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The World Association for Infant Mental Health (WAIMH) decided to compose a position paper on infants' rights in wartime, as there is still a general lack of attention paid to the impact of war‐related traumas on infants' development and psychological health. Though there are numerous areas of violent conflicts around the globe, there have been few published studies that relate specifically to infants. Consequently, humanitarian aid programs tend to overlook infants' psychological needs and to pay more attention to those of older children. This position paper first reviews the studies identified through a literature search, about the impact of war‐related traumas during pregnancy and postnatal periods, then describes the existing recommendations that have been added to the Children Rights Convention and their implications for infant mental health clinicians. [ABSTRACT FROM AUTHOR]

However, inattention to contemporary psychology importantly does not characterize the stance of LeVine, whose work, while firmly based on ethnographic observations and highly critical of the cultural and empirical biases of psychology, remains open to a genuinely interdisciplinary "psychosocial science." This intellectual history is informative not only as it is narrated by LeVine as one of its major contributors, but also for the insights that LeVine provides into challenges which remain present today. The Cultural Psyche provides a compilation of the papers of Robert A. LeVine, a founder and seminal figure in psychological anthropology. [Extracted from the article]

In the submission interface, Step 4: Details & Comments, select "Yes" for the Special Issue option, and then select "Science Denial and Disinformation" as the special issue title. In particular, the special issue will aim to focus on meaningful work around science learning teaching and science education policy in the context of media (e.g., social) and information literacy. [Extracted from the article]

The archetype of the self underlies the ego-complex at its root and source in the unconscious. None of these assigns to the self the role that I feel to be so essential in the syndrome. SP 50-52 sp In regard to the method of study of these processes of the archaic, unconscious psyche in psychosis, I find myself baffled as to how to set up anything like a scientific approach to the material. In this hypothesis the model is easy to visualize but difficult to understand in terms of experience; the self is seen in this case as the center of the total psychic organism, and the ego is subsumed within this totality as the center of the field of consciousness only, that is, of contents accessible to consciousness; between the two are the autonomous complexes, which are groupings of contents not accessible to ego-consciousness (Figure 1). Reconstitutive process in the psychopathology of the self1: The following paper by J.W. Perry is published with permission from the Annals of the New York Academy of the Sciences where it was first published in January 1962. The imagery I refer to is a whole class of symbolic representations of centrality and organization, of order and highest authority; I hope to demonstrate that in these we see representations of the self and processes that transform or reorganize the self in the unconscious psyche. [Extracted from the article]

Two strands of linguistic development critically important for successful reading acquisition are outlined. One of these ontogenetic roots concerns phonological development and projects onto word decoding. The other root concerns the development of vocabulary and syntax projecting onto reading comprehension. Language development starts very early in infancy when the child learns to categorize the speech sounds according to the pattern typical of the mother tongue. Equipped with these sound categories the child is ready to learn to understand and to use new words. The precise phonological representation of words will facilitate the important development of phonological awareness. The paper reviews some longitudinal research and training studies indicating the causal direction of the relation between phonological awareness and reading. Preventive implications are pointed out. The preventive power of the second strand of development is discussed with reference to vocabulary exposure in different social environments and to informal early literacy socialization. In particular, the benefits of the prototypical situation of reading aloud to children are discussed. Finally, the complexity of the causal relationships between different aspects of early language development and later reading is pointed out. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Doi's paper has successfully spelled out several important points on amae: (1) Amae is an interpersonal process; (2) the origin of amae probably lies in the infant-mother relationship: (3) the concept of amae provides no absolute standard to classify a behavior in terms of amae;, (4) amae is best understood as a combination of patterns of behaviors; and (5) amae is g very broad concept. Implicit, but insufficiently recognized in Doi's paper, is the concept that amae is an interpersonal process of negotiation that is continuously revised throughout life. it is not just a motivational factor embedded in. an individual: underneath the surface phenomenon of amae, an amaeru-ing person usually allows the other to feel needed, valued, and respected. Operationalizing the concept of amae for international research requires that the term be defined in relation to a combination or patterns of behaviors observable in the infant/child-mother dyad. [ABSTRACT FROM AUTHOR]

To determine the role of configural changes on the development of face encoding and memory, we investigated face recognition in an n-back repetition task with upright, inverted and contrast-reversed unfamiliar faces in adults and children (8–16 years). Repetitions occurred immediately (0-lag) or after one intervening face (1-lag). Face recognition continued to develop beyond 14–16 years, as shown with hit rates, d’ scores and reaction times that all improved with age. Inversion and contrast-reversal effects were found in all subjects but were not more pronounced with increasing age, suggesting no increased reliance on configural processing and thus arguing against the expertise theory of . Recognition improved with age in upright but also in inverted and contrast-reversed faces, suggesting a quantitative rather than a qualitative developmental change in face processing. For all age groups, performances decreased and reaction times increased from 0- to 1-lag conditions similarly, suggesting a similar memory component involved in adults’ and children's processing. These data suggest gradual quantitative improvements in face processing with age, mainly due to increasing working memory processing capacity. [ABSTRACT FROM AUTHOR]

