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.     

A study of perceptions of rights and needs in interpersonal conflicts in homosexual relationships

A pilot study was conducted to examine the issues of rights and needs in the interpersonal conflicts of couples of the same biological sexual orientation. The sample consisted of 91 men and 34 women who described conflict incidents that occurred in their relationships. The right most frequently perceived as an issue was participation in decision making. The need most frequently perceived as an issue was power. Issues were perceived more frequently as psychological needs rather than democratic rights. Almost no conflicts were resolved through negotiation.     

Ego Psychology and Self Psychology in social work practice

Ego Psychology and Self Psychology are compared by examining how each theory would imply different treatment techniques. These differences are discussed at both a theoretical level and in terms of their applications to the same case. At the level of theory, Mahler's and Kohut's views are compared along five dimensions: definition of the problem, motivation, conflict, the nature of the therapeutic process, and the therapist's role in that process. At the level of technique, specific attention is paid to when the differences aid or impede the therapeutic process.     

Learning new behaviour patterns: a longitudinal test of Karasek's active learning hypothesis among Dutch teachers

This investigation deals with the active learning hypothesis in Karasek and Theorell's (1990) job demands-control model. The active learning hypothesis holds that high levels of learning and self-efficacy will occur among incumbents of high job demands/high job control jobs, whereas low levels of learning and self-efficacy will be found in low demands/low control jobs. This study tested these notions in the context of a two-wave study conducted over a period of one year among 876 Dutch teachers. Regression analysis revealed that job demands had a lagged negative (rather than a positive) effect on learning and self-efficacy; as expected, job control had a positive effect. Thus, the highest levels of learning and self-efficacy were found among incumbents of high control/low demands jobs (and not among incumbents of high control/high demands jobs). Further, the effects of changes in work characteristics on changes in learning behaviour and self-efficacy were examined, providing additional evidence that especially the transition from a low demands/low control to a high demands/low control job is associated with a strong deterioration of learning and self-efficacy. It is concluded that future research should address the interrelationships between learning and strain, preferably using longitudinal designs.