Psychological World Research Articles

One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance

One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance. Christina Hoff Sommers and Sally Satel. New York: St. Martins, 2005, 310 pp., $23.95. Those who have read Sommers' The War Against Boys and Satel's articles on the editorial pages of The Wall Street Journal (in which One Nation Under Therapy has been reviewed [Beston, 2005]) will soon recognize the flavor of this book. The authors are angry and indignant, and the target of their wrath is "therapism," responsible for what they see as an ethical crisis in America's school-age youth. They note, "At the heart of therapism is the revolutionary idea that psychology can and should take the place of ethics and religion," also that therapism is at odds with the American creed, whose "paramount values are self-reliance, stoicism, courage in the face of adversity, and the valorization of excellence" (p. 218). In high school I was expected to memorize this creed, and what I remember of it did not seem to jibe with Sommers and Satel's version. Sure enough, the ushistory.org Web site (within which see "Documents of Freedom") contained the version that I had learned, and there was no mention in it of any of the values cited by the authors. Perhaps they were quoting from the Hollywood rendition. The book has, in addition to preface and conclusion, six chapters. Each covers a different arena in which therapism has had its alleged malignant effect. Some quotes from chapter 1: No one seems to know how to define (self esteem), how to measure it, or whether it can be taught. (p. 31) History education now requires teachers to be "sensitive to student emotions and feelings ... [Their] role is that of psychologist and problem solver as much as purveyor of knowledge and comprehension." (p. 39) After several decades of therapeutic relativism, many of our young people are unable to speak with confidence in support of the moral ideals that have made their own way of life possible. (p. 46) In chapter 2, Sommers and Satel expose Abraham Maslow, Carl Rogers, and the human potentiality movement to their ridicule. They focus on emotional intelligence, the more contemporaneous brainchild of Goleman (1995), and they quote: "'Know Thyself,' speaks to . . . awareness of one's own feelings as they occur. 'Know Yourself,' includes naming and communicating emotions" (p. 55). Unfortunately, Sommers and Satel limit their critique to the pragmatic. They say that "self-esteem is not the solution that Maslow and Rogers took it to be" (p. 76). But emotional intelligence suffers at a much more fundamental level. The above quotations by Goleman and his students are psychologism at its most simple-minded, and one feels sure that, if he and his adherents were aware, at even a most basic level, with Wittgenstein's discussion, echoed by Skinner (1953), on the impossibility of a private language, they would not offer such banalities. One cannot be aware of or name one's own feelings (or anyone else's, for that matter) because language is not a private affair; it is intensely public and shared with everyone else who speaks the same tongue. How then can the meanings of words like "anger," "hope," or "sadness" be agreed upon if no two people can agree on what is being spoken about? Sommers and Satel acknowledge (p. 74) that "Maslow and Rogers are no longer taken seriously in the world of academic psychology," and they add, "The Maslow-Rogers view of human nature has serious practical and conceptual failings, but it has a passionate and committed following among educators and mental health counselors ... (because) it appears to be deeply compassionate" (pp. 75-76) (emphasis and parenthesis added). But there may be another reason why this outdated philosophy lives on: very few educators and master's level counselors have been trained to recognize those practical and conceptual failings. Chapter 3 deals with criminal responsibility and the excuses that therapism makes available to dissolve it. …