In this edition of the I Journal i , we are pleased to offer you a selection of articles from two conferences held in Europe in 2018, as well as two articles having to do with topics of current interest, one concerning the conflict between the legal world and the analytical world, and the other on the differentiation of healthy and unhealthy forms of dissociation, and this in reference to the challenges refugees face in adapting to their new life circumstances. In each paper, the author shows how the fairy tale of I Bluebeard i proved useful as an amplification of and metaphor for the intricacies of the psychic dynamic at the heart of their clinical work. At the end of the paper, the author addresses the issue of the impact of a totalitarian regime on psychological development and of the possible lasting transgenerational effect. [Extracted from the article]

The article comments on the dilemma of the objective paper-and-pencil assessment within the Piagetian framework in the U.S. Paper-and-pencil measures also lack the flexibility of the clinical method in which a perceptive interviewer can explore the various ways in which a subject interprets his or her environment. Paper-and-pencil instruments attempt to retain various aspects of the clinical interview method. It must be noted that many measures of formal operational reasoning also assess other cognitive capabilities such as field independence.

The article provides information on a planned issue focusing on the development of mathematical cognition and provides information on how to submit papers on the topic for publication.

Objectives: The Future Proofing Study (FPS) was established to examine factors associated with the onset and course of mental health conditions during adolescence. This paper describes the design, methods, and baseline characteristics of the FPS cohort. Methods: The FPS is an Australian school‐based prospective cohort study with an embedded cluster‐randomized controlled trial examining the effects of digital prevention programs on mental health. Data sources include self‐report questionnaires, cognitive functioning, linkage to health and education records, and smartphone sensor data. Participants are assessed annually for 5 years. Results: The baseline cohort (N = 6388, M = 13.9 years) is broadly representative of the Australian adolescent population. The clinical profile of participants is comparable to other population estimates. Overall, 15.1% of the cohort met the clinical threshold for depression, 18.6% for anxiety, 31.6% for psychological distress, and 4.9% for suicidal ideation. These rates were significantly higher in adolescents who identified as female, gender diverse, sexuality diverse, or Aboriginal and/or Torres Strait Islander (all ps < 0.05). Conclusions: This paper provides current and comprehensive data about the status of adolescent mental health in Australia. The FPS cohort is expected to provide significant insights into the risk, protective, and mediating factors associated with development of mental health conditions during adolescence. [ABSTRACT FROM AUTHOR]

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper "The Child as the Medium of Education" and to as yet unpublished material from his famous card‐box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form‐giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings. [ABSTRACT FROM AUTHOR]

This paper argues for a person‐centered approach in developmental science and presents theoretical and empirical techniques to help shift the focus to the individual. The need for a person‐centered approach is urgent, because of widespread nonergodicity in developmental psychology: traditional between‐individual, group‐level statistics often cannot be used to understand individuals over time. Evidence for nonergodicity has been gathered in domains such as personality, emotions, identity, performance and intelligence. This highlights a mismatch between our typical research methods—group‐level analyses—and a core aim of developmental science: understanding the development of individuals. The implications are profound. Without insights into within‐individual processes, our understanding of development remains incomplete and perhaps even incorrect, which could hinder the design of effective interventions. Many of our developmental theories might need to be adjusted to accurately capture individual‐level development. The theory of complex dynamic systems and person‐centered simulations offer promising avenues to do this. In addition, many promising person‐centered analysis techniques, that typically use long time series of data, are available to enhance our understanding of individual‐level development. Together, these person‐centered theoretical and empirical tools have the potential to help shift developmental science towards an understanding of development that genuinely reflects individual processes. Highlights: The problem of nonergodicity in psychological science is widespread, this highlights a need for a person‐centered approach to development.Creating individual‐level theoretical models is a difficult challenge, but complex dynamic systems theory and simulations can help.Person‐centered analytical techniques presented in this paper can answer questions on individual development, by investigating the shape of individual trajectories, within‐individual dynamics and nonlinear developments. [ABSTRACT FROM AUTHOR]

