Characteristics of Secondary Victims of Sexual Assault
Two case studies of secondary survivors of sexual assault. The first article in a series/focus, laying the foundation for future work in the area.
Management of Secondary Victims of Sexual Assault
The first mauscript dealing with what secondary survivors may need, and how these needs might be addressed.
Becoming a Secondary Survivor of Sexual Assault
A model of secondary survivor (R. Remer & Elliott, 1988a, 1988b) healing is presented based on the experiences of male partners attending a support group. The focus is on both the resources/strengths required for becoming a secondary survivor and the difficulties often encountered in coordinating individual and relationship aspects of healing. Particular stress is given the need to develop and maintain a balanced, interdependent perspective, fair to both secondary and primary victims engaged in the healing process. The role of counselors/therapists in promoting optimal interaction is also suggested.
Note: For the diagram (.tif file) of the The "Secondary/Primary Survivor Interface" to which the text refers click on Secondary/Primary Survivor Interface Figure.
The Secondary Survivors of Sexual Assault: A Support Group for Men
The Secondary Survivors (Partners) Support Group was run continuously for four years. Although the individual issues addressed were varied, three primary themes were pervasive: 1) concern for the relationship and the survivor, 2) expression of emotions (especially anger and resentment), and 3) control (over emotions, over life, over the situation, and, rarely, over partner). Issues and the problems they engendered were often exacerbated by the gender role socialization of the members. The two overriding goals of the group were to teach members the process of being able to act spontaneously--flexibly adapting to unpredictable and uncontrollable personal, interpersonal and situational demands in functional productive ways--and providing psychosocial support for the members. An eclectic intervention approach was used to address these dynamical systems aims. In this article, the group composition, structure, issues and interventions are described. Examples of two primary problems influenced by gender role socialization are presented and discussed.
Treating Traumatized Partners: Producing Secondary Survivors of PTSD
In the present chapter we address the treatment of Secondary Stress Disorder (STSD) in the partners of trauma victims. First, the phenomena of Secondary Traumatic Stress Disorder and Secondary Traumatic Stress Response (STSR) are briefly defined and related to the concepts of primary and secondary victimization. Second, a model of secondary survivor healing (R. Remer & Ferguson, 1992b, 1995), is presented and discussed. It is based on working with partners of sexual assault victims and related to P. Remer's (1984) model of primary survivors' healing process. Third, the interface between the two models/processes is examined, as well as its implications. Treatment interventions are presented and reviewed in light of both clinical experience and relevant research, and are made along two dimensions: treatment goals (education, personal awareness/development, and skill acquisition) and therapeutic milieu (individual, conjoint, or group therapy). Finally, consideration is given to some specific, essential treatment issues: (1) alcohol/substance abuse, (2) preexisting pathology, (3) abusive partners, (4) individualizing approaches, (5) STSD primary victims, (6) helping vs. over-involvement, (7) multiple therapeutic interventions, (8) impact on the therapist, and (9) balance between primary and secondary victim needs.
Note: For the diagram (.tif file) of the The "Secondary/Primary Survivor Interface" to which the text refers click on Secondary/Primary Survivor Interface Figure.
Congratulations to the press for being sensitive, for a change. With the fervent wish that it is a sign of better actions to come.
A Promise: Broken or Half Fulfilled?
A review of "The Abuse of Men: Trauma Begets Trauma" edited by Barbara Jo Brothers for the Psychology of Women Quarterly.
Psychologists' Attitudes Toward Adult Male Survivors of Sexual Abuse
Psychologists' attitudes toward adult male sexual abuse survivors were explored. Psychologists (n=154) read vignettes describing the sexual abuse of a male victim then completed the Male Role Norm Scale, the Jackson Incest Blame Scale, a vignette response sheet, and a personal data sheet. Stepwise regression was used to analyze the data. Variables included characteristics of the psychologists, the perpetrator, and the victim. The psychologists' attitudes toward men, rather than the sex of the psychologists, predicted blaming attitudes. Victim responses, sexual abuse treatment experience, and the severity of abuse also were predictors. Practical suggestions for treatment are also noted.