The origins and development of social psychology in Canada

This article provides an overview of the historical events, significant personalities, and contextual influences that have shaped the development of social psychology in Canada. For much of its history, Canada and its closest neighbour, the US, have shared similar social problems and, for a time, even research funding. Although the influence of the US has been imprinted on Canadian research and theory, Canadian social psychology has also developed its own discipline with a focus on culture and explicitly Canadian social issues that makes it distinct from that of the US. This account reveals how Canadian social psychology developed and where US influence has been felt. Emerging from its roots within philosophy, Canadian psychology began as a decidedly applied discipline; but following its widely acknowledged contributions to the Canadian war effort it was basic research that ultimately received the academic appointments and financial support. Social psychology was often invisible; to be found, if at all, only on the fringe of both these early developments. In the 1970s, the Canadian government's decision to fund social research, and a period of exceptional growth of higher education, contributed to the discipline's emergence. Substantial numbers of experimental social psychologists imported from the United States raised questions about the Canadian content of their teaching and research, but their perspective and numbers created the critical mass needed for advancement of our discipline. With the help of a partly government‐imposed Canadianization of academia and a blending of these imported researchers with the culture‐oriented researchers trained in Canada, social psychology evolved into the mature, distinctive discipline that exists in Canada today. Canada has a strong, self‐sustaining national disicpline, that in accord with its size makes substantial contributions to the world of psychology and to the social psychology of North America. This developmental history describes how these accomplishments have been realized.

Altered States: LSD and the Anesthesia Laboratory of Henry Knowles Beecher

Introduction Lysergic acid diethylamide (LSD) is one of the most pharmacologically potent and culturally controversial psychoactive substances ever identified and was the drug of choice for a counterculture whose mantra was “turn on, tune in, and drop out.” First synthesized in 1938 by Dr. Albert Hoffman,1 a Swiss chemist investigating the properties of the fungus ergot, LSD took its own strange trip through the worlds of chemistry, medicine, psychology and espionage until it was brought to national attention by the self-proclaimed “high priest” of the psychedelic era, Dr. Timothy Leary. Leary was a well-respected psychologist on the faculty of Harvard University who developed an interest in hallucinogens after a personal experience with psilocybin in 1960 and who ultimately developed this interest into both a scientific study and a cultural vision. Throughout the early 1960s, Leary and his colleagues Dr. Ralph Metzner and Dr. Richard Alpert explored the effects of psychedelics at Harvard,2 resulting in both fame and infamy—especially for their studies on students. While Leary stands out as an early pioneer of psychedelic research at Harvard, it is rarely appreciated that Dr. Henry Knowles Beecher, one of the pioneers of anesthesiology, had published seminal work on the psychology of LSD some ten years earlier. How is it that Beecher, the first endowed professor of anesthesia at Harvard, found his way to the study of LSD? The answer to this question is a fascinating history that spans from the shores of Italy in the 1940s to the frontiers of bioethics in the 1960s.

Marketing Sport Tourism: Creating Synergy between Sport and Destination

Marketing sport tourism requires sport and the host destination to be cross-leveraged to optimize the quality of experiences that the sport tourist obtains. Different forms of sport tourism (spectating, participating, venerating sport sites) are therefore potential complements, and the quality of infrastructure and services at the destination provide essential support for the overall sport tourism experience. Opportunities to socialize with tourists who share a sport interest can also enhance sport tourists' experience. Cross-leveraging of sport and destinations is facilitated when vertical and horizontal alliances are formed among sport and tourism providers. Further research is needed to explore the social and psychological worlds of sport tourists, and to identify effective leveraging tactics.

The history of psychology in Japan

The history of psychology in Japan

Beyond Harm Reduction: A New Model of Substance Abuse Treatment Further Integrating Psychological Techniques.

A new model of substance abuse treatment is proposed that emphasizes working on the process of behaviors in session and is based on integrating recent developments in psychological theory and technique (behavioral, cognitive–behavioral, and psychodynamic) into a harm reduction framework, with examples from a clinic that uses this treatment. Implications for program development, patient engagement, retention, sobriety, and overall functional improvement are explored. In recent years, major developments in the theory and technique of substance abuse treatment have emerged from the integration of the formerly disconnected world of psychology. The coming together of the two fields has led to the development of the theory of harm reduction (Marlatt, 1998) as it relates to substance abuse, the techniques of relapse prevention (Marlatt & Gordon, 1985), and the technique of motivational interviewing (Miller & Rollnick, 2002). While this integration has been occurring, major developments in psychological theory and technique have also taken place that have focused more attention on the process of what happens in treatment in an attempt to make changes in patients’ life outside of treatment. This has occurred in three theoretical areas of psychology: cognitive‐behavioral therapy (CBT; Safran & Segal, 1990); behavior therapy, with the development of dialectical behavior therapy (DBT; Linehan, 1993); and psychodynamic therapy, with the development of relational analysis (Greenberg & Mitchell, 1983).