Theories are the vehicle of cumulative knowledge acquisition. At this time, however, many (developmental) psychological theories are insufficiently precise to derive testable hypotheses. This limits the advancement of our principled understanding of development. This problem cannot be resolved by improving the way deductive (confirmatory) research is conducted (e.g., through preregistration and replication), because theory formation requires inductive (exploratory) research. This paper argues that machine learning can help advance theory formation in (developmental) psychology, because it enables rigorous exploration of patterns in data. The paper discusses specific advantages of machine learning, explains core methodological concepts, introduces relevant methods, and describes how data‐driven insights are consolidated into theory. Machine learning automates exploration, and incorporates checks and balances to ensure generalizable results. It can assist in phenomenon detection and offers a more holistic understanding of the phenomena associated with an outcome or process of interest. [ABSTRACT FROM AUTHOR]

Informal learning spaces present ripe opportunities to supplement formal learning experiences. In this paper, we offer a new approach to creating enriching learning activities for public spaces that reflects evidence‐based practices rooted in developmental psychology and uses community‐centring practices from participatory research approaches. We first argue that extant theory and research supports the use of guided play pedagogy to foster learning. Second, we argue that effective translation of research to practice should incorporate community voices at every stage of the design, implementation and evaluation process. We describe a new initiative called Playful Learning Landscapes that reflects tenets of core developmental theory including constructivism and social learning theories as well as guided play pedagogy. Playful Learning Landscapes also extends the scope and scale of these evidence‐backed theories by collaborating with communities to design activities for local community spaces. Taken together, we offer a way of upholding core developmental theory with equitable, culturally inclusive research and intervention practices. Transforming community spaces into hubs for children's learning promises wide‐reaching implications for equitable access, school readiness and early childhood education. [ABSTRACT FROM AUTHOR]

This paper considers the initial negative reaction to Winnicott’s paper ‘On the use of an object’ in the light of its author’s own reservations about it. It argues that its obscurities indicate Winnicott’s own difficulties in articulating how the young child moves from subjectivity to the objective apprehension of the external world, and the part played in it by aggression. Particular attention is paid to Winnicott’s interest in certain late texts of Freud where the ‘death instinct’ ( Todestrieb) features prominently. It is suggested that Winnicott’s interest, like Freud’s, was prompted by the ambition of moving beyond psychopathology to formulate the outlines of a developmental psychology. Again like Freud it is argued that in this endeavour he was conceptually overreaching himself, though for different reasons. The paper concludes with some considerations about the inherently dual nature of any would-be comprehensive psychology of human understanding and behaviour, and of the necessarily partial contribution of psychodynamic theorizing towards it. The search for such a unitary psychoanalytic formula is what unites the two men. [ABSTRACT FROM AUTHOR]

This paper is based on the author's experience of working with a particular group of female/male trans children and young people who present a similar clinical profile: a fragile ego prone to fragmentation and concrete thinking. Often, there is evidence of a grievance over the failed ideal object, which is internalized, projected into the body, and then attacked. Faced with the developmental challenge of sexuality at puberty, young adults withdraw to a psychic retreat designed to halt development. This paper focuses on the development of a trans identity in defence against an underlying fear of depressive anxieties and psychic collapse. It describes the ongoing assessment of Joanne, a 19‐year‐old biological female who wanted to be known as Luke in therapy and wished to transition in the belief that this was the only way she could have a life. The concrete nature of Joanne's thinking created problems in the therapy, as thoughts were often experienced as physical actions. This paper describes the function of the phantasy that transitioning performs in creating a psychic retreat from the demands of psychological development. [ABSTRACT FROM AUTHOR]

This paper empirically uses a street‐level bureaucrat (SLB) lens to compare the impact of personal and organisational support on the innovative behaviour of frontline healthcare workers in Australia and the United States. Survey data came from the 260 U.S. and 220 Australian respondents. The structural equation model shows that organisational (i.e. manager–subordinate relationships) and personal supports (i.e. psychological capital [PsyCap]) significantly influence the innovative behaviour of frontline SLBs in health care. Further, the mediation results show that reciprocal social exchanges provide the foundations for facilitating the growth of healthcare workers' PsyCap, which then gives them the resilience to be innovative in the workplace. The U.S. respondents perceived stronger organisational support and consequently had a better platform for building PsyCap – providing better work conditions for facilitating innovative behaviour to bourgeon. The paper adds to SLB theory concerning the influence of two variables on SLBs' innovative behaviour, in addition to a meaningful comparison of the U.S. and Australian healthcare workers. If governments and organisations want innovative workers, then the policies must be based on empirical evidence that shows the impact on all stakeholders, including SLBs, because otherwise, irrespective of policy directives, the outcome is low levels of employee wellbeing (which likely results in limited innovative activity). This paper shows that healthcare SLBs in the USA are more innovative than those in Australia. The factors facilitating innovative behaviour include (a) high quality relationship with supervisors, which in turn facilitates (2) the development of high Psychological Capital. [ABSTRACT FROM AUTHOR]

