My aim in this paper is to demonstrate that those who believe that they have mounted a decisive, ... more My aim in this paper is to demonstrate that those who believe that they have mounted a decisive, logically and scientifically based case against the existence of a human capability to engage in deliberate action, and thus that there is "no such thing as free will", have not in fact done so. It is to argue that, certainly at the present historical moment and perhaps in principle, there is no strong reason to distrust our experience in the matter of whether or not we possess the ability to make genuine choices. In part 1 of the paper, I state what I have observed to be the standard arguments in favor of causal determinism of human behavior, with an emphasis on the determinist principle itself and on the experimental work of Benjamin Libet and John Dylan-Haynes. In parts 2 and 3, I present a series of counterarguments which, taken collectively, militate strongly against the soundness of the hard determinist position regarding human behavior and its purported scientific foundation.
Three common mainstream scale construction practices are based both on a faulty conception of co... more Three common mainstream scale construction practices are based both on a faulty conception of concepts and on erroneous logical/statistical assumptions: (1) Two states of affairs (or item responses designating same) correlating means that they are indicative of the same concept. (2) One and the same concept cannot designate both of two mutually incompatible states of affairs (or item responses designating same). (3) Using measures consisting of a cloud of correlated, but not necessarily conceptually coherent, variables entitles one to report out results about a target concept (e.g., “conscientiousness”) even though their referent is not real-world instantiations of this concept, and even though the resulting construct routinely fails to capture anything close to established consensual usage of this target concept, thus resulting in potentially misleading conclusions. Finally, and more positively, existing research methods and findings that capture the actual concepts that people employ when they think and act in their worlds, several of which are described in the article, are argued as vastly preferable ways to establish concept meanings for incorporation into psychometric measures.
This article argues the thesis that rigorous, strongly reasoned psychotherapeutic practice rests,... more This article argues the thesis that rigorous, strongly reasoned psychotherapeutic practice rests, not only (and not always) on outcome research, but on many further equally, and in some cases more, secure epistemic foundations. In part 1 of the article, based on currently well-established epistemological thinking, a ranking of the degree of certainty of propositions yielded by different knowledge sources, and thus the confidence with which we may believe and act upon them, is presented. Following the description of each knowledge source, an analysis of the degree to which it enters into the practice of psychotherapy is developed. In part 2, several further knowledge sources essential to psychotherapy that are difficult to rank are presented, as well as the confidence that can reasonably be placed in knowledge derived from these sources. In part 3, an individual therapy session conducted by Aaron Beck is analyzed to illustrate its utilization of many of the knowledge sources discussed in the article.
This article addresses the longstanding problem that the field of personality psychology remains ... more This article addresses the longstanding problem that the field of personality psychology remains in need of a consensus formulation of its core subject matter, that of the nature of "personality" itself. Part 1 of the article presents some reminders about the traditional pre-empirical status of concepts in science. Part 2 introduces and calls into question two widely accepted but nonetheless questionable propositions about the nature of personality: (a) that the term refers to an underlying causal entity within a person, and (b) that the study of personality is the study of the whole person. Part 3 presents a definition of "personality", discussion elaborating and clarifying this definition, and an explication of the ways in which it differs from previous definitions. Part 4 discusses some benefits that accrue both to having a consensus definition in general, and to acceptance of the present definition in particular.
This article presents a set of ideas for how to work with persons who have not come to therapy of... more This article presents a set of ideas for how to work with persons who have not come to therapy of their own accord, but have been pressured or compelled to do so. The ideas are ones designed to enable these individuals to become voluntary clients; i.e., to get to a place where they can voluntarily commit themselves to work in collaborative alliance with us on their problems. In part one of the article, some common views of their coerced situation held by many involuntary clients are described, as well as the reasons that these views give them to be reluctant to be participate in therapy. In part two, several broad recommendations for engaging these individuals are offered that transcend every aspect of our work with them. In part three, a set of more specific, narrowly defined recommendations are presented.
The present study comprises the following: (1) a brief review of the definition, problematic cont... more The present study comprises the following: (1) a brief review of the definition, problematic contexts, and familial and developmental consequences of parentification; (2) a description of a newly developed scale designed to assess the degree which an individual has been parentified; (3) a report of the results of a study designed to validate this scale; and (4) discussion of the implications of this scale for clinical and research purposes.
Bergner, R. (2010). The Tolstoy dilemma: A paradigm case formulation and some therapeutic interventions. In K.Davis, F. Lubuguin, & W. Schwartz (Eds.), Advances in Descriptive Psychology (Vol. 9, pp.143-160). Ann Arbor, MI: Descriptive Psychology Press. , 2010
A small but significant number of psychotherapy clients report a core life problem in which, like... more A small but significant number of psychotherapy clients report a core life problem in which, like Leo Tolstoy over a century ago, awareness of their inevitable death undermines significantly their sense that life can have meaning. This article presents a paradigm case formulation of these individuals. In it, I shall (a) delineate the beliefs embodied in this Tolstoyan world view, (b) show how each is problematic, (c) formulate alternative and more meaning-generative views of reality that may be promoted by psychotherapists, and (d) proffer a number of specific therapeutic recommendations that have proven helpful in my own work with clients in the grip of this dilemma.
In this paper, an alternative, more person-centered view of the nature of science is presented. ... more In this paper, an alternative, more person-centered view of the nature of science is presented. In the paper, I argue against the currently prevalent scientific outlook which maintains, among other things, that (a) the real world is just the totality of physical states of affairs; (b) it is logically (categorically) independent of us and our human distinctions; and (c) we are essentially spectators whose job it is to understand it. In the paper, several arguments and a final reminder are advanced against this view of science, culminating in a positive view wherein science emerges as a far more person-centered venture and the real world itself emerges as essentially the world of persons and their behavior.
This chapter explores the crucial matter of how coaches may obtain the best quality of learning f... more This chapter explores the crucial matter of how coaches may obtain the best quality of learning from their players. The chapter is organized around three critical questions, and is devoted to providing sound, comprehensive, and practical answers to each of them: (1) What is the ultimate objective of the learning process in athletics--the "target" toward which all of our teaching efforts should be directed? (2) What are the necessary conditions that coaches must create on their teams if they wish to promote optimum learning? (3) What learning principles and policies should coaches employ if they are to help players to acquire the best possible mastery of the skills and concepts of their sport?
This chapter addresses a critical question confronting all coaches: "What can I do to maximize th... more This chapter addresses a critical question confronting all coaches: "What can I do to maximize the likelihood that my players will acquire a personal commitment to excellence?" Rejecting the notion that one could somehow "put" a motive into a player that was not already there, the chapter adopts a position arising out of Peter Ossorio's therapeutic policies: To motivate players, one must appeal to what already matters to them. Thus, the general recommendation advanced is that coaches strive to create team communities where the satisfaction of many preexