Social psychology in a postmodern age: A discipline without a subject

This article reconsiders the question of the crisis of social psychology. I argue here that there is a crisis in social psychology but it is not one of a growing separation between the discipline’s psychological and sociological wings. Instead, the crisis is the result of structural transformation and associated cultural shift. It involves the gradual displacement of an earlier concept of the strong, autonomous ego by the postmodern production of the imaginary self. The self in the unfolding era of postmodernism increasingly resembles a composite of commercially produced images rather than a self-directed ego. The displacement of the self-concept by the self-image produced what has been a vaguely apperceived but, as yet, not adequately conceptualized, crisis in social psychology. I conclude with an argument on behalf of a personality and social structure approach to social psychology as the only form of social psychology conceptually able to deal with the real crisis within social psychology, that is, the erosion of the self.     

Clinical psychology and child sexual abuse after Cleveland

SUMMARY. This paper details some of the unresolved issues for clinical psychologists following the Cleveland crisis and Inquiry. The author argues that psychological expertise can he employed in both the investigative and treatment stages, and in the general evaluation oj the child, particularly henefitting children who present without an initial disclosure, where specialist interviewing techniques can clarify what may have happened. The clinical approach should be developed to meet evidential requirements, useful to both court and child. ‘This requires subjecting their work to scrutiny and crossing professional boundaries to help sexually abused children who may represent a hitherto unrecognised but significant proportion of psychologists’ caseloads     

Family developmental task assessment: A prerequisite to family treatment

This paper presents a developmental framework for assessing family function. It integrates family systems theory and ego psychological knowledge of growth. The framework organizes family information along four developmental lines, and a socio-biological stressor scale. Although this paper is only a beginning conceptualization and outline, it is hoped that with further study it can lead to family diagnosis and more definitive family treatment.     

The Blancks' and Kohut's views of narcissism: Comparative analysis

The normal and pathological development of narcissism is reviewed from two different theoretical orientations. Presented are the ideas of Blanck and Blanck (ego psychology) and that of Kohut (self psychology). Included are clinical vignettes illustrative of the ego and self psychology approaches. A comparative analysis is drawn, highlighting the likenesses and differences with regard to theory and practice. Considered are the developmental stages and failures, as well as transference, resistance, and technique. The area of greatest contrast is noted in their theoretical formulations regarding the development of narcissism while the clinical approach to the treatment of narcissism is less striking     

Programmed case material as an aid in teaching ego psychology: A methodology for clinical social work education

Four specific problems inherent in the relationship between the theory and practice of contemporary ego psychology limit the effective transmission of ego psychological concepts and principles in clinical social work education. These problems are further conceived as impeding the student's ability to integrate theory and clinical reality, and ultimately reduce the quality of the student's facility with practical technique. As one approach to these problems, this article presents the rationale and design for a teaching aid utilizing programmed case material and self-assessment modules as a methodology for enhancing the integration of theory and the clinical realities explicated by theory. The programmedCasebook and its implementation are illustrated. The values of theCasebook for classroom learning are discussed, relating the anticipated educational experience to the four specific problem areas outlined.     

Repairing ego deficits in children with developmental disorders

Children with developmental disorders have ego deficits which must be addressed before one is able to work with them in traditional dynamic clinical treatment. A review of the literature explores the distortions in personality structure which accompany developmental disorders, a conceptual paradigm for integration of psychodynamic and social learning theory models for understanding this problem, and suggestions for working with these children and their families. Three specific ego functions must be repaired in the initial stages of treatment: control of drive activity, reality testing, and the capacity for identification. Two case examples are used to illustrate how the worker may repair deficits in these ego functions.     

A child's imaginary companion: A transitional self

The article explores the use of the imaginary companion by normal children, two to five years of age. Some existing literature on the imaginary companion is reviewed. Three case presentations demonstrate the use of the imaginary companion and its effect on ego development.Major findings are the prevalence of the mechanism of splitting and the use of the imaginary companion as transitional phenomenon by the children. An ensuing discussion relates an object relations understanding of the normal developmental use of splitting and transitional phenomena to the case presentations. The imaginary companion is viewed as a transitional self on the developmental lines of narcissism and object relations.     

