Response to Flaks's "Homophobia and the psychologist's role in psychoanalytic training institutes."

Responds to D. K. Flaks's (see record 1993-23357-001) article by describing recent steps taken by the American Psychoanalytic Association to address the issue of discrimination and sexual orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Interpreting in the dark": Race and ethnicity in psychoanalytic psychotherapy.

Discusses the impact of race and ethnicity on the psychotherapeutic process of 3 patients in psychoanalytic psychotherapy with an African-American therapist. Race and ethnicity remain topics that engender anxiety in social and clinical discourse. Psychoanalytic literature on race has been hampered by incomplete conceptualizations and overgeneralizations that often limit its clinical utility. Clinical examples are used to explore the way in which attention directed at racial issues provides a framework for the treatment alliance and illuminates key transferences and resistances. Discussion of racial issues is most fruitful when racial themes are situated in bodily and social contexts and when the meaning that race has in the therapy dyad is negotiated by patient and therapist, apart from idealized or socially correct conceptualizations from outside of the treatment situation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Considerations in the psychoanalytic treatment of men who were sexually abused as children.

Examines the literature on sexually abused men and illustrates with clinical examples from individual and group psychoanalytic practice the themes that emerge in working with them. Sexual abuse situations with boys are considered in 3 groups: those involving penetration, those involving inappropriate tactile contact, and those involving noncontact seduction and excitation. The boundary violation inherent in all of these situations is crucial in the treatment of the man who has been abused, as is the familial context of the abuse. Sexual orientation and gender identity, abuse in a familial context, love and sexuality, and transference and countertransference are discussed. For the analyst treating men who were sexually abused, there may be feelings of being overwhelmed by the seductive energy in the analytic relationship and also wishes to reel back and deny the horror of the material being discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Shulman's "The quantitative investigation of psychoanalytic theory and therapy: A bibliography 1986-1992."

Argues that D. G. Shulman's (see record 1993-22652-001) bibliography (1) includes references from psychotherapy research that are not very psychoanalytic, (2) neglects non-North-American literature, and (3) cites some contributors to major works while omitting others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental imagery in psychoanalytic treatment.

Mental imagery techniques may facilitate the therapeutic process by stimulating patients' insight into unconscious dynamics, by helping them uncover and master warded-off affect, and by enhancing the clinician's empathic contact and access to countertransference. The history of imagery techniques in the psychoanalytic movement and the effect of these techniques on the traditional psychoanalytic method are reviewed. A conceptual framework based on the theory of primary and secondary process suggests spontaneity, experiential scope, associative elaboration, and object impact as four dimensions for the clinical evaluation of imagery experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The mass of disputing doctors": Some implications of theoretical diversity for psychoanalytic practice.

Contends that the roots of the relation between psychoanalytic theory and clinical practice are obscured by preconceptions as old as psychoanalysis. The diversity of contemporary theory compels psychoanalysts to revise their view of this relation. The author asserts that an analyst's concurrent participation in the parallel discourses of theory and practice makes clinical work possible. Two other elements in the new perspective are discussed: Theory imposes prohibitions, and clinical process occurs in a framework of dualistic temporality. Despite their apparently esoteric aspect, these concepts belong to a prevailing but unformulated conception of how theory shapes clinical practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The reception of my Freud-critique in the psychoanalytic literature": Response to Professor Adolf Grünbaum.

The present is a response to Adolf Grünbaum's outrage (see record 2007-10890-018) at my article (see record 2006-05420-005), and others. Grünbaum challenged my articles with a mixture of ad hominem and ad rem arguments claiming that I misrepresented his ideas about Freud and psychoanalysis. In this response, I propose to disentangle these two classes of arguments and point out factual, textual, methodological, and theoretical errors in Grünbaum's various arguments. I review a number of Freud's passages from his seminal contributions to psychoanalytic method: Studies on Hysteria and The Interpretation of Dreams, and other writings to show that Freud himself did not make explicit another cardinal distinction: that between what he operationally formulated as the psychoanalytic method, procedure, or technique versus the various etiological theories of psychological, that is, emotional disorders. Neither was this distinction honored by Grünbaum, and that is his cardinal error. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The psychoanalytic treatment of narcissism.