Drawing on papers from three different areas — evolutionary psychology, developmental psychology, sociolinguistics analysis — this commentary states that there is by now an empirically grounded and theoretically reflected memory research that has begun to break with the traditional individual‐centric orientation of the memory sciences. This break, it is argued, is the consequence of a new interest in the dialectics between memory and language, between social (or collective or collaborative) remembering and narrative. On this view, memory is taken less as a substance and more as a set of practices, of intersubjective and interpretive acts of a remembering subject. Brockmeier reflects on the positive consequences (e.g., socio‐cultural socialization of children) of examining conversational remembering as a process or practice that is context‐dependent and functionally oriented, relying on the interplay of narrative, cognitive and cultural resources co‐evolving over multiple time‐scales rather than just a substance or product located in people's brains. [ABSTRACT FROM AUTHOR]

The aim of this paper is to give an account of what it is to internalize a rule. I claim that internalization is the process of redistributing the burden of instruction from the teacher to the student. The process is complete when instruction is no longer needed, and the rule has reshaped perceptual classification of the circumstances in which it applies. Teaching a rule is the initiation of this process. We internalize rules by simulating instruction coming from someone else. Running these simulations enables us to toggle between the perspective of the instructor and our own perspective. By doing this we coordinate our perspectives with that of the teacher. The account given here provides a deeper explanation of why internalizing a rule involves the dispositions and reactive attitudes proponents of Rule Consequentialism often say it does, why moral reflection is variably demanding, how intergenerational moral progress is made possible by our cognitive architectures, and why the adoption of a rule should be understood in terms of teaching that rule. [ABSTRACT FROM AUTHOR]

While much criticism has surrounded the seemingly incoherent law governing decision‐making for adolescents, relatively little work has sought to address the question of whether and when adolescents will be acting autonomously in decisions to refuse treatment, particularly in cases where their choices are motivated by religious beliefs inculcated from a young age. This is important, not just because it goes to the heart of when an adolescent ought to be able to exercise a right to self‐determination, but also because an analysis of the case law indicates that judges are taking account of concerns about the authenticity of the values or beliefs which motivate a given decision when deciding cases. This paper will examine how different accounts of autonomy and authentic choice map onto the psychological development of adolescents, and thus the extent to which adolescent's decisions to refuse treatment on religious grounds can be regarded as truly authentic. It will conclude by considering how such cases ought to be approached by the courts, suggesting a modified Mental Capacity Act 2005 test for assessing adolescent capacity, and offering an empirically‐grounded justification for overriding the choices of even capacitous adolescents. [ABSTRACT FROM AUTHOR]

Part of the appeal of attachment language is that it feels near to our everyday experience, as terms like 'attachment', 'security' or 'disorganisation' feel readily recognisable. Yet, not one of these terms is used by academic attachment researchers in line with ordinary language. This has hindered the evidence‐based use of attachment in practice, the feedback loop from practice to research and the dialogue between attachment researchers in developmental psychology and in social psychology. This paper pinpoints the difficulties arising from the existence of multiple versions of 'attachment theory' that use exactly the same terms, held by communities that assume that they are referring to the same thing and with little infrastructure to help them discover otherwise. When we talk past one another, the different communities with a stake in knowledge of attachment are obstructed from genuinely learning from one another, drawing on their respective strengths and pursuing collaborations. One factor contributing to this situation has been the use of attachment terminology with technical meanings, but often without setting out clear definitions. We here introduce a guide to attachment terminology used by the academic community, which has recently been published on the website of the Society for Emotion and AttachmentStudies. The guide is meant for researchers, clinicians and everyone concerned with attachment to increase understanding of the technical meaning of important terminology used by researchers, and support the quality of discussions between researchers, and between researchers and clinicians and other publics. [ABSTRACT FROM AUTHOR]

The topic of subjectivity has been treated peripherally by philosophy. It has appeared in philosophy not as a specific human phenomenon, but attached to other concepts without specifying its ontological definition, such as intersubjectivity, the place of the Other in the emergence of the self, consciousness and so forth. This paper reconstructs some of the overlooked moments and ideas of several classical philosophers, such as Marx, Dewey, Merleau Ponty, Cassirer and Foucault, in order to identify in their works important antecedents to advance a different concept of subjectivity. The concepts and questions which are raised by those philosophers and which are revived in this paper have remained overlooked both by philosophy and psychology because of the lack of any representation of subjectivity capable of making them more visible. The ontological monopoly of language and discourse in explaining all human phenomena, taken together with the critique of theoretical systems and of epistemology, has found in social constructionism its strongest expression in psychology. The value of theoretical systems in generating intelligibility about complex and configurational phenomena is recovered, along with the need to develop new epistemologies capable of generating intelligibility on such systems. Finally, I argue that a new theoretical and epistemological avenue is opened up for the development of psychological thought. [ABSTRACT FROM AUTHOR]