Dance therapy and self psychology

In this paper I will introduce the basic concepts of dance therapy and show how dance therapy could be viewed self psychologically. A clinical example will be presented, discussed and critiqued utilizing self psychological concepts. A brief discussion will follow that appraises the potential of blending self psychology and dance therapy together. This is a speculative paper but it may provide a basis to further develop self psychology within dance therapy.     

Building relational possibilities: theoretical roots of infant mental health practice in the case of Alycia

The practice of infant mental health (IMH) has evolved from a combination of theoretical frameworks focused upon early relationships and the complex interplay between individuals and their internal and external worlds. The main components of IMH practice: developmental guidance; emotional support; parent–infant psychotherapy; concrete support; and advocacy, demonstrate a connection between psychoanalytic theoretical frameworks and social work values and forms the basis of practice for IMH therapeutic programmes. This paper will trace the theoretical roots of IMH practice and utilise a clinical case example to illustrate the ways in which insights from object relational, self psychological and attachment theories are integrated into IMH home visiting practices.     

Negotiating a fusion of horizons: A process view of cultural validation in developmental psychology

Explanations of child development can be used to inform social action at various levels. In many cases a key factor determining the effectiveness of such explanations is the degree to which they are appropriated by primary agents of child socialization, such as parents. In every culture, parents routinely draw on implicit theoretical ideas to interpret the behavior of the children for whom they care, to decide how to respond to that behavior, and to predict changes in child behavior across circumstances and over time. The system of meanings about child development and socialization shared by most of the participant‐owners of a culture may be regarded as a cultural model, or ethnotheory. Research is presented concerning caregiver ethnotheories in a rural Chewa community inZambia, and in two low‐income neighborhoods in a US city. In both cases the focus of attention was on the ways in which caregivers construe the significance of schooling in children's development. In order for this field of application in developmental psychology to achieve cultural validation, the author argues that a process of negotiation is required, in search of common ground between the explicit, formal constructs and theories of the educational establishment and the implicit ethnotheories of caregivers in the children's homes. The first step in this process is to articulate and acknowledge differences of perspective. From there, teachers, caregivers, and psychologists can work towards a fusion of horizons.     

Structurally based theories and self psychology: Questions of compatibility and the integration of theory

This paper addresses the question of compatibility between two branches of psychoanalytic theory. Currently the emphasis upon differences, both clinical and metapsychological, has impeded integrative efforts. Self psychology and structurally based theories are compared in terms of how each understands and explains central elements of a psychodynamic theory. The same case is discussed from these two points of view. The author draws the preliminary conclusion that the theories generate sufficiently different understandings of personality that two parallel theories, including inherent clinical and metapsychological approaches, have developed. However, the overall conclusion is that both self psychology and structurally based theories have diagnosis near qualities which limit their overall usefulness.     

Self‐Awareness in Human and Chimpanzee Infants: What Is Measured and What Is Meant by the Mark and Mirror Test?

The objective study of self‐recognition, with a mirror and a mark applied to the face, was conducted independently by Gallup (1970) for use with chimpanzees and monkeys, and by Amsterdam (1972) for use with infant humans. Comparative psychologists have followed the model (and assumptions) set by Gallup, whereas developmental psychologists have followed a different model (e.g., Lewis & Brooks‐Gunn, 1979). This article explores the assumptions in the definitions and methods of self‐recognition assessments in the 30 years since these initial studies, and charts the divergence between the developmental mark test and the comparative mark test. Two new studies, 1 with infant chimpanzees and 1 with infant humans, illustrate a reconciliation of the 2 approaches. Overt application of the mark, or other procedures related to how the mark is discovered, did not enhance mirror self‐recognition. In contrast, maternal scaffolding appears to enhance performance, perhaps by eliciting well‐rehearsed verbal responses (i.e., naming self). When comparable testing procedures and assessment criteria are used, chimpanzee and human infants perform comparably. A combined developmental comparative approach allows us to suggest that mirror self‐recognition may be based on a specific aspect of mental representation, the cognitive ability to symbolize.     

Thinking empathically: The video laboratory as an integrative resource

The use of video taped, simulated interviews is an effective means of addressing the dynamics of affect in clinical practice. This mode of training, grounded in ego and self psychological concepts, is instrumental in identifying, understanding and integrating feelings—the goal of which is to help trainees think empathically. The theoretical framework and structure of the laboratory mode are presented; examples of the teaching/learning process are also discussed.     