State of mind organization in personality disorders. Typical states and the triggering of inter-state shifts

It is possible to portray patients suffering from personality disorders using Horowitz's States of Mind Theory, according to which each disorder features its own particular set of forms of subjective experience (states of mind) and the shifting from one state to another is done under compulsion. If we want to define personality disorders correctly we need to define the rules causing inter-state shifts and, as a result, creating personality organization. The prime candidates to acting as these rules constraining the shifts are interpersonal patterns and shortfalls in the ability to metarepresent internal experience and others' psychological worlds. We shall illustrate these hypotheses with some session transcript extracts involving patients suffering from personality disorders. In the transcripts we have pinpointed the initial state of mind, the cause of the shift and the state of mind the patient has moved into. The discussion of the theory that personality disorders are organizations of states of mind in which the inter-state shifts are constrained will be on the basis of some clinical examples. Copyright © 2005 John Wiley & Sons, Ltd.

Discovery of motor development: A tribute to Esther Thelen.

In this tribute to Esther Thelen's legacy, it is discussed how she brought concepts of new theoretical perspectives into the domain of motor development. As a consequence of this a rejuvenalisation of motor took place in the mid 1980's. study of motor skills became a testing ground not only for the task at hand, but also for other areas of development. Key words: Thelen, infant motor development, stereotypy ********** The (re) discovery of motor development is part of a title used by Esther Thelen (1989) for a discussion paper in Developmental Psychology. It reflects why she became famous in the world of developmental psychology during the early 1980s. She put the field of infants' motor in infants back on the scientific map as an important topic of study both in its own right and as a window into other, less accessible domains of development. Her achievements are relevant for any academic interested in teaching and research in the areas of movement co-ordination, movement control and skill acquisition. Esther Stillman Thelen passed away at the age of 63 on December 29th, 2004 at a hospital in Bloomington, Indiana. Esther was trained as ethologist and started her career by carefully documenting repetitive movement stereotypy's, first in grooming wasps (masters degree, 1973) and, later in developing infants (doctoral degree, 1977). This early work resulted in a number of well-received publications and the beginning of what would be continuous funding by NSF and NIH. In a comparatively short career, spanning only 25 years, Esther's impact on the field is reflected in three books, an SRCD monograph, and over 120 scientific articles and book chapters. She served on the editorial boards of 15 scientific journals, gave countless invited lectures and was elected president of the International Society on Infant Studies (1996-1998) and president of the Society for Research in Child Development. Esther's influence and significance for scientific work in will be measurable beyond these outputs for many years to come. In this tribute to her legacy, we will comment on some of Esther's impact and contribution to the field of developmental science. We will start with her early classic muscle-fat study and end with her A-not-B error experiments, and Dynamic field Theory. In the latter she worked towards an encompassing dynamic theory for the of action, perception, and cognition. A NEW KID ON THE DEVELOPMENTAL BLOCK: THE MUSCLE-FAT RATIO STUDY experiments conducted by Thelen in the early 1980s (Thelen & Fisher, 1982, Thelen et al., 1983; 1984) can be considered as the starting point of a major intellectual shift in motor development. In these experiments, she challenged the, then-prevailing view on motor as being determined by neural maturation. Before discussing these experiments, we go back into history. In the first two years an infant acquires different a range of goal-directed motor behaviors, such as reaching, grasping, sitting, crawling and walking. These so-called milestones are well known since the work of Gesell (1929), McGraw (1935) and Shirley (1933). description of these milestones resulted in a view of motor as a rather rigid and gradual unfolding of postures and movements, that was mainly attributed to the general process of maturation of the central nervous system. From a neural-maturation perspective the of movement co-ordination is regarded as a gradual unfolding of predetermined patterns (from cephalo-to-caudal and central-to-distal sequences) in the central nervous system and an increasing cortical control over lower reflexes. This view was still dominant among scientist way into the 1960s and 1970s, the so called heydays of the information-processing approach. Esther challenged this perspective with her experiments. In one of the key papers, 'The relationship between physical growth and a newborn reflex' published in Infant Behavior and Development, she and her co-workers illustrate instead that the complex interplay between infants' bodies, their environment, and earlier experiences determine the course of developmental changes. …

