull to de-contextualize, abstract, and spatialize this concept. I will examine some of these models in terms of their limited applicability to the psychology of women and suggest an alternative conceptualization of self, a “relational self” or, as Jean Miller has suggested, a model of “being in relation” (Miller, 1984).
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When psychologists think of social comparison theory, they initially recall Leon Festinger’s classic paper on a theory of social comparison processes. However, in the three decades since the publication of this work, social comparison theory has evolved in several ways. First, there have been many restatements and amendments to the theory, some connecting it with other theories current in social psychology. Second, several discrete areas of empirical investigation have flourished that are closely connected to the theory. A modern theory of social comparison draws on both these developments for its formulation.
Research
This paper reports findings from a study of the work of ‘external mentors’ associated with three programmes of support for the professional learning and development (PLD) of secondary science teachers in England. Focusing on outcomes from analyses of data derived from interviews with 47 mentees and 19 mentors, the paper supports and extends existing research on the construction and maintenance of fabrications in schools, and identifies omissions in the evidence base relating to teacher PLD. It is argued that the kinds of fabrications revealed by the teachers interviewed for this research present a serious impediment to their opportunities for school-based PLD, and that the deployment of external mentors (i.e. those not based in the same schools as the teachers they support) can provide a potentially powerful antidote to this. A number of implications for policy and practice in teacher professional learning and development are discussed. Amongst these, it is argued that more teachers should have the opportunity to access external support for their PLD, and that policy makers and head teachers should seek to reduce the degree to which teachers’ ‘performance’ is observed, inspected and assessed.
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During the past decade there has been a resurgence of interest in the study of friendship from a developmental perspective. The recent work, however, differs markedly from earlier research in that the focus now includes cognitions about friendship rather than merely the bases for friendship selections (Austin & Thompson, 1948; Cattell,1934; Wellman, 1926). Investigations have concerned developmental trends in such areas as the expectations of friendship (Bigelow, 1977; Reisman & Shorr, 1978), the definitions of friendship (Bigelow & LaGaipa, 1975; Kon & Losenkov, 1978; Youniss & Volpe, 1978), and the meaning of friendship (LaGaipa, 1979; Selman & Jaquette, 1977). While the results of these studies have contributed to a broader understanding of friendship conceptions, little attention has been given to the implications these conceptions may have for social development in general (Hartup, 1978; Youniss, 1980). Friendship relations may foster the development of social concepts that may initially be features of friendship but are eventually extended to interpersonal functioning beyond the confines of the relation. The purpose of this chapter is to examine this proposition and to present data that support the thesis that friendship relations have important positive implications for social development in general.
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The Dark Triad of personalities—Machiavellianism, narcissism, and psychopathy—all project onto Quadrant 2 of the interpersonal circumplex. That spatial similarity reflects their common interpersonal exploitativeness. An explanation of their distinctive behavioral tactics, however, requires both circumplex location and a specification of two moderators—temporal orientation and identity need. Temporal orientation (strategic vs. impulsive) distinguishes the strategic Machiavellians from the impulsive psychopaths and narcissists. Identity need distinguishes narcissists (high) from the psychopaths and Machiavellians (low). These two moderators may prove equally useful in the other quadrants by showing distinctions among variables that project onto the same location on the circumplex.
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In 1973, the American Psychiatric Association (APA) removed the diagnosis of "homosexuality" from the second edition of its Diagnostic and Statistical Manual (DSM). This resulted after comparing competing theories, those that pathologized homosexuality and those that viewed it as normal. In an effort to explain how that decision came about, this paper reviews some historical scientific theories and arguments that first led to the placement of homosexuality in DSM-I and DSM-II as well as alternative theories that eventually led to its removal from DSM III and subsequent editions of the manual. The paper concludes with a discussion of the sociocultural aftermath of that 1973 decision.
