Book reviews

Clinical Interviewing and Counseling: Principles and Techniques. Golda Edinburg, Norman E. Zinberg and Wendy Kelman. (New York: Appleton‐Century‐Crofts, 1975.)

The Depressive Spectrum. Dean Schuyler. (New York: Jason Aronson, 1974.)

Masked Depression. Stanley Lesse. (New York: Jason Aronson, 1974.)

Clinical Prediction in Psychotherapy. Leonard Horwitz. (New York: Jason Aronson, Inc., 1974.)     

From concept to data: sleuthing social change-oriented youth voices on YouTube

The idea of youth voice has become commonplace in youth studies and advocacy, although its meaning is more often assumed than explicitly defined and critically analyzed. This article engages with the concept of youth voice through a discussion of how we designed and implemented a pilot study on social change-oriented videos produced and circulated by Canadian teens on YouTube. We discuss the challenges and issues we encountered while attempting to constitute our research sample of youth-produced videos. In our sleuthing process, we grappled with the limitations of online search engines for our research purposes, and as a result developed a purposeful, tactical and adaptive approach. Throughout this process, we found that technical and practical issues evoked ethical concerns regarding youth voice as well, which thus required constant decision-making. As we report on how we dealt with these issues, we contribute to ongoing discussions and debates on youth voice occurring at the intersection of critical youth studies, social media, and online research ethics.     

The implications of dialogicality for ‘giving voice’ in social representations research

Social representations research is often undertaken by scholars who seek to ‘give voice’ to knowledge(s) that are held by socially disenfranchised individuals and groups. However, this endeavour poses a number of problems in practice, not least because it assumes that the ‘voices’ voiced by individuals and/or groups in social research will be unambiguous and uniform, and unchanged by the research encounter. Despite the growth of attention to the critical potential of social representations theory, there remains a lack of scholarship on the relationship between the theory's emphasis on the relational, or dialogical, nature of social life (the Ego‐Alter‐Object relation) and the implications of this for critical research. In this article, I argue that the dialogical epistemology from which social representations research must depart incites reflection upon (i) the design of empirical studies, which must equally attend to both ‘Ego’ and ‘Alter’, and (ii) the researcher‐researched relationship, which may itself be best viewed as an Ego‐Alter interaction. I make the case for adopting dialogical epistemology in critical social psychology, and argue that this is essential to undertaking ethical social research. I conclude by suggesting that claims to ‘giving voice’ have little place in critical social psychology in general, and social representations scholarship in particular.     

The Components of Young Children's Emotion Knowledge: Which Are Enhanced by Adult Emotion Talk?

This research adopted observational and experimental paradigms to investigate the relationships between components of emotion knowledge in three‐ to four‐year‐old children. In Study 1, 88 children were assessed on the Emotion Matching Task (Morgan, Izard, & King), and two tasks requiring the generation of emotion labels and causes. Most tasks were significantly associated with age and language ability, and similar tasks were significantly but moderately correlated. In Study 2, 58 of these children were allocated to one of three conditions: emotion cause talk, in which they received four sessions of training focusing on emotion labels and causes; non‐emotion cause talk, focusing on causal relationships in general; or were allocated to a no‐training control. Children in the emotion causes condition showed improvement in their use of emotion labels but not other components of emotion knowledge. The findings suggest that, in three‐ to four‐year‐old children, emotion knowledge is constituted by related but separable components and that training in emotion language targets separate rather than all aspects of emotion knowledge.     

ANZJFT Symposium: What are the Core Learnings of Family Therapy?

Five experienced Australian and New Zealand family therapists and trainers seek to answer the question: ‘What key concepts and core learnings should be part of any family therapy training course?’ They debate the usefulness of making ‘shopping lists’ of core concepts, the importance of considering trainers' and trainees' contexts in the formation of their values and perspectives, and the distinctive role of Family of Origin work in training, clarifying central themes. Three experienced trainers respond to the issues raised.