Secondary Victims of Trauma: Producing Secondary Survivors
The lives of those who are involved with trauma victims are as disrupted by the havoc and chaos engendered as the victims themselves. These secondary victims must be helped to become secondary survivors for their own sakes as well as for the benefits of all their significant others. The chaotic nature of these traumatic processes, the multiple and interactive impacts of traumatic events, requires a comprehensive perspective to intervene successfully. In this chapter the complexities and exigencies of secondary survivor healing will be addressed through sociatry--the application of socimetric theory (role theory, sociometry, social atom theory, psychodrama, and spontaneity theory)--at both conceptual and practical levels.
Note: For the diagram (.tif file) of the The "Secondary/Primary Survivor Interface" to which the text refers click on Secondary/Primary Survivor Interface Figure.
When a Partner Is Traumatized: Learning to Cope with Chaos
Note: For the diagram (.tif file) of the The "Secondary/Primary Survivor Interface" to which the text refers click on Secondary/Primary Survivor Interface Figure.
Sociatric Interventions with Secondary Victims of Trauma: Producing Secondary Survivors
Note: For the diagram (.tif file) of the The "Secondary/Primary Survivor Interface" to which the text refers click on Secondary/Primary Survivor Interface Figure.
An Introduction to Chaos Theory for Psychodramatists
Individuals and groups are dynamical systems that generate patterns of behaviors, thoughts, feelings, and interactions. Chaos Theory (ChT), based on a mathematical approach to the non-linear, non-independent modeling, concerns these patterns. ChT has important insights to offer Counseling Psychologists, and implications for the conduct of psychology as a whole. Counseling Psychologists should have a basic, working knowledge of ChT--its impact and implications. In the present exposition I give a mathematical and conceptual overview of ChT and relate it to the definition and mission of Counseling Psychology. Using these bases, implications for theory, research, practice and training are discussed and problems of and suggestions for incorporation of ChT in the conduct of Counseling Psychology addressed.
Note: For the diagram (.tif file) of the The "Chaotic" Research Process to which the text refers click on Chaotic Research Process Figure.
Chaos Theory Links to Morenean Theory: A Synergistic Relationship
The working knowledge of Chaos Theory (ChT) provided by Remer (2005) is applied to Morenean theory. The links and parallels between ChT and Morenean sub-theories—Enactment (Psychodramatic), Role, Sociometry, Social Atom, and Spontaneity/Encounter theories--are examined in some detail. After a brief review of the basis of ChT, the ChT constructs are applied. An overview, list and definition of constructs, and illustration are provided for each sub-theory. A specific example related to each theory is presented emphasizing the connections and mutual enhancement. Both theoretical and practical implications are explored, for each sub-theory and for the interface at the holistic level.
Note:
For the diagram (file) of the Morenean theory: The constellation of five sub-theories to which the text refers click on Morenean theory: The constellation of five sub-theories Figure.
For the diagram (file) of the The Hollander psychodrama enactment curve to which the text refers click on The Hollander psychodrama enactment curve Figure.
For the diagram (file) of the The imposition of chaos bifurcation on the enactment curve to which the text refers click on The imposition of chaos bifurcation on the enactment curve Figure.
For the diagram (file) of the Role constellation diagram to which the text refers click on Role constellation diagram Figure.
For the diagram (file) of the A diagram/example of role reciprocity indicating possible sources of role conflicts to which the text refers click on A diagram/example of role reciprocity indicating possible sources of role conflicts Figure.
For the diagram (file) of the An example of a sociometry diagram (sociogram) to which the text refers click on An example of a sociometry diagram (sociogram) Figure.
For the diagram (file) of the A conceptualization of the social atom structure to which the text refers click on A conceptualization of the social atom structure Figure.
For the diagram (file) of the The canon of creativity to which the text refers click on The canon of creativity Figure.