Finally, the fourteen articles accepted for this special issue exceeded in diversity and richness the topics previously proposed, being organized into seven categories: Social policies and community intervention, Innovation in community intervention, Community intervention at disasters, Community psychology in educational context, Interculturality and community psychology, Community psychology concepts update, and Training in community psychology. B Interculturality and community psychology b integrates an article from Zambrano, Garcés, Olate, Treumún and Román, entitled Construction of an Intercultural Preventive Strategy of Alcohol Use in Rural Mapuche Communities: A Community-based Participatory Research. B Training in community psychology b incorporates a manuscript from Fox and Nic Giolla Easpaig, entitled Engaging Community Critical Methodologies in Teaching with Undergraduate Psychology Students. [Extracted from the article]

Contemporary Argentinian psychology has a unique characteristic: it is identified with psychoanalysis. Nonpsychoanalytic theories and therapies are difficult to find. In addition, there is an overt antiscientific attitude within many psychology programs. How should this be explained? In this paper, we claim that a philosophical history of psychology can shed new light on the development of Argentinian psychology by showing that early Argentinian psychoanalysts held positions in the newborn psychology programs and a distinctive stance toward scientific research in general and psychology in particular. In the absence of an explicit and articulate philosophical position, psychoanalysts developed an implicit meta‐theory that helped shape the context that led to the institutionalization and professionalization of psychology in Argentina. Although we do not establish or even suggest a monocausal link between their ideas and the current state of Argentinian psychology, we do claim that their impact should be explored. Finally, we discuss some limitations of our study and suggest future complementary investigations. [ABSTRACT FROM AUTHOR]

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Selective publication and reporting in individual papers compromise the scientific record, but are meta‐analyses as compromised as their constituent studies? We systematically sampled 63 meta‐analyses (each comprising at least 40 studies) in PLoS One, top medical journals, top psychology journals, and Metalab, an online, open‐data database of developmental psychology meta‐analyses. We empirically estimated publication bias in each, including only the peer‐reviewed studies. Across all meta‐analyses, we estimated that "statistically significant" results in the expected direction were only 1.17 times more likely to be published than "nonsignificant" results or those in the unexpected direction (95% CI: [0.93, 1.47]), with a confidence interval substantially overlapping the null. Comparable estimates were 0.83 for meta‐analyses in PLoS One, 1.02 for top medical journals, 1.54 for top psychology journals, and 4.70 for Metalab. The severity of publication bias did differ across individual meta‐analyses; in a small minority (10%; 95% CI: [2%, 21%]), publication bias appeared to favor "significant" results in the expected direction by more than threefold. We estimated that for 89% of meta‐analyses, the amount of publication bias that would be required to attenuate the point estimate to the null exceeded the amount of publication bias estimated to be actually present in the vast majority of meta‐analyses from the relevant scientific discipline (exceeding the 95th percentile of publication bias). Study‐level measures ("statistical significance" with a point estimate in the expected direction and point estimate size) did not indicate more publication bias in higher‐tier versus lower‐tier journals, nor in the earliest studies published on a topic versus later studies. Overall, we conclude that the mere act of performing a meta‐analysis with a large number of studies (at least 40) and that includes non‐headline results may largely mitigate publication bias in meta‐analyses, suggesting optimism about the validity of meta‐analytic results. [ABSTRACT FROM AUTHOR]

As the first two decades of the 20th century unfolded, clinical psychologists, who had until then been mainly associated with intelligence testing, attempted to implement a specific psychological method—Carl Gustav Jung's (1875–1961) word‐association "test"—in individual personality assessments. As one of the early clinical psychologists who attempted to use the method, Carl Ransom Rogers (1902–1987) is conspicuously absent from the historiography of clinical psychological testing. In fact, historians have recently suggested that we are lacking narratives about Rogers' early ideas and techniques in the context of both the development of clinical psychology and the emergence of psychological testing as clinicians' foremost scholarly activity. In light of the above, this paper pursues two main goals. First, it attempts to reconstruct Rogers' first original research project on emotional adjustment testing in young children in the broader context of the development of word‐association tests as carried out by Jung and Whately Smith (1892–1947). Second, it aims to reconstruct Rogers' earliest theoretical ideas as well as his epistemological assumptions regarding test objectivity, validity and reliability. By drawing on unpublished documents and heretofore overlooked primary sources I show that although Rogers initially drew from Jung and Smith's complex and refined tradition, he ultimately rejected it as well as the tests themselves. At first drawn to Smith's quantitative, empiricist and experimental philosophy of psychology, Rogers was deterred when the data gathered through his own research in 1927 suggested that word association tests had no real, effective clinical value when used in children. By showcasing the complex process of test construction and validation undertaken by 1920s clinical psychologists, Rogers' case illustrates the research practices, the methodological problems and the epistemological dilemmas faced by most if not all of his contemporaries. [ABSTRACT FROM AUTHOR]