General practitioner recognition of mental illness in the absence of a 'gold standard'

Objective: To compare general practitioner (GP) recognition of mental illness with cases identified by screening and diagnostic instruments. Method: Cross-sectional survey (part of the Mental Health and General Practice Investigation [MaGPIe] study) set in the lower North Island of New Zealand. The study sample consisted of consecutive patients from a random sample of GPs who were screened using the General Health Questionnaire (GHQ-12). Based on GHQ scores a stratified random sample of patients was selected and invited to participate in an in-depth interview to assess their psychological health and a subsequent longitudinal study. GPs assessed patients’ psychological health using a 5-point scale of severity. Patients completed the GHQ-12, Composite International Diagnostic Interview (CIDI), Somatic and Psychological Health Report (SPHERE-12) and World Health Organization's Disability Assessment Schedule Version II (WHODAS). Results: Seventy GPs (90% response) and 775 patients (70% response) were included in analyses. Overall, GPs recognized symptoms of psychological disorders in the past 12 months in 56.4% (95% CI = 49.3−63.5) of patients. Agreement between GP rates of recognition of mental disorders and diagnostic or symptom rating instruments varied depending on the instruments used and was highest when there was concordance between several instruments and high levels of disability. Only 17.2% (95% CI = 14.5−19.9) of the patients identified by at least one of the GHQ-12, CIDI or SPHERE, were identified by all three instruments. Conclusions: In understanding rates of recognition of mental disorders by GPs, careful consideration needs to be given to the degree to which any single instrument can be utilized as a diagnostic ‘gold standard’.

General practitioner recognition of mental illness in the absence of a 'gold standard'.

To compare general practitioner (GP) recognition of mental illness with cases identified by screening and diagnostic instruments. Cross-sectional survey (part of the Mental Health and General Practice Investigation [MaGPIe] study) set in the lower North Island of New Zealand. The study sample consisted of consecutive patients from a random sample of GPs who were screened using the General Health Questionnaire (GHQ-12). Based on GHQ scores a stratified random sample of patients was selected and invited to participate in an in-depth interview to assess their psychological health and a subsequent longitudinal study. GPs assessed patients' psychological health using a 5-point scale of severity. Patients completed the GHQ-12, Composite International Diagnostic Interview (CIDI), Somatic and Psychological Health Report (SPHERE-12) and World Health Organization's Disability Assessment Schedule Version II (WHODAS). Seventy GPs (90% response) and 775 patients (70% response) were included in analyses. Overall, GPs recognized symptoms of psychological disorders in the past 12 months in 56.4% (95% CI=49.3-63.5) of patients. Agreement between GP rates of recognition of mental disorders and diagnostic or symptom rating instruments varied depending on the instruments used and was highest when there was concordance between several instruments and high levels of disability. Only 17.2% (95% CI=14.5-19.9) of the patients identified by at least one of the GHQ-12, CIDI or SPHERE, were identified by all three instruments. In understanding rates of recognition of mental disorders by GPs, careful consideration needs to be given to the degree to which any single instrument can be utilized as a diagnostic 'gold standard'.

