Time and Timelessness in the Psychoanalysis of an Adult With Severe Childhood Trauma

This article is an exploration of the phenomenological experiences of temporality in the psychoanalytic treatment of a patient who suffered severe dissociation. The writer tracked exchanges with an adult analysand who repeatedly suffered childhood attachment losses and sexual and physical traumata. During treatment sessions the patient enacted dissociated alter personality states each with distinct memories. Loewald (1980) contrasted the experience of time as eternity to the fragmented temporality of trauma. Tracking his experience during key sessions, the writer/analyst infers that by repeatedly going back and forth between experiences of sequential time and timelessness, the analyst helped the patient link previously dissociated experiences. This in turn allowed the patient to realize increased coherence and stability of identity and affectivity. The case material is used to consider how multiple temporalities are represented by the patient and the implications of temporality for understanding trauma and deep dissociation.     

The effect of condom use and erotic instructions on attitudes toward condoms

It was hypothesized that erotic experiences with condoms would cause attitudes toward condoms to become more positive. Heterosexual couples were randomly assigned to three conditions. Couples received either condoms with instructions on how to incorporate them into sensuous foreplay, condoms only, or no condoms and no instructions. All couples received pre‐ and post‐tests on the Attitude Toward Condoms Scale (Brown, 1984). Both of the intervention groups used condoms over a two‐week period. A 3 x 2 x 2 (treatment x gender x pre‐post) design was used, and the analysis revealed that only those who received the erotic instructions had significantly enhanced attitudes toward condoms. The results are discussed in terms of future research and application of an intervention to enhance attitudes toward condoms.     

An Experiment in Teaching Social Relationships

In an age of increasing global and multicultural forces, the social studies is usually the subject charged with promoting a deeper level of understanding in regards to cultural diversity. To achieve this mission, many social studies teachers have turned to the use of world fairs. However, these activities often end up promoting surface level understandings, and may even end up reinforcing existing stereotypes amongst students. In this article, the authors, based upon key research in this area, provide a meaningful framework for teachers, when using world fairs. This framework better situates students for a deeper, more substantive understanding of culture.     

Racial Differences in Perceptions of Affluence

Abstract

This study examines perceptions held by inner-city blacks and whites of the extent of affluence in America. Blacks generally tend to believe that affluence is more widespread than do whites, although substantial variation in racial differences occurs across sex and age categories. Controls for socio-economic characteristics have little effect on racial differences in perceptions of affluence. The analysis suggests that race has an effect on perceptions of affluence that is independent of the effects of social class.