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What is Cognitive Restructuring? Basic Research Foundations of Cognitive Restructuring The Historical Context of the Cognitive Approach Cognitive Restructuring in Practice Examples of Specific Techniques Relationship to other Principles Research Issues and Unresolved Issues regarding Cognitive Restructuring Conclusion
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La calidad de los vínculos de amistad en la niñez es un importante factor para el desarrollo psicosocial de los individuos. Un aspecto crucial a este respecto es el desarrollar y adaptar instrumentos de reconocidas pro-piedades psicométricas. Con este fin, se aplicó la Escala de Calidad de la Amistad versión 4.1 de Bukowski, Hoza y Boivin a una muestra intencio-nal de 509 niños de ambos sexos de 10 a 12 años (media de edad = 10.65) que asistían a escuelas primarias de la ciudad de Paraná, Argentina. Se lle-vó a cabo un análisis factorial confirmatorio con el Programa AMOS 16.0 para poner a prueba un modelo con las seis escalas postuladas por sus au-tores. El análisis estadístico indicó un ajuste adecuado (CFI= .90 y RMSEA= .044) para el modelo propuesto. Los coeficientes alfa de Cronbach fluctua-ron entre .63 y .83. Las subescalas correlacionaron significativamente entre r-.206 a .864. Un indicador de su validez convergente fue que las distintas escalas correlacionaban significativamente con ser victimizado y agredir a otros: r = .219 para conflicto y ser victimizado, r =-.215 para compañerismo y ser victimizado, r = .336 para agredir y conflicto y r =-.269 para agredir y ayudar.
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An Emphasis on Clinical UtilityEmphasizing the Personality System as the Mode of Operation: Personality Theory, Psychopathology, and PsychotherapyA New Era for Unification: Von Bertalanffy's General System TheoryPersonality Systematics and Ecological DomainsContemporary Relational Psychodynamics as a Component of Unified Clinical ScienceOrganizing the Multiple Domains of Human Functioning into Four Nested Domains based on Twentieth-Century Theoretical DevelopmentsThe Four Nested Triangular Subsystems: Their Operating Principles, Processes, and StructuresApplication of Model to Treatment of Complex Clinical Syndromes, Personality Dysfunction, and Relational DisturbancesMicro and Macro-Processes and Structures in OperationExpanding the Realm of PsychodynamicsPsychodynamic Family PsychotherapySummaryNoteReferences
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Background: We studied associations between emotion dysregulation, self-image and eating disorder (ED) symptoms in university women, and contrasted two indirect effect models to examine possible intervening mechanisms to produce ED symptoms. Methods: 252 female Swedish university students completed the Difficulties in Emotion Regulation Scale (DERS), the Structural Analysis of Social Behavior (SASB) self-image measure, and the Eating Disorder Examination Questionnaire (EDE-Q). Correlations between scales were followed by five simple mediation analysis pairs with two possible pathways using five ED symptom variables as outcome. The models posited either self-image or emotion dysregulation as mediator or independent variable, respectively. ED symptoms were EDE-Q Global score, objective binge eating episodes (OBE), subjective binge eating episodes (SBE), and two variants of EDE-Q excessive exercise. Results: Emotion dysregulation and self-image were strongly correlated, and both correlated moderately with EDE-Q Global score. There were distinct indirect effects through self-image on the relationship between emotion dysregulation and ED symptoms, but not vice versa. These indirect effects were evident in relation to cognitive ED symptoms and both OBE and SBE, but not in relation to excessive exercise. Conclusions: Results suggest that even if closely related, emotion dysregulation and self-image both contribute unique knowledge in relation to ED symptoms. Self-image as an intervening mechanism between emotion dysregulation and ED symptoms is relevant for models of the development, maintenance and treatment of ED, as well as treatment focus.
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Social bonds have long been considered essential for healthy functioning (Durkheim, 1897/1951; Faris, 1934; Murray, 1938), but this idea has been elaborated and tested most extensively in the past decade. Why this topic has captured so much attention at this point in history is an interesting question (cf., Gottlieb, 1983a). What is most clear is that researchers from quite diverse disciplines are actively working to understand how social bonds affect well-being. Interest in this topic is reflected in three different lines of work: research on social support, loneliness and social isolation. Studies of socialsupport suggest that social relationships facilitate adjustment to stressful life circumstances and thereby decrease vulnerability to stress-related disorders. Research on loneliness emphasizes basic human needs for satisfying social ties and suggests that the absence or disruption of social bonds is in itself a cause of emotional distress. Sociological analyses of social isolation suggest that social relationships serve to inhibit deviant behavior as well as to provide support and companionship. This research has linked social isolation to psychopathology and to increased mortality due to alcoholism and suicide.
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