Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Research demonstrates that rejection sensitivity develops through early, continuing, or acute experiences of rejection from caregivers and significant others. Rejection sensitivity refers to individuals who anxiously or angrily expect, readily perceive, and intensely react to rejection. The question regarding why rejection is feared by rejection sensitive individuals remains unanswered by existing rejection sensitivity literature. Therefore, the current study answers this question using interpretative phenomenological analysis (IPA) to analyse 8 participants' experiences of rejection sensitivity. Four superordinate themes emerged: `experiences of parenting'; `impact of rejection'; `coping with the concept of rejection'; and `identity'. The primary fundamental finding indicates that rejection sensitivity is the same concept as abandonment anxiety. Participants in the current study demonstrate both rejection sensitivity and abandonment anxiety. Furthermore, the origins and characteristics of both concepts are identified as the same. Therefore, these findings indicate that rejection is feared for the same reason that abandonment is feared. In childhood, abandonment is experienced as terrifying and therefore defences are adopted to avoid further abandonment. The concept of `past in present' means that childhood feelings can be timelessly re-experienced in adulthood as actual and unchanged. Therefore, later rejection situations are perceived as abandonment and accordingly alert an individual to impending danger. As a result, rejection is feared because it is perceived as abandonment and as a threat to survival. This finding is fundamental to the fields of rejection sensitivity and abandonment anxiety, in terms of research and therapeutic work with clients. Integrating existing literature provides much greater depth of knowledge and support for these concepts. Recommended therapeutic approaches for abandonment anxiety can also inform interventions for rejection sensitive clients. Findings also suggest that participants experience annihilation anxiety in relation to perceived rejection, which further increases fear. Clinical applications and implications with respect to the findings arc discussed.

Interpretative phenomenological analysis

Preface All individuals exist in social, political, historical, and economic contexts, and psychologists are increasingly called upon to understand the influence of these contexts on individuals’ behavior. The “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect the continuing evolution of the study of psychology, changes in society at large, and emerging data about the different needs of particular individuals and groups historically marginalized or disenfranchised within and by psychology based on their ethnic/racial heritage and social group identity or membership. These “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect knowledge and skills needed for the profession in the midst of dramatic historic sociopolitical changes in U.S. society, as well as needs of new constituencies, markets, and clients. The specific goals of these guidelines are to provide psychologists with (a) the rationale and needs for addressing multiculturalism and diversity in education, training, research, practice, and organizational change; (b) basic information, relevant terminology, current empirical research from psychology and related disciplines, and other data that support the proposed guidelines and underscore their importance; (c) references to enhance ongoing education, training, research, practice, and organizational change methodologies; and (d) paradigms that broaden the purview of psychology as a profession.

Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists

People are generally unaware of the operation of the system of cognitive mechanisms that ameliorate their experience of negative affect (the psychological immune system), and thus they tend to overestimate the duration of their affective reactions to negative events. This tendency was demonstrated in 6 studies in which participants overestimated the duration of their affective reactions to the dissolution of a romantic relationship, the failure to achieve tenure, an electoral defeat, negative personality feedback, an account of a child's death, and rejection by a prospective employer. Participants failed to distinguish between situations in which their psychological immune systems would and would not be likely to operate and mistakenly predicted overly and equally enduring affective reactions in both instances. The present experiments suggest that people neglect the psychological immune system when making affective forecasts.

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Immune neglect: A source of durability bias in affective forecasting.

As increasingly more people experience old age as a time of growth and productivity, theoretical attention to successful ageing is needed. In this paper, we overview historical, societal and philosophical evidence for a deep, long-standing ambivalence about human ageing that has influenced even scientific views of old age. In recent years, however, discussion of the psychological and behavioural processes people use to maintain and reach new goals in late life has gained momentum. We contribute to this discussion the metamodel of selective optimisation with compensation, developed by Baltes and Baltes. The model is a metamodel that attempts to represent scientific knowledge about the nature of development and ageing with the focus on successful adaptation. The model takes gains and losses jointly into account, pays attention to the great heterogeneity in ageing and successful ageing, and views successful mastery of goals in the face of losses endemic to advanced age as the result of the interplay of the three processes, selection, compensation, and optimisation. We review evidence from the biological and social science literatures for each component and discuss new research avenues to study the interaction of the three processes.

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The Process of Successful Ageing

Cultural dynamics in psychotherapy and cultural psychotherapies: Ingredients, processes, and outcomes

Teachers of psychopathology will welcome this text, a collection of classic articles on psychiatric and psychosomatic disorders compiled and edited by Frederick G. Guggenheim and Carol Nadelson. These two experienced teachers have combed through their files and brought together the clearest, most comprehensive, and comprehensible articles they could find on schizophrenia, mania and depression, anxiety disorders, somatoform disorders, personality disorders, and organic brain syndromes. Each of these topics is given a section of the book, is introduced with a well-written preface outlining the relevant section of DSM-III , and gives a clear rationale for why each article was selected. The book's expected audience includes psychiatric residents, primary care physicians, and medical students. It is particularly suited to serve as a core syllabus for a six-week clerkship in psychiatry. Given that the book ranges in time from Lindeman's "Symptomatology and Management of Acute Grief" (1944) to Bear and Arana's "Neurological Syndromes Affecting

Major Psychiatric Disorders: Overviews and Selected Readings

Background and Objectives: Concepts such as demoralization fit well into
Problem or Case-based learning methods that encourage students to organize knowledge
based on clinical problems, rather than according to the disciplines of basic science.
Methods: At two US schools, psychiatry clerkship students learn about demoralization
and psychotherapy through structured, case based exercises that teach them to elicit and
respond to patients� life stories in ways that emphasize hope and empowerment.
Results: Students� reactions to these exercises, though mixed, suggest that they may enhance
students� understanding of the universal elements of distress (demoralization) that
cut across many disabling conditions and of the role that caregivers may play in compounding
or relieving this distress.
Conclusions: Learning to recognize and respond to demoralization is an advanced
communication skill that can be introduced during a psychiatry clerkship.

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Teaching medical students to recognize demoralization

Psychiatrists Are From Mars; Neurologists Are From Missouri: Clinical Neuroscience and the Future of Psychiatry.

Department of Psychiatry and Behavioral Sciences, George Washington University School of Medicine and Health Sciences, Washington, DC. Send reprint requests to Julia B. Frank, MD, Department of Psychiatry, 2120 L St NW 600, Washington, DC 20037. E-mail: [email protected]. This article is a response to two previous reviews. 

Julia B. Frank

Papers

Cultural dynamics in psychotherapy and cultural psychotherapies: Ingredients, processes, and outcomes

Major Psychiatric Disorders: Overviews and Selected Readings

Teaching medical students to recognize demoralization

Psychiatrists Are From Mars; Neurologists Are From Missouri: Clinical Neuroscience and the Future of Psychiatry.

Psychiatrists Are From Mars; Neurologists Are From Missouri