The influence of the Milan approach: Five decades of intergenerational change. A conversation with Matteo Selvini

The ‘Milan Approach’ made an enormous contribution to psychotherapy and psychiatry and has been viewed as a bedrock in the family therapy field. Mara Selvini-Palazzoli made a revolutionary shift in the early 1970’s to abandon individual therapy and adopt family therapy to treat anorexia in young women. The goal of the three systemic principles; hypothesising, circularity and neutrality, proposed by the Milan Team is to elicit a useful method to interview families which encourages the production of meaningful information. The Milan group took special care of language. Rather than overly focusing on the label and referring to schizophrenia as a diagnosis, for instance, they used the term ‘families in schizophrenic transaction’. This perspective more realistically explored the origin of problems while looking at ways how to effectively generate change. In the early stages of its development, heavily influenced by the work of the MRI, the team adopted a pragmatic and strategic approach, however the focus gradually shifted towards semantics and the story of the system. While the ‘systemic identity’ was the principal guiding principle, the model was also influenced by social constructionism. This paper is a distillation of a conversation held with Matteo Selvini, son of Mara Selvini Palazzoli. We discussed the four key influential figures who developed the ‘Milan approach’, Selvini Palazzoli, Boscolo, Cecchin and Prata. The focus of the conversation is on Mara and on her influence shaping the approach, its evolution through the years leading to the creation of the Scuola di Psicoterapia Mara Selvini Palazzoli. Matteo also shares his own influence in the evolution of the school through the intervening years. He explains the adapted version of the Milan approach and the amalgam of the original and emerging therapeutic concepts. His key messages to therapists are the importance of working in teams and client follow-ups.     

International Rule of Law and Rule of Law Construction in China

The rule of law has international as well as domestic attributes, so it can be divided into two levels: the domestic rule of law and the international rule of law. Using the thinking behind the international rule of law to build the rule of law in China is both necessary and inevitable. China should put into practice the idea of the international rule of law at the institutional and the governance levels, and should at the same time participate in the UN’s rule of law activities and in international rule-making, thereby extending its rule of law discourse power and influence in the international sphere.     

Methodological Challenges of Studying Asian Gangs in Canada

This paper discusses the methodological challenges encountered in a research study on Asian gangs in Canada with reference to (a) defining Asian gangs; (b) seeking external funding; (c) securing support from ethnic communities; (d) getting approval for ethical research with human subjects; (e) recruiting research participants; (f) ensuring safety of the researcher; and (g) protecting the identity of research participants. The issues discussed would be relevant to those who are interested to examine the same phenomenon in countries with large Asian populations in Western counties (e.g., the United States and the United Kingdom) and in the Asia-Pacific Region such as Australia, Singapore, and Malaysia.     

在电工学教学中培养学生思维能力和职业技能

电工学是把电磁场理论与实践相结合的一门课程,它对于培养学生思维能力和实践能力极为重要,这就要求教师必须想方设法提高本门课的教学水平。文章介绍了在电工学教学中培养学生思维能力和职业技能方面所做的探索。     

Extending systems thinking in planning and evaluation using group concept mapping and system dynamics to tackle complex problems

Group concept mapping (GCM) has been successfully employed in program planning and evaluation for over 25 years. The broader set of systems thinking methodologies (of which GCM is one), have only recently found their way into the field. We present an overview of systems thinking emerging from a system dynamics (SD) perspective, and illustrate the potential synergy between GCM and SD. As with GCM, participatory processes are frequently employed when building SD models; however, it can be challenging to engage a large and diverse group of stakeholders in the iterative cycles of divergent thinking and consensus building required, while maintaining a broad perspective on the issue being studied. GCM provides a compelling resource for overcoming this challenge, by richly engaging a diverse set of stakeholders in broad exploration, structuring, and prioritization. SD provides an opportunity to extend GCM findings by embedding constructs in a testable hypothesis (SD model) describing how system structure and changes in constructs affect outcomes over time. SD can be used to simulate the hypothesized dynamics inherent in GCM concept maps. We illustrate the potential of the marriage of these methodologies in a case study of BECOMING, a federally-funded program aimed at strengthening the cross-sector system of care for youth with severe emotional disturbances.     

Rational-experiential thinking style and rational intergroup cooperation: the moderating role of intergroup conflict / Estilos de pensamiento racional-experiencial y la cooperación intergrupal racional: el rol modulador del conflicto intergrupal

Cooperative relationships between groups are difficult because of the high human capability to differentiate between in-group vs. out-group members. This obstacle exists even when the groups can obtain benefits for themselves from cooperation with other groups (rational cooperation). Based on an interactionist approach, the authors propose that personal (individual differences) and situational (conflicts) factors contribute to rational intergroup cooperation. The authors conducted a preliminary correlational study (Study 1) and an experimental investigation (Study 2). In Study 1, the authors examined, with 105 participants, the psychometric properties of the Spanish version of the Rational–Experiential Inventory (REI), measuring individual differences in information processing. In Study 2, the authors conducted an experimental investigation with 141 participants, testing the role of individual differences and conflict in intergroup rational cooperation. Findings of Study 1 showed that the scale has adequate psychometric properties. Results of Study 2 confirmed that the existence of both manipulated and perceived intergroup conflict reduces the magnitudes of the relationships between rational ability and rational cooperation. In addition, perceived intergroup conflict increased the magnitude of the links from experiential ability and experimental engagement to rational cooperation. Both individual differences and previous conflict have a role in predicting rational intergroup cooperation. According to the interactionist approach, personal and situational factors should be considered in the understanding of intergroup relationships.     

谈思维表达对英语口语教学的影响

只有熟悉中西方思维的差异、并结合英语学习的特点,才能在英语口语教学中培养中国英语学习者的英语思维习惯,防止“中国式英语”的产生,进一步提高英语学习者的口语水平。     

Prevalence of Childhood Sexual Abuse in China: A Meta-Analysis

The objective of the current study was to explore the estimated prevalence of childhood sexual abuse in China. We conducted a meta-analysis that used the data from 36 articles. A total of 125 independent samples and 131,734 participants were included. The results revealed no significant difference in the prevalence of childhood sexual abuse between Chinese men (9.1%) and women (8.9%). The prevalence of childhood sexual abuse in studies from mainland areas was significantly higher than that from Hong Kong/Taiwan. The estimated prevalence of childhood sexual abuse in China also differed according to the definition of child sexual abuse, data collection method, year of data collection, and the mean age of participants at the time of assessment.     

Blood Transfusion in Room 223

How educators handle conflicting views of Populism is important in engaging students in critical thinking.     

Recent Happenings in the Social Studies

This article details the “journey box” project process enacted by two elementary preservice teacher cohorts. Engaging in activities and projects that promote a sense of investment in not only consuming but producing historical narratives, preservice teachers potentially become interested in sharing this type of learning with their students.