Family Therapy Process in a Family Therapy Seminar

The interaction between leaders and members in a year-long family therapy seminar is systematically compared to the process that unfolds between therapist and family during the course of family therapy. A five stage developmental process common to both is postulated and described: (1) Battle for Structure, (2) Naive Enthusiasm, (3) Conflictual Frustration, (4) Task Orientation, and (5) Mutuality. The dynamic elements of each stage are analyzed and factors affecting their development are identified. It is concluded that this five stage process occurs in all similar groups, but that the content of each stage may vary widely from group to group.     

Marginality and the Academic*

The question of social and psychological separation of the academic and intellectual in American society is raised. The empirical literature, although in short supply, suggests that the academic is socially isolated from the larger society and experiences attitudinal alienation. Interviews with sixty-one college and university professors tended to confirm this view, but particularly so among those respondents who identified themselves as intellectuals.     

Effects Of The Number And Spacing Of Children On Marital And Parental Satisfaction

Analyzing data from a fifteen-year follow-up study of high school students originally surveyed in 1957–58 and resurveyed in 1973–74, this paper examines the effects of the number and spacing of children on marital and parental satisfaction. The results suggest that the number of children in the family has no direct effect on marital satisfaction but has a direct negative effect on parental satisfaction. Childspacing, as measured by the length of the average birth interval, is found to have no significant effect on either marital or parental satisfaction. Premarital pregnancy has a negative effect on both the marital and parental satisfaction of women.     

To participate or not to participate: that is the question

Do I wish to participate or not to participate in this program? That is the question that young people ask themselves when considering a new opportunity. What can be done to increase the likelihood that they will choose to participate in out-of-school-time (OST) programs? This chapter describes a qualitative study that examined reasons for participating or not participating in OST programs. Some common reasons emerged, but the study also revealed differences among youth from different ethnic groups. It is clear that those who design and conduct programs must understand the processes through which diverse adolescents initiate their participation in programs and either persist or drop out. Given the apparent benefits of active participation in youth programs, it is important to remove barriers and increase access and, equally important, design programs that are of interest to youth in the contexts in which they live.     

The relationship of interpersonal acting-out to the process of decompensation

Summary This paper grew out of work in a psychiatric crisis clinic. It was noted that in individuals who characteristically use relationships as a defense against anxiety, decompensation may be triggered by a process in which the person who has been used as a protection against a threatening figure appears to become that figure.Decompensation in such cases can be arrested by quick and appropriate crisis intervention which may lead to restoration of the usual defenses or to a temporary resolution and referral for treatment of the characterological problems.     

A consistent system of conditional probabilities which is not compatible with any random field

A consistent, Markovian family of conditional densities is constructed which is not compatible with any random field.