Developmental science benefits from a rich tradition of conceptual frameworks, such as Relational Developmental Systems metatheory, that seek to understand the individual ⇔ context relations that promote thriving across the lifespan. However, there are substantive methodological challenges associated with capturing individual‐level and contextual variables, let alone the dynamics between them. These challenges have encouraged the perpetuation of simple models that focus on either individuals or their contexts alone, or as parallel processes with little attention to the dynamics of the relations. In this paper, we engage in cross‐disciplinary dialogue between developmental and personality science (adding to recent work being done by those in personality development) and highlight the benefits that developmental science can reap by adopting several recent advancements in dynamic personality theory and the methods used to test them. In addition, we discuss what personality science might gain from applying a developmental lens to their research questions. Such integration may also help personality scientists better understand how developmental theory can complement their methods for understanding the development of individual differences over time. Ultimately, the two fields can use their similar missions of understanding the development of individual differences in order to support one another in pursuing good science. [ABSTRACT FROM AUTHOR]

The current paper presents an overview of the workflow of the Working Memory, Cognition and Development (WomCogDev) lab at the University of Geneva, Switzerland, as an example of how Open Science principles can be applied in a developmental psychology lab. We describe the importance and challenges of applying Open Science practices in developmental research and detail each step of our workflow from research design to dissemination. We provide examples and give emphasis to steps that typically receive little attention but that may hold promise for application in other labs (namely, project design, data collection and data analysis). Finally, we discuss the advantages and disadvantages of our workflow and summarize the main takeaways for other labs. By 'opening up' our lab's workflow, we want to encourage other labs to incorporate the aspects that they like into their own workflows and to share their own processes for the continued benefit of others. [ABSTRACT FROM AUTHOR]

The increasing availability of genotype data in longitudinal population‐ and family‐based samples provides opportunities for using polygenic scores (PGS) to study developmental questions in child and adolescent psychology and psychiatry. Here, we aim to provide a comprehensive overview of how PGS can be generated and implemented in developmental psycho(patho)logy, with a focus on longitudinal designs. As such, the paper is organized into three parts: First, we provide a formal definition of polygenic scores and related concepts, focusing on assumptions and limitations. Second, we give a general overview of the methods used to compute polygenic scores, ranging from the classic approach to more advanced methods. We include recommendations and reference resources available to researchers aiming to conduct PGS analyses. Finally, we focus on the practical applications of PGS in the analysis of longitudinal data. We describe how PGS have been used to research developmental outcomes, and how they can be applied to longitudinal data to address developmental questions. [ABSTRACT FROM AUTHOR]

The Internet has become a ubiquitous central element in the lives of adolescents. In this conceptual paper, we focus on digital white racial socialization (D‐WRS), arguing: (1) for an expanded conceptualization of WRS as doings, and (2) that social media may be changing processes of WRS through an extension of traditional settings and through the creation of unique social contexts. We highlight the uniqueness of social media contexts due to the designed normalization of whiteness, weak‐tie racism, social media affordances, and racialized pedagogical zones allowing adolescents to practice doing race. We introduce a conceptual framework for D‐WRS and end with an expressed need for conceptually guided research on the multidimensional relationship between social media and WRS processes. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe some episodes from the life of Konishi Masutaro (1862–1940), a Japanese scholar and psychologist who obtained his theological and psychological education in Russia and who played a role in the development of psychological science in Russia. Masutaro is mostly known as a translator of Lev (Leo) Tolstoy, and the psychological side of his biography is not well studied. Masutaro's life and work in Russia occurred in the context of great political and cultural changes. He was one of the first authors who translated fragments from Eastern philosophy (works by Laozi and Confucius) into the Russian language. Personal and scientific details of the life of this educated scholar are also given in the present paper. [ABSTRACT FROM AUTHOR]

