Intersubjectivity: Towards a Dialogical Analysis

Intersubjectivity refers to the variety of possible relations between perspectives. It is indispensable for understanding human social behaviour. While theoretical work on intersubjectivity is relatively sophisticated, methodological approaches to studying intersubjectivity lag behind. Most methodologies assume that individuals are the unit of analysis. In order to research intersubjectivity, however, methodologies are needed that take relationships as the unit of analysis. The first aim of this article is to review existing methodologies for studying intersubjectivity. Four methodological approaches are reviewed: comparative self-report, observing behaviour, analysing talk and ethnographic engagement. The second aim of the article is to introduce and contribute to the development of a dialogical method of analysis. The dialogical approach enables the study of intersubjectivity at different levels, as both implicit and explicit, and both within and between individuals and groups. The article concludes with suggestions for using the proposed method for researching intersubjectivity both within individuals and between individuals and groups.     

Ethnic monitoring in higher education: Some reflections on methodology

Ethnic Monitoring in higher education has been limited and piecemeal. It often fails to explore the relationships between ethnicity and student progress and achievement, and to account for any ethnic inequalities revealed. In this paper an approach to ethnic monitoring that utilizes quantitative and qualitative methods is discussed. We argue that such an approach gives a clear statistical picture of group progress and achievement, identifies social, economic and institutional factors that might account for ethnic inequalities, and highlights the processes of racism and discrimination in higher education. All of these aspects are vital to a thorough understanding of ethnic inequalities in the higher education sector in the United Kingdom.     

A Systematic Review of Sexual Dysfunction Measures for Gay Men: How Do Current Measures Measure Up?

The measurement of subjective components of sexual functioning is of increasing importance in clinical research and practice. Differences have been reported in prevalence rates and experiences of sexual difficulties between heterosexual and gay men. The aim of this article is to identify reliable and valid measures of sexual dysfunction suitable for use with gay men. Seven measures were reviewed; details about item development, dimensionality, reliability, and validity are provided. Heteronormative and heterosexist wording were evident throughout. Several areas of concern emerged in relation to psychometric properties (e.g., questionable validity). No psychometrically robust sexual function measure was identified for use with gay populations.     

The Gate-Trait/Contextual Approach to Assessment

Abstract

Social workers are increasingly employing self-report inventories in both clinical practice and research. However, a framework for interpreting the results of these instruments based upon a person-environment interactional model of human behavior is lacking. This paper outlines a psycho-social approach for interpreting self-report test data: the Gate-Trait/ Contextual model. This approach suggests that scores on self-report inventories represent an interaction between the context of the testing situation and higher-order individual difference variables, referred to as Gate-Traits, through which the testing environment is interpreted. Gate-Traits act as filters between the internal structure of the individual and the environment. Gate-Traits influence perceptions of the testing environment and the adoption of a self-presentational strategy. Cultural background, gender and public/private self-consciousness are potential Gate-Traits warranting further study.

Individuals are not passive participants in the assessment process; rather, they actively mold their responses based upon their interpretation of the testing context. The testing context includes the purpose of assessment, the relationship between the administrator and the informant, and the test items themselves. All of these contextual variables provide cues concerning the consequences associated with responding in a particular manner. Social workers are urged to make use of their unique training in human behavior theory to conceptualize person-environment interactions when interpreting data from self-report inventories.     

心理学中人格评估法综述

系统介绍目前国内外人格评估法———问卷法、投射法、作业法,并列举其中的几种常用的人格测量:卡特尔16种人格因素量表(16PF)、艾森克人格问卷(EPQ)、梅彼类型量表(MBTI)、罗夏墨迹测验(RIT)、主题统觉测验(TAT)及内田-克雷佩林心理测验,分析它们的理论基础、适宜范围和对象、优缺点及其在国内外的研究情况等,对于了解和应用人格评估法提供了一些理论参考。     

Ratings of social functioning in outpatients with schizophrenia: Patient self-report versus caregiver assessment

Patients with schizophrenia often have deficits in day-to-day functioning that are central to their disability. The ability of patients to rate their own social functioning, however, has not been established. In this study we examined the concordance between the ratings on the Social Functioning Scale of 58 outpatients with schizophrenia and their caregivers. We found a high level of overall concordance between the self and informant ratings. Items measuring the frequency of behaviors were among those with the highest concordance, while ratings of ability or social skill showed lower correlations. On only nine of 73 items did patients rate themselves significantly higher than did caregivers. There was no difference in concordance between family and nonfamily caregivers. These findings indicate that outpatients with schizophrenia can provide self-report ratings that are consistent with the ratings of their caregivers.     

内观主观报告量表的发展与理论机制探讨

目的:通过分析不同研究者对内观的界定和测量上的异同,探讨如何推进对内观本质的研究。方法:对目前研究者提出的内观概念进行梳理,对多种内观主观报告量表从内在结构角度进行了分析和比较。结果:目前心理学研究中内观的概念和操作化测量上还存在较大的分歧,这种差异反映了研究者在对内观概念的理解、内观经验、研究背景和兴趣等方面的不同。结论:应该更加关注对内观训练者的质性研究和对内观效果的验证性研究,这将有利于促进心理学对内观本质多层面的认识。     

Children's drawings as a self-report measurement

The present exploratory paper addresses school-aged children's assessments of treatment outcomes using drawing as a self-report measure with usefulness for assessment and therapy. The process of using drawing in therapy can provide information on how a particular child perceives and conceives his or her own world. Examples are presented of drawings by three children with oppositional defiant disorder aged 10–11 years who participated in group intervention aiming to reduce aggressive behaviour. All three were asked to draw themselves twice on the same day at the end of treatment: (1) a retrospective drawing of themselves as they had been at the beginning of intervention; and (2) a drawing of themselves as they were now, after intervention. Children then described what they had drawn, revealing the change they perceived. Drawing as a self-report measure added information regarding: the child's ability for self-awareness; the link between thoughts, emotions and behaviours; and the process of change.