Chaos Theory Implications for Psychodramatists: Practice, Theory, Research and Training
Individuals and groups are dynamical systems that generate patterns of behaviors, thoughts, feelings, and interactions. Chaos Theory (ChT), based on a mathematical approach to the non-linear, non-independent modeling (rather than the more typical linear modeling approaches used in the social sciences, such as structural modeling), can be used to understand what produces and influences these patterns. ChT has important insights to offer Psychodramatists, and implications for the conduct of the social sciences as a whole. Psychodramatists should have a basic, working knowledge of ChT--its impact and implications, since this representation of reality may be more accurate and lead to different conclusions about how to function. In the previous expositions I gave a mathematical and conceptual overview of ChT and related it to the definition and mission of Morenean Theory (Remer, 2005a, 2006). Using these bases, implications for practice, theory, research, and training are discussed and problems of and suggestions for incorporation of ChT into training Psychodramatists are addressed.
For the diagram (file) of the The Non-linear, inter-subjective research process: Interaction of strange attractors to which the text refers click on The Non-linear, inter-subjective research process: Interaction of strange attractors Figure.
Chaos Theory and Its Implications for Counseling Psychology
Individuals and groups are dynamical systems that generate patterns of behaviors, thoughts, feelings, and interactions. Chaos Theory (ChT), based on a mathematical approach to the non-linear, non-independent modeling, addresses these patterns. ChT has important insights to offer Psychodramatists, both conceptually and practically. Psychodramatists should have a basic, working knowledge of ChT--its impact and implications. In the present exposition I give a mathematical and conceptual overview of ChT and briefly relate it to the basic sub-systems of Morenean thought. These insights are meant as bases for practice, theory, research, and training implications to be explored in other manuscripts.
Logical Positivism (LP) has provided the structure under-girding the scientist/practitioner model. Although a very successful and productive paradigm, the time has come to supplant it with a more functional one, more consistent with the goals and identity of Counseling Psychology and less subject to such influences as the Managed Care movement. I examine the positive and negative aspects and impacts of LP in order to support the argument that Chaos Theory (ChT) and other mathematical results provide a mathematical basis for Postmodernist (PM) thought being a more viable alternative than LP. After introducing some basic constructs of ChT and making connections to PM, I attempt to substantiate my claim. Difficulties with a transition to a new paradigm-Post Modernism supported by Chaos Theory (PM/ChT)--are addressed and suggestions related to change in both research/theory and practice are provided.
Note: For the diagram (.tif file) of the The "Chaotic" Research Process to which the text refers click on Chaotic Research Process Figure.
Multicultural Therapy/Psychology and Chaos Theory
Culture and its various aspects--identity development, enculturation, cross-cultural communication, among others--are non-linear, dynamic, process phenomena. Multicultural theorists and practitioners (e.g., Sue & Sue, 1990) have complained about the struggle necessary to make multiculturalism fit with the present scientific perspective, Logical Positivism (LP). Rather than rely on such contortions (e.g., Fischer, Jome, & Atkinson, 1998), a paradigm shift to Chaos Theory (ChT), whose tenets are both more consistent with multiculturalism and more encompassing than those of LP, would prove beneficial. To make the case for ChT, after overviewing ChT and comparing it to LP, some examples of the application of ChT to Multicultural Therapy/Psychology are provided. Finally, the demands of such a shift and the theoretical and practical implications are discussed.
Note: For the diagram (.tif file) of the The "Interaction of Values as Strange Attractors" to which the text refers click on Values as Strange Attractors Figure.
Values Orientations: Cultural Strange Attractors
Values orientations and orderings (Kluckhohn & Strodtbeck, 1961) were developed to describe cultural patterns of human dynamical systems. They have been adapted and applied to patterns at cultural and other levels (individual, familial, institutional, etc.), leading to questions about their operation. Strange attractors and their basins, parallel constructs from Chaos Theory (ChT), may provide a theoretical and mathematical structure to address these problems and enhance both understanding and utility of values orientation methodology. In this article, ChT constructs--strange attractors/basins, fractals/dimensions, self-affinity/self-similarity, unpredictability, and self-organization--and theory are introduced, then applied to values orientation methodology. Both theoretical and applied dimensions are addressed using acculturation/enculturation as a focus.