The development and disturbance of emotions: An application of self psychology to clinical work with children

This article applies self psychology, as developed by Heinz Kohut, to clinical work with children. It begins with a brief summary of self psychology as a theoretical framework, focusing on the role of selfobjects in the development of the self. Then, the role of selfobjects in the development and disturbance of emotions is discussed. The paper concludes by describing the treatment implications of the self psychological perspective for clinical work with children, illustrating them through three case vignettes, and identifying certain questions for further inquiry.     

Integration and alternatives: Some current issues in psychoanalytic theory

The first great bridge between psychoanalysis and social work came with the concepts of ego psychology which provided a synthesis between the worlds of the social order and the psychological depths. Current psychoanalytic theorists now question whether any one psychological theory is sufficient to describe the complexity of human experience, and suggest that each theory has a piece of the truth because it states something that is correct about the patient at a particular time in the treatment. Adherence to multiple theories makes a complex problem for the clinical practitioner, who must decide from which perspective to respond to the clinical material of the moment. Psychoanalytic theorists are also questioning the degree to which it is actually the content of the therapist's interpretations which brings about change in the patient. This article suggests that these developments in psychoanalysis, with their emphasis on therapeutic flexibility and the importance of the relationship will renew and reinvigorate the bridge between psychoanalysis and clinical social work.An earlier version of this paper was presented at the First Clinical Conference of the National Federation of Societies for Clinical Social work.     

Economic and Psychological Models of Job Search Behavior of the Unemployed

Economic and psychological theories relating tojob search behavior by the unemployed are considered.There exists a noticeable contrast between the economicapproach which is almost exclusively based on a single model of the rational job seeker, andthe diverse approaches adopted by psychologists.Accordingly, the paper concentrates on areas of researchby psychologists which are relevant to the economic model. The paper starts with an overview of theresearch program in economics. Next, the psychologicalliterature on the general well-being of the unemployedis briefly surveyed; this research might be useful in informing economic studies of theeffects of the duration of unemployment on an individuals search behavior. Two psychological approaches to jobsearch behavior are then discussed, namelyexpectancy-value theory and prospect theory. Findings using theexpectancy-value approach suggest that certainpsychological variables, including normative pressures,might play an important role in job search. In addition, these findings highlight the complexrelationship between job expectations and searchintensity. Finally, it is suggested that the role andimportance of certain psychological variables such asstatus might be expected to vary over the course ofunemployment.     

Tools from moral psychology for measuring personal moral culture

Moral culture can mean many things, but two major elements are a concern with moral goods and moral prohibitions. Moral psychologists have developed instruments for assessing both of these and such measures can be directly imported by sociologists. Work by Schwartz and his colleagues on values offers a well-established way of measuring moral goods, while researchers using Haidt’s Moral Foundations Theory have developed validated measures of moral prohibitions. Both values and moral foundations are distributed across the social landscape in systematic, sociologically interesting ways. Although typically measured using questionnaires, we show that values and moral foundations also can be used to analyze interview, archival, or “big data.” Combining psychological and sociological tools and frameworks promises to clarify relations among existing sociological treatments of moral culture and to connect such treatments to a thriving conversation in moral psychology.     

The growth of psychoanalytic developmental psychology and the application of technique

The growth of ego psychology theory from Freud to the present has stimulated interest in the development of special techniques of a psychotherapy based on that theory—techniques that have evolved from but are different than those of psychoanalysis proper. Modifications in technical procedures address themselves to developmental failures rather than the resolution of the oedipal conflict. The newer concept of the borderline diagnostic category is understood in terms of the contributions of Kernberg and the Blancks, particularly as it is integrated with Mahler's developmental theory. Clinical examples are presented of some specific techniques of what is now called psychoanalytic developmental psychology.     

The experience of divorce for the psychotherapy patient—A developmental perspective

In this article the dynamics of divorce are discussed from the perspective of psychoanalytic developmental psychology. This theoretical framework is used to highlight and to explain some typical internal and external responses of psychotherapy patients for whom divorce is an issue. A therapeutic stance is suggested that enables the patient to understand the connection between his or her marital situation, early life experience, and past developmental problems. The patient's preoccupation with the unsatisfactory marital relationship can serve as a catalyst for the strengthening of the patient's overall ego functioning. This article demonstrates Kris' (1951) concept that the material at the psychic surface-in this case divorce-needs to be explored in such a way that the patient's ego is enlisted in his or her total growth.