Hence, Wachelke's ([12]) theoretical framework elaboration seems to be still halfway to the assumption and deployment of a true relational epistemological frame, hindering the possibilities of a real dialogue with the basic assumptions of SR theory and cultural psychology. Does social psychology need a new semiotic overarching framework for grasping social knowledge? Commentary on J. Wachelke: Semiosis, thought and codes: A theoretical framework for social knowledge. [Extracted from the article]

The importance of working with the parents in a collaborative way when undertaking a therapy with a young child is demonstrated. This paper illustrates the depth and the different quality of the work when both the child and the parents are helped simultaneously. The paper illustrates the movement in the parents' thinking from just reacting to the child's behaviour as 'being difficult' to being able to think about the behaviour in terms of it 'having meaning' in which the child is conveying a feeling through her behaviour. As well as showing the parents' psychological development, the clinical example describes the child's more age appropriate developmental progress. More specifically, it shows how the child was able to relinquish her omnipotent behaviours of 'always being in charge' in favour of relying on parents who were psychologically more available to her. Observations show how, as they realized their child's behaviour wasn't simply designed to persecute them, the parents were jointly able to create 'the cradle of concern' to care for her. As the therapy progressed there was a diminution of unhelpful transgenerational family patterns. [ABSTRACT FROM AUTHOR]

When young children confront a vast array of adults' testimonial claims, they should decide which testimony to endorse. If they are unable to immediately verify the content of testimonial assertions, children adopt or reject their informants' statements on the basis of forming trust in the sources of testimony. This kind of trust needs to be based on some underlying reasons. The rational choice theory, which currently dominates the social, cognitive, and psychological sciences, posits that trust should be formed on a rational basis, as a result of probabilistic assessments and utility‐maximizing calculations. In this paper, the predictions stemming from the rational choice approach to trust are systematically compared with the empirical evidence from the field of developmental psychology on how children establish their trust in testimonial statements. The results of this comparison demonstrate an obvious inadequacy of the rational choice explanation of the emergence and development of children's testimonial trust, regardless of which form of trust rationality—weighting, threshold, or ordering—is examined. As none of the three forms of rationality of children's trust in testimony squares with the empirical data, this paper introduces a new version of trust rationality, adaptively rational trust. It explores the compatibility of the concept of adaptively rational trust with the recent empirical findings in the area of developmental psychology and addresses some avenues for future research on the rationality of testimonial trust. [ABSTRACT FROM AUTHOR]

WC: So, we'll start by asking you in the broadest sense, how you became an analyst. JK: I was fortunate in the fact that, as part of the training, you had to see a psychotherapy patient and Anthony Storr was my supervisor. And in this paper from 1997, you say in the abstract that you want to: discuss the ways in which experimental and objective research from cognitive science and developmental psychology can help analysts evaluate the theoretical models of mental objects ... [and that this] ... has direct clinical relevance, particularly with borderline patients; such patients' sense of identity is totally dependent on the analyst's understanding of their internal world and for this to be misunderstood by the analyst can be catastrophic. JK: Well, I think it was virtually a requirement with training patients, wasn't it? It would probably have to be an academic base that's already got an interest in psychotherapy training and teaching, collaborating with an independent psychotherapy training institute and coming up with research together. [Extracted from the article]

The current paper examined the temporal linkage of internalizing symptoms among parent‐adolescent dyads during the beginning of the COVID‐19 pandemic, and whether COVID‐19‐related concerns were associated with parent‐adolescent linkage of symptoms. Using a 5‐week survey‐based study, parent‐adolescent dyads filled out weekly surveys measuring COVID‐19 concerns and internalizing symptoms. Parent and adolescent depressive symptoms did not change over time; however, adolescents experienced decreases in anxiety. Parent‐adolescent dyads exhibited linkage in depressive symptoms but not anxiety symptoms. However, linkage in anxiety symptoms varied by parent's COVID‐related stress. Study findings provide insight into how COVID‐19 disruptions impacted family well‐being during adolescence. [ABSTRACT FROM AUTHOR]

A list of research papers that will be appearing in the forthcoming issues of "The British Journal of Psychology," is presented. It includes "The Development of the Ability to Decenter in Time," by R. F. Cromer, "Divergent Thinking: A Complex Function of Interacting Dimensions of Extraversion-Introversion and Neuroticism-Stability," by W. J. Di Scipio, and "Strategies in Rotary Pursuit Tracking," by C. D. Frith.