Note: For the diagram (.tif file) of the The "Interaction of Values as Strange Attractors" to which the text refers click on Values as Strange Attractors Figure.
Recognition that cultural values have a significant impact on interaction, particularly among and between people from different cultures, is nothing new. These cross-cultural interaction patterns are examples of those produced by dynamical (chaotic) systems. The label “butterfly effect” serves as a creative way of drawing attention to a particularly challenging aspect of such chaotic systems: namely, that small differences in initial conditions may have severe consequences for patterns in the long-run. Since cultural nuances and the assumptions made about them are just these kinds of “small differences,” their accumulated effects can have future large consequences. Particularly at the unconscious and seemingly most trivial of such instances may lay the biggest problems, and the most potential danger. This descriptive study focused on these potential difficulties. A collection of 46 accounts of cross-cultural situations involving the interface of Asian (Taiwanese/Chinese) and Western (US American) cultures were assembled and examined for underlying nuances (Kluckhohn Value Orientations) and their possible effects. Analyses indicated that discrepant Relational perspective contributed most to differences, but was not independent of other spheres. Consequences of this specific contrast and these general types of discrepancies for these cultural interactions and implications for counseling are also explored.
Published as:
Remer, R. (2007). Cultural nuances, assumptions, and the butterfly effect: Addressing the unpredictability of unconscious values structures in cross-cultural interactions. Counseling and Values, 51, 93-110.
Note: For the diagram (.tif file) of the The "Interaction of Values as Strange Attractors" to which the text refers click on Values as Strange Attractors Figure.
Note: For the full text of all the Cross-cultural Accounts mention in the manuscripton Cross-cultural Accounts.
Note: For a PowerPoint presentation on the calculation of the inter-rater reliabilities mentioned using Generalizability Theory click on A Brief Introduction to Generalizability Theory for the Uninitiated. (If you are unfamiliar with the use of Power Point Presentations click here for directions.) For more see other related manuscripts.
Chaos Theory and the Canon of Creativity
Chaos Theory is having an impact in many scientific disciplines. A strong relationship exists between it and Sociometric Theory, yet many sociometrists are unfamiliar with its tenets and applications. In the present article five of the main constructs are explained: 1) strange attractors and basins of attraction, 2) bifurcation and bifuraction cascade, 3) unpredictability, 4) fractal boundaries and dimensions, and 5) self-similarity/self-affinity. Parallels between chaotic processes and the Canon of Creativity, as a unifying theme in Sociometric Theory, are drawn and illustrations are provided. Implications for both theory and practice are explored.
Chaos Theory and the Hollander Psychodrama Curve: Trusting the Process
Psychodramatic and Chaos Theories both address the complex dynamics of human interaction and change. When juxtaposed, not only can their commonalities be seen, but each theory can contribute synergistically to the utility of the other. To accomplish this end, first the constructs of Chaos Theory are presented. Then, using the Hollander (1969) Psychodrama Curve, the major constructs of Psychodramatic Theory are reviewed. Finally, each theory is employed to enhance the understanding and application of the other. The case is made that accommodating the melding of subjective and objective perspectives, sought by Moreno (1951), may finally be accomplished through their combination. Particular attention is paid to the philosophical consistency of the two. Two major conclusions are reached: (a) Spontaneity is essential to dealing with dynamical systems; and (b) trusting the process--psychodramatic and chaotic--is the key to change involving human dynamical systems.
Note: For the diagram (.tif file) of the Relationship of Chaotic patterns to the Hollander Curve to which the text refers click on Chaos-Curve Figure.
The Evolution of Sociometric Theory from a Chaos Perspective
Some psychodramatists have suggested the need for a more functional exposition of Moreno's conceptualization(s) or even a radical reconceptualization. Others have argued for stricter adherence to Moreno's original explication(s). This debate is addressed by focusing on the nature of change from a dynamical systems--Chaos Theory (ChT)--perspective, applying that view to change in meaning in general and change in theory specifically. Examples are supplied to introduce the non-initiated to ChT, leading by stages to its application to the evolution of theory. Social Atom Theory, as one component of "Morenean Thought," is employed as an instance expressly applicable to sociometric theory in particular. Suggestions for continuing the process of evolution in Moreno's ideas are proffered. Goals are to invite and encourage participation by more practitioners of psychodrama in theory development, research, and application and to generate their interests in ChT in order to "spread the word" about both as a synergistic union.