This paper discusses the need for change in emphasis from metapsychological debate to a sharp clinical focus on the complex nature of narcissistic pathology. Narcissism is viewed as a dimension of psychopathology found at all levels of psychic functioning, at the core of which are characteristic ego and superego deficits around self-cohesion, self-continuity, and self-esteem regulation. It is argued that, if the definition of conflict is not viewed too narrowly, traditional Freudian or ego-psychological techniques are applicable and that the treatment of narcissism does not require a new theory, separate from that of object relations. Clinical material is presented to illustrate that all psychological phenomena are over-determined and contain aspects of unresolved preoedipal and oedipal conflicts. There are critical selfhood aspects at each stage of development which must be understood and interpreted, in addition to the traditional structural conflicts. It is stressed that highly developed skills in listening and in interpreting are required in order to discern the narcissistic and object-relations aspects of the clinical material and that the countertransference around the analyst's own narcissism needs particular attention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The two meanings of "defense": Toward an integration of cognitive psychology and psychoanalytic theory.

Uses concepts from cognitive psychology to illuminate a distinction proposed by R. S. Wallerstein (1967, 1983) between defense mechanisms vs defense contents and behaviors, which differ in important ways with consequences for such theoretical issues as the pathogenicity of defense, the role of defense in supportive psychotherapy, and the sense in which defenses are unconscious. Although defense contents and behaviors can be unconscious in Freud's dynamic sense, an understanding of the unconscious status of defense mechanisms requires an extension of the concept of the unconscious to include what J. Sandler and W. G. Joffe (1969) called the nonexperiential. Although C. Brenner argued against Wallerstein's distinction in the panel on defenses in the psychoanalytic process (J. Krent, 1970; see also Brenner, 1976 and 1981), this article shows how their differences can be resolved. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

On "the science of prevention."

Comments on the article by J. D. Coie et al (see record 1994-09654-001) regarding the conceptual framework for a national research program based on the science of prevention. Although a national agenda for research into the primary prevention of mental and emotional problems is needed, it is argued that the agenda should be developed independent of a model committed to individual defect over social injustice, biogenetic causes over social learning, micro- over macrointerventions, and traditional processes over positive outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Thoughts on Stricker's "Implications of research for psychotherapeutic treatment of women."

Raises objections to G. Stricker's (see record 1977-29882-001) critique of sex bias research and its implications for psychotherapy. It is argued that considerations such as size of effects observed in analog studies, item content in influential studies, and conflicting findings obtained later in time do not diminish the importance of evidence revealing a double standard among clinicians. The article discusses influences, both probable and observed, of bias on psychotherapeutic treatment. It is suggested that Stricker's values led to differential application of scientific rigor and biased conclusions. Clinical investigation is discussed as a necessary direction for further study. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Management "Style."

Some search committees ask applicants to send along with application, resume, references, and so forth a brief statement, not over a few paragraphs, on one's "management style." When I first heard that, I wished desperately to know what some other, any other, psychologist had done. In that spirit, I offer some notes. I do not think it will help in getting appointments. I do not think any responses to such questions do. Perhaps, though, with a little correspondence, psychologists could work out a standard little statement that everyone could copy and send as representing his or her views. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The "I," the "we," and the "when": A meta-analysis of motivational primacy in self-definition.

What is the primary motivational basis of self-definition? The authors meta-analytically assessed 3 hypotheses: (a) The individual self is motivationally primary, (b) the collective self is motivationally primary, and (c) neither self is inherently primary; instead, motivational primacy depends on which self becomes accessible through contextual features. Results identified the individual self as the primary motivational basis of self definition. People react more strongly to threat and enhancement of the individual than the collective self. Additionally, people more readily deny threatening information and more readily accept enhancing information when it pertains to the individual rather than the collective self, regardless of contextual influences. The individual self is the psychological home base, a stable system that can react flexibly to contextual influences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond "competing," beyond "compatible." Commentary on J. Archer.