Developing Self-Pluralistic Perspectives Within the Person-Centered and Experiential Approaches: A round-table dialogue / Entwicklung selbst-pluralistischer Perspektiven in den personzentrierten und experienziellen Ansätzen: Ein Gespräch am runden Tisch / Desarrollando las perspectivas pluralistas del self dentro de los enfoques centrados en la persona y experienciales: un diálogo en una mesa redonda

Key advocates of self-pluralistic approaches within the person-centered and experiential field engaged in a round-table dialogue, exploring areas of commonality and difference in their theoretical work and practice. Areas of agreement included a belief that self-plurality can be both psychologically healthy and psychologically problematic, depending on the level of communication among the different voices; an understanding of selves as active processes and modes of experiencing rather than passive and reified ‘things’; and a belief that, in therapeutic practice, acceptance and empathy need to be extended to all the voices within clients' psychological worlds. Areas of difference included the extent to which notions of plurality should be brought to bear on clinical practice; the question of whether plurality exists primarily at an organismic level or a reflective one; the issues of whether selves can, and should, become synthesized; and the question of whether or not there is a ‘deeper’ self.

Similarities and differences between female and male sexual functions and dysfunctions

Men and women have 23 pairs of chromosomes. They share 22 of them. In physiologic conditions they differ systematically in only one pair, the sexual one. Females (normally) have what is called an “XX” on the 23rd pair of chromosomes, whereas males have an “XY” pair. The striking sexual differences –anatomic, functional, reproductive, psychological and sociocultural - between men and women depends on or derive from the difference in one critical chromosome out of 46, which contains on average 2% of all the genetic code. Biochemical, neuroendocrine, hormonal, vascular, nervous, and metabolic similarities that both sexes share, based on the common 45 chromosomes and related biologically determined similarities contributing to the secret sexual symmetry between genders, is reviewed. Furthermore the role of the genetically determined brain and somatic gender dymorphism, contributing to gender sexual differences is analyzed. Neuroplasticity and psychoplasticity are praised as basic mechanisms that bridge together and re-shape the individual biological and psychological world through the continuous interaction with the environment. Enhancement of sexual differences in behaviour, meaning of, and motivation to sex by cultural constructs, by religious and social dynamics, and the continuous interaction of each person with a usually role-polarized society during the whole life span will be finally acknowledged. To contribute to a better understanding of the shared biological sexual similarities between genders and their dialectic and continuous relation with biological and socioculturally related sexual differences is the ultimate goal of this introductory article and the following papers of the series.

The possibilities of symbolic language employment in children consultation and psychotherapy

The article presents a case of psychotherapeutic work with a 7-year-old girl. The origin of the symptoms, their sense and therapeutic result are analysed in order to look at the child’s world of fantasies while comparing the approaches of different psychotherapeutic schools such as dynamical, analytical, individual psychology and existential.According to the psychodynamical theory the girl’s present difficulties can be cosidered to be the reflection of unsolved problems in the previous stages of development which were caused by some urgent events of life. The essence of the problems is a confflict between Id and Superego which reveals itself by inability to tolerate one’s own agressive impulses and express them in a constructive way. Somatic disorders and the fear of death are the expression of autoagression. The symbolics of drawings can be interpreted as gradual understanding of one’s agression, accepting it and being able to control the process.As maintained by A. Adler’s individual psychology, the girl’s “perfect” lifestyle was determined by the aspiration of recognition when the aim is to raise oneself rather than cooperate. The disorders were brought about by the inadequacy between ambitions and real relations. The fear of death can be understood as the expression of the “good girl’s” unsuccessful lifestyle with its fictitious aims. The heroes’ stories in the drawings can be viewed as transition from well adapted social behaviour to social interest, from raising oneself to cooperation.On the authority of C. G. Jung’s analytical theory, the girl’s intrapsychic structure is dominated by Person’s archetipe while the Child’s and Self’s archetypes were not as strongly expressed. This disbalanse, inequivalent relation between the stuctures of consciousness and subconsciousness were the inner causes which brought about these disorders. The fear of death and somatic disorders mean experiencing impasse (one of the stages of transformation), when a person gives up his previous awareness and loses the feeling of his own self. The heroes described and the stories created are the expression of the personality’s transformation process in the course of which other relations of Self and Ego were formed which were different in quality.As claimed by the existential theory, the fear of death is related to the fear of authentic life. The less a man’s life is filled with personal purports the stronger is the fear of death. The completion of life is inevitability. One can encounter this fact at any age and it is always followed by disturbing happenings. Such experience changes the feeling of one’s own self, his inner psychological world and personal relations. This can be the basis of finding oneself which causes growing, renovation of vitality and creativity in daily routine. The girl’s therapeutic story can be treated as her search for authenticity and possibilities to create her own life and her refusal to be just a passive onlooker.Whatever school the psychotherapeutist or consultant represents, the most important thing is the quality of the contact between the child and the therapeutist. Its essence lies in understanding the other person. It is a kind of relationship which enables the child to move away from identification with his parents, to have the feeling of being really seen, having relation. It is the moment of revealing oneself, which is only possible in contact with another person, when frankness is mutual. Consequently, the child obtains a new understanding of relations which enables therapeutic changes. The effect of human relations can be understood as a new different empiric process which becomes powerful due to the genuineness of relations.