This paper describes the evidence base for Dyadic Developmental Psychotherapy as an evidence-based, empirically validated, and effective family-therapy treatment for children with reactive attachment disorder and complex trauma. It is in response to a note by Mercer, Pennington, Pignotti, & Rosa. to our previous paper describing the evidence-base of Dyadic Developmental Psychotherapy. The paper summarizes the extensive empirical literature that describes the effectiveness of such dimensions of Dyadic Develop-mental Psychotherapy as affect arousal and regulation, gradual expo-sure to trauma, parent education and consultation, explaining how the past may be continuing to affect present behaviour, forming and maintaining a therapeutic relationship through therapist acceptance, affirmation, empathy and various other dimensions. The paper presents several generally accepted criteria for determining evidence-based practice and evidence-based treatment and demonstrates how Dyadic Developmental Psychotherapy meets those criteria. These criteria include those developed by Saunders et al., the UK National Health Services system, and the US Preventative Services Task Force system for ranking the quality of evidence. Finally, the paper responds to specific points raised by Mercer et al. indicating those with which we agree and those with which we disagree. [ABSTRACT FROM AUTHOR]

The article comments on the paper "Affect and the Therapeutic Action of Psychoanalysis," by Victor Manoel Andrade. It explores the nature of therapeutic action, particularly, the role and importance of the affective encounter in therapeutic change, and cognitive development. It establishes that emotional memory is one aspect of implicit, rather than explicit, memory.

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

B Member News b I Philippe Fontaine i and I Jefferson Pooley i recently published I Society on the Edge: Social Science and Public Policy in the Postwar United States i (Cambridge UP, December 2020), which traces shifts in the division of disciplinary labor on key US "social problems" over the postwar decades. Anneros published incisive papers on leading figures from the beginnings of modern psychology, including Fechner (e.g., Meischner-Metge, 1987, 2010b), Wundt (e.g., Meischner & Metge, 1980; Meischner-Metge & Schröger, 2020), and Lotze (Meischner-Metge & Meischner, 1997). After retirement in 2005, Anneros remained active in the Institute, publishing her eighth book (Meischner-Metge, 2010b), three book chapters (Meischner-Metge, 2006a, 2006b; Meischner-Metge & Schröger, 2020), and her only English-language paper (Meischner-Metge, 2010a). B EUROPEAN SOCIETY FOR THE HISTORY OF THE HUMAN SCIENCES (ESHHS) b B In Memoriam: Anneros Meischner-Metge (1940-2021) b Graph B Anneros Meischner-Metge on her 80th birthday (by Hans-Dietrich Metge). b Germany's Anneros Meischner-Metge (née Brückner) died peacefully on March 13, 2021, aged 81. [Extracted from the article]

Background: First‐episode psychosis typically has its onset during adolescence. Prolonged deficits in social functioning are common in FEP and yet often variance in functioning remains unexplained. Developmental psychology frameworks may be useful for understanding these deficits. Eudaimonic well‐being (EWB), or positive self‐development, is a developmental psychology construct that has been shown to predict mental health outcomes across multiple populations but has not been systematically reviewed in FEP. Aim: Our aim was to systematically review the evidence for: the predictors of EWB, the effectiveness of EWB interventions and to examine the quality of this research in FEP. Methods: Selected studies measured either composite or components of EWB. A systematic search produced 2876 abstracts and 122 articles were identified for full screening which produced 17 final papers with 2459 participants. Results: Studies comprised six RCTs, eight prospective follow‐up studies and three case‐controlled studies. Self‐esteem and self‐efficacy were the most commonly measured components. A meta‐analysis of RCTs revealed no statistically significant effect of interventions on self‐esteem. The extant research indicates that character strengths may be associated with higher EWB. Self‐esteem may be lower in FEP compared with age matched controls but not different from ultra‐high risk patients. Self‐esteem appears to be associated with poorer insight and improved therapeutic alliance. Significant problems with both external and internal validity of reviewed studies were apparent. Conclusions: The hypotheses that lowered EWB is a risk factor for both onset of FEP and for poorer functional outcomes warrant further investigation. There is currently no evidence for effective interventions for EWB in FEP. [ABSTRACT FROM AUTHOR]

Young children, like adults, understand that human agents can flexibly choose different actions in different contexts, and they evaluate these agents based on such choices. However, little is known about children's tendencies to attribute the capacity to choose to robots, despite increased contact with robotic agents. In this paper, we compare 5‐ to 7‐year‐old children's and adults' attributions of free choice to a robot and to a human child by using a series of tasks measuring agency attribution, action prediction, and choice attribution. In morally neutral scenarios, children ascribed similar levels of free choice to the robot and the human, while adults were more likely to ascribe free choice to the human. For morally relevant scenarios, however, both age groups considered the robot's actions to be more constrained than the human's actions. These findings demonstrate that children and adults hold a nuanced understanding of free choice that is sensitive to both the agent type and constraints within a given scenario. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)