Experiments in Chaos: Patterns and Partners
Chaos Theory has an impact in many areas of life influencing patterns of thoughts, feelings, actions, and interactions/relationships--never more importantly than in relationships. This manuscript offers insights into the various aspects of Chaos Theory, particularly as they bear on relationships, from a pragmatic and straight-forward (non-technical) point of view. Terms are defined and discussed; examples are given and explained; experiments to convince yourself are suggested.
Note: For the diagram (.tif file) of the The Sociatric/Sociometric System of Theories on which all the following texts rely and/or refers click on the Sociatric/Sociometric Theory Figure.
Psychodrama Training in the University Setting
Circumstances under which Psychodrama Training on an on-going basis in the Educational and Counseling Psychology Department at the University of Kentucky are examined. The course content and approach for the primary course, Seminar in Counseling Psychology: Psychodrama, are presented. Articulation of this course with other offerings are surveyed. The relationship of training to other experiences available, both in Lexington and in the Psychodrama training community are also scrutinized. The advantages and disadvantages of presenting Psychodrama training in such a setting, relative to more traditional ones, are delineated. Potential of the university setting as a base for extending the impact of Sociometric Theory is suggested.
Spontaneity Training and Psychodrama with Alzheimer's Patients
Alzheimer's patients are a difficult population with whom to work. Some non-traditional therapy approaches have proved effective, however. In the present study, Psychodrama and Spontaneity Training were employed with an on-going, day care group of Alzheimer's patients for 16 weeks. The experiences of the four Psychodramatists involved are related and examined. Based on these observations, recommendations for working with similar groups in the future are provided.
The story of our 20+ year journey to become certified psychodramatists.
Psychodrama Certification and Research Facility: A Real Problem
Discussion and suggestions for problems with the research section of the CP and TEP examinations.
A friend and colleague, Gong Shu, takes psychodrama training to the Pacific Rim.
This entry for the INTERNATIONAL ENCYCLOPEDIA OF THE SOCIAL SCIENCES, 2ND EDITION, presents a brief overview of the "popular" conceptualization of Sociometry--more accurately Sociograms.
Strong Sociometry: A Definition
The original formulation of Morenean sociometry has been, for the most part, modified. Consequently, a question arises about the effectiveness of that formulation relative to its derivatives. In this article, I make a delineation between Morenean (strong) sociometry and other adaptationse, aiming at a revitalization of Moreno's theory.
A Comparison of the Effects of Different Sociometry Components on Personal and Interpersonal Growth
In the present study we compared the effects of different sociometry components for producing personal and interpersonal growth both in and outside a group context. Starting with "near" (weak) sociometry (the perceptions of others' social desirability in stated contexts) participants progressed through four phases, the last encompassing full (strong) sociometric involvement (choosing according to a specific criterion, implementation of the choices, and disclosure and exploration of the reasons behind the choices). Multivariate and univariate analyses supported the contention that complete involvement produced the most positive effects on all dependent variables.
Using Strong Sociometry as an Interpersonal Feedback Tool
In this article we propose the use of the original Morenean ("strong") Sociometry as a tool for training therapists. The purpose is to provide interpersonal feedback leading to self-knowledge and personal growth and generally for learning about the use of sociometry. The original Morenean formulation is presented, briefly, and examined for both its potency and the difficulties encountered in its use as indicated by the reactions of students with whom it was applied. Suggestions for further investigation are also provided.
Using Strong Sociometry: Some Guidelines and Techniques
The original formulation of Morenean Sociometry has been modified. In this article I suggest a revitalization of Morenean (strong) Sociometry as an approach for providing interpersonal feedback leading to self-knowledge and personal growth. The original Morenean formulation is presented briefly. I also offer some guidelines and techniques for overcoming some inherent drawbacks, thus making its use more viable.