How My Theory and Practice of Psychotherapy Has Influenced and Changed Other Psychotherapies

In this article I address three main questions: (a) how psychotherapy has changed the modern world of psychology, (b) how it has changed the modern world in general, and (c) how my special form of psychotherapy, rational emotive behavior therapy, and its derivative, cognitive behavior therapy, have changed the recent theory and practice of psychotherapy.

Book review: The World of Psychology, 3rd Canadian Edition.

SAMUEL E. WOOD, ELLEN R. GREEN WOOD, EILEEN WOOD, and SERGE DESMARAIS The World of Psychology, 3rd Canadian Edition Toronto, ON: Pearson Education Canada Inc, 2002, 592 pages (ISBN 0-205-36456-X, $67.95, Softcover) Reviewed by GIRA BHATT The task of teaching an introductory course in psychology can be quite challenging. The discipline has been growing rapidly and there is a continual influx of new research findings that need to be sifted through, summarized, organized, and incorporated into the course while making it palatable and interesting to the eager minds of the first year of psychology. The challenge is equally daunting for the writers of textbooks who must not only keep pace with the latest developments, but also ensure that the content as well as the style meets the pedagogical demands in the competitive world of textbook publication. Keeping pace with the latest research trends and media technology, writers and publishers have met these challenges quite well. Today's introductory psychology textbooks are multicoloured, filled with colour-coded boxes, tables, diagrams, pictures, photographs, quotations, cartoons, and more (Bhatt & Chan, 1996). Also, almost all introductory textbooks that arrive in the instructors' offices today come as a package loaded with instructors' resources, hundreds of colour transparencies, test-banks, video-tapes, video-discs, CDs, and even the on-line versions of the course with simulated exercises, quizzes, etc. These are now standard features of most introductory psychology textbooks. In fact, that introductory textbooks all look almost alike has made the task of textbook selection quite arduous. Canadian instructors face an additional challenge. A large majority of these textbooks are published in the U.S., written by U.S. authors, and aimed for use of U.S. students. As such, the focus of the textbook content has remained on the U.S. context. The examples illustrating core concepts are replete with American themes such as American demographics, American presidents, American TV shows, American news stories, American baseball, and so on. Canadian do not necessarily relate to these contents and instructors often have to search for Canadian equivalents. It is, therefore, heartening to note an emerging trend of introductory textbooks being published as Canadian. The main issue, however, is what makes an introductory textbook Canadian? Is there any pedagogical value in Canadianizing an introductory psychology textbook? On the surface, it may appear that differences between the U.S. and Canada are only geographical. Yet, if one searches for unique features of life in Canada, one is likely to find plenty. Our political system is different from that of the U.S.. Our multicultural mosaic ideal stands in contrast to the melting pot ideal of the U.S. We have strict gun controls. We have a universal health care system. We do not have a large black population. We tend to be fanatic about ice hockey, and so on. In fact, that we are not like the Americans is a salient feature of our identity as Canadians (Tonks & Bhatt, 1991). Moreover, the differences between life in the U.S. and life in Canada do have significant implications for our academic programs (Bowman, 2000). Wood, Wood, Wood, and Desmarais' The World of Psychology: Third Canadian Edition acknowledges at the outset that students learn best when materials are relevant to their lives (p. xxi). Consequently, they have integrated Canadian content throughout the text, including Canadian demographics, Canadian illustrations, Canadian historical events, and media references. Six of the 14 chapters have opening vignettes that are interesting and relevant to life in Canada. For example, one chapter opens with a story about the youth gang of Spadina girls in Toronto and the Reena Virk tragedy in Victoria, which highlight the violence among young women in Canada. Another chapter opens with an interesting news story about conjoined twins from Pakistan who were flown to Toronto's Hospital for the Sick Children to undergo a surgery to separate their heads. …