Comments on J. Archer's 1996 article in which he considers whether observed patterns of sex differences in human social behavior are best explained by social role theory or by the evolutionary principles of Darwinian theory. The author believes that Archer's conclusion that the 2 theories are actually compatible is important and is concerned that such a valuable conclusion may be lost to discussions over the rest of the article. The author argues several points made in the original article and then concludes that Darwinian and cultural perspectives on human sex differences are not opposing theories, nor are they merely compatible but instead are necessarily interdependent. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Defining "addiction."

For centuries, the word "addiction" meant being "given over" or devoted to something. However, the 19th century temperance and anti-opium movements used it in a more restrictive way, linking "addiction" to drugs, to illness or vice, and to withdrawal symptoms and tolerance. Both the traditional and restrictive meanings survived into the present. In the ensuing uncertainty about its meaning, some authorities now wish to replace "addiction" with substitute terms like "drug dependence", "substance abuse", etc. We hope to show that the term "addiction" is too valuable to discard. Its traditional sense designates the profoundly important, albeit sometimes harmful, capacity of people to become "given over." On the other hand, the restrictive meaning refers only to a special case, which is defined arbitrarily and inconsistently. It is outmoded because of these problems. The traditional meaning remains useful, but can be improved by clarifying the distinction between "positive" and "negative" addictions originally proposed by Glasser (1976). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Know thyself."

Explores the understanding of selfhood as a central concern of psychology, the science of human experience. The conscious self defines human beings, fosters socialization, and, to a great extent, determines behavior. The achievement of a mature self-concept is viewed as a developmental process reflecting social experience as well as personal integration. Some implications of the self-concept are considered in relation to the family system, parenting, psychopathology, psychotherapy, and "the promotion of the public welfare." (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The "so what" and "who cares" responses to Thorngate's problem: No one will read this anyway.

Comments on W. Thorngate's (see record 1991-03036-001) analysis of the overproduction of psychological literature, arguing that this problem may be a direct result of the institutional structures of psychology. The problem is viewed as the result of a basic concern about the nature of psychology, and efforts to address the problem will require changes in institutional structures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Schools of "thought."

Challenges J. Wolpe's (see record 1979-12261-001) assertion that cognitive (COG) formulations add little to an adequate understanding and treatment of psychological disorders. Conceptual and empirical issues are addressed. Although COG therapies may not be unequivocally superior to other methods, preliminary data suggest that COG approaches may contribute to the clinical effectiveness of psychological or behavioral treatments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and the "woman question."

[Correction Notice: An erratum for this article was reported in Vol 39(1-2) of Canadian Psychology/Psychologie canadienne (see record 2009-19704-001). The name of Kirstin Maxwell was inadvertently omitted from the list of students acknowledged at the end of die article. The corrected list is provided in the erratum.] Explores the "woman question," the 19th century debate about whether the rights and freedoms available to men should be extended to women, within the context of the post-secondary education system. Examples of the historical arguments in support of the exclusion of women are outlined followed by a more contemporary analysis of gender differences in graduate education with a particular focus on access, graduation rates and time to completion of graduate degrees. The "chilly climate" construct is presented as a possible explanation for the alleged gender differential on these latter 2 variables. According to this model, the structures and operation of academic institutions embody significant elements of systemic discrimination and micro-inequities which disadvantage women. A series of 6 studies are described by which various aspects of the chilly climate (i.e., mentoring and supervision, sexual harassment) are explored in terms of the effects on attrition and time to completion. Paradoxically, although the research reveals a failure of educational institutions to fully resolve the woman question, women continue to operate effectively under conditions of inequity. The paper concludes with speculations about the future constructions and deconstructions of this debate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)