Social Atom Theory Revisited: SAT Redux
Because of Moreno's lack of coherence in his writings, in certain instances the "theory" he produced seems less a theory and more a collection of musings. Social Atom Theory (SAT) has been seen by some as one of those cases. In this discourse a more cogent formulation of SAT is provided extending Moreno's conceptualization making a more convincing theoretical exposition, one more user-friendly and useful.
Note: For the diagram (.tif file) of the Social Atom to which the text refers click on Social Atom Figure.
Although Moreno was arguably one of the most creative and productive thinkers of his time, he had an unusual organization in expressing his thoughts. Often his ideas are hard to follow. Because of his lack of coherence, in certain instances the "theory" he produced seems less a theory and more a collection of musings. In this discourse a more cogent process is suggested for examining, organizing, and extending Moreno's conceptualizations, making them a more convincing theoretical exposition, one more user-friendly and useful. The process is presented as a game that any number can play. The rules of the game are intended to entice more psychodramtists to "play" by reducing the sense of competition and promoting spontaneity, creativity, and fun. Credit is given Adam Blatner for his efforts to engage the psychodrama community in this type of endeavor.
The Alien Invasion Exercise: An Experience of Diversity
The Alien Invasion Exercise was developed to provide an action method for allowing people to experience role messages and stereotyping to which diverse groups are subjected. The exercise is described and instructions/suggestions for its use provided.
Psychodrama with an Interpreter
With ever increasing international cross-fertilization among the members of the psychodrama community, more and more training is being done with participants who require interpretation. In particular, conducting psychodramas with an interpreter are done. These situations offer special challenges and possibilities. Interestingly, the psychodrama process is uniquely equipped to address and capitalize on these opportunities. In this article we look at the interface between the dynamical systems processes of human communication and Morenean spontaneity theory (the Canon of Creativity) for explanations and guidance. Beyond the theoretical perspectives, concrete observations and suggestions are made for promoting an optimal psychodrama process using interpretation based on the authors’ experiences together as director/trainer and interpreter.
For the diagram (file) of The Human Dynamical System to which the text refers click on The Human Dynamical System Figure.
For the diagram (file) of The Interpreter Dynamical System to which the text refers click on The Interpreter Dynamical System Figure.
For the diagram (file) of The Canon of Creativity Figure to which the text refers click on The Canon of Creativity Figure.
Interpersonal Psychodramatic Simulation (IPS) and analogue methodologies were compared in a study of paradoxical and nonparadoxical family therapy interventions delivered from the therapist in letter form. IPS consisted of extended interaction of 97 participants grouped into families of three (mother/father/daughter) over five weekly phases, including meeting with the therapist; analogue, presenting the same family situation, was standard for 98 participants. Multivariate Analysis (Method x Intervention x Role) and subsequent univariate tests on all 11 dependent variables evidenced highly significant differences in realism favoring the IPS. Implications for the use of IPS in research with human dynamical systems are explored.
Family Members' Agreement on Memories of Shared Experiences
Agreement of family members recollections of shared events was explored. Mothers, fathers and eldest children from 32 families were assessed through both free recall and specific questions. Comparison of 24 usable accounts indicated few points of similarity from the content analysis but somewhat greater agreement on specifics, except for emotional reactions. Results suggest terming families' memories, particularly affective attributes, as"shared" is questionable, except where traumatic events are concerned.
For those both wishing an insight into the effects of perspective/bias on how something is seen and reacted to and to the ins and outs of the publication process, feel free to examine the following four files. The first is a manuscript prepared for a book chapter (a book whose contract fell through and was never published).
Psychodramatic Interventions and Techniques with Multiculturalism
Values are central to mutli-cutural understanding. In this chapter we propose to describe a series of exercises and interventions that we have used to address the impact of overt values (e.g., social locations) and covert values (e.g., cultural conserves and values orientations) on cross- and sub-cultural interactions with audiences of students, business personnel, and professional counselor/therapists. The rationales for the development and implementations are offered from Chaos theory (dynamical system), Kluckhohn’s Values Orientations structure (covert values), and Psychodramatic (cultural conserves) perspectives—specifically role theory, spontaneity/encounter theory, and enactment theory. Specific examples from workshops are provided and examined.