Psychological aspects of natural language. use: our words, our selves.

The words people use in their daily lives can reveal important aspects of their social and psychological worlds. With advances in computer technology, text analysis allows researchers to reliably and quickly assess features of what people say as well as subtleties in their linguistic styles. Following a brief review of several text analysis programs, we summarize some of the evidence that links natural word use to personality, social and situational fluctuations, and psychological interventions. Of particular interest are findings that point to the psychological value of studying particles-parts of speech that include pronouns, articles, prepositions, conjunctives, and auxiliary verbs. Particles, which serve as the glue that holds nouns and regular verbs together, can serve as markers of emotional state, social identity, and cognitive styles.

A mental model proposed to address sustainability and terrorism issues.

I have assembled traditional ways to think about human needs and power along with empirical data to support a mental model of human values. The hierarchy of needs from the world of psychology and the hierarchy of power from the world of diplomacy provide a structure for the model. The empirical data collected from several nations over the last three decades support the structure. Furthermore, an examination of specific trends in this data for specific values indicates that it is not impossible to achieve a sustainable world driven by sustainable values. A world that will be defined by its successful movement toward the "triple bottom line," a term articulated by John Elkington, is a world in which economic prosperity, environmental protection, and social equity are aligned. To say that the model allows one to address terrorism is based on the assumption that the lack of social equity or the perception of that lack determines the likelihood of terrorism.

The state of mind of vegetarians: Psychological well-being or distress?

Two studies examined psychological well-being and world assumptions among vegetarian, semivegetarian, and omnivorous women. In Study 1,308 women completed the scales for depression, self-esteem, weight satisfaction, appearance satisfaction, and symptoms of eating disorders. In Study 2,226 women completed the World Assumption Scale. The results showed that vegetarian and semivegetarian women had a lower self-esteem and more symptoms of depression and eating disorders than omnivorous women. In addition, vegetarian women had a more negative view of the world than semivegetarian or omnivorous women did. The results suggest that although vegetarians may be healthier, they may be less happy than other individuals.

A Psychoanalytical Approach to Integrating Family and Individual Therapy in the Treatment of Adolescents

An integrated model of object relations family therapy and a self psychology-oriented individual therapy is presented in the form of a case study of an adolescent. The therapy strives to create and negotiate a balance between deconstructing the family's defensive delineations of the adolescent and helping him to form new building blocks of self-representation. The integrated model both highlights and adeptly addresses the unavoidable adolescent issue of conflicted loyalty between self and family as reflected in the adolescent's internal and external psychological world.

Quantum Literacy

Quantum physics provides an alternative to classical explanations of matter and energy, and may have metaphoric utility in substantiating cognitive explanations of human information processing. Three concepts central to an understanding of the sub-atomic world of quantum physics are: (1) the role of the observer in the interpretation of events; (2) the uncertainty of physical states; and (3) the interconnectedness of the physical world. These concepts have parallels in the psychological world. They support a theory of literacy and learning that, when applied to the teaching of English explains: (1) the role of readers, authors, teachers and contexts in the construction of meaning; (2) the uncertainty and impermanence of meaning; and (3) the interconnectedness of meaning. These concepts challenge mechanistic explanations of behavioural psychology and associated pedagogy used by some teachers of English. Quantum-consistent English teaching engages teachers and students in practices that result in different kinds and levels of literate competence and achievement, and that provide different constructions of what counts as literacy.