The next manuscript is an initial effort to publish the material in a slightly different format, for journal publication.
Enhancing Multicultural Interaction Using Psychodrama
Values are central to multi-cultural understanding. We propose to describe a series of exercises and interventions that we have used to address the impact of overt values (e.g., social locations) and covert values (e.g., cultural conserves and values orientations) on cross- and sub-cultural interactions with audiences of students, business personnel, and professional counselor/therapists. These interventions evidence the meshing of frameworks: Chaos theory (dynamical system), Kluckhohn’s Values Orientations structure (covert values), and Psychodramatic (cultural conserves) perspectives—specifically role theory, spontaneity/encounter theory, and enactment theory. Specific examples from workshops are provided and examined.
This version garnered the following comments upon review, requesting revision (not a bad outcome).
In viewing this material you will be able to see a fairly typical SUCCESSFUL outcome of a review; unsuccessful outcomes are a bit more difficult.
The revisions resulted in the final version which was to be published in JGPPS.
Enhancing Multicultural Interaction Using Psychodrama (Revised)
Values are central to multi-cultural understanding. We describe a series of exercises and interventions that we have used to address the impact of overt values (e.g., social locations) and covert values (e.g., cultural conserves and values orientations) on cross- and sub-cultural interactions with audiences of students, business personnel, and professional counselor/therapists. These interventions evidence the meshing of frameworks: Chaos theory (dynamical systems), Kluckhohn’s Values Orientations structure (covert values), and Psychodramatic (cultural conserves) perspectives—specifically role theory, spontaneity/encounter theory, and enactment theory. Specific examples from workshops are provided.
This final version was to be published in JGPPS but the Journal shut down. It was finally published in the Korean Psychodrama Journal.
I hope these comparisons and the ability to see the kind of feedback involved in the process proves both informative and helpful; I also hope it is not too intimidating.
This final version of a chapter on "Older Fathers" was to be published in a book on Counseling Fathers. Another version was actually published with different authorship, because this one wasn't "empirically substantiated" enough by being tied to the extant body of literature. However, the one actually published lacks any real guiding structure--theorectical, empirical or otherwise (my opinion)--although it does follow some guiding principles for therapy with men. It does have an example of a therapeutic interaction, though why what is done is not clear. I find this version far more useful than the following one. And a good example of why theory is necessary, even for practitioners.
Older Fathers: Published Version
Fathers can range in age from teens to the nineties. Many men can sire children, doing so does not make them fathers. In this chapter, using Role Theory (Biddle, 1979) and Erikson’s Life-Span Development Model (Berk, 1988), we discuss what makes a man a father rather than just a sire and what impact fathering children—performing the roles and functions of a father--at a more mature time of life (after 40) might have. In particular, the norms/expectations that guide the role enactments are explored for the complexity of their influences. Based on this information, we offer suggestions for intervening to help older men father more effectively.
I hope, if you read this manuscript and the published chapter, the comparison will make my point clear.
Making the Same Mistake--Still
A letter to the Lexington Herald Leader pointing out the insidious influences of gender bias.
Stranger in a Strange Land: A Male among Feminists
An essay about the impact of my living with two feminists, my spouse and daughter. Some reflections on the joys, the difficult moments, and the learning that has taken place.
Smokers vs. Nonsmokers: Differences in Awareness and Perceptions
Information regarding smokers'(N = 74), never-smokers' (N = 56) and former smokers'(N= 13) relative awareness of and reaction to a sample of 17 negative smokers' behaviors was elicited and examined. Overall ratings of irritation and of awareness were also analyzed for the 143 participants solicited in shopping malls in Lexington, KY. Former smokers were significantly, both statistically (p =.01) and practically, more aware and less tolerant of smokers' negative behaviors than either never-smokers or smokers, while never-smokers were more aware and bothered than were smokers, in all but one instance where all three group responded similarly. Possible reasons for and impact of the differences are discussed. Parallels of "smoke-ist" reactions to other instances of discrimination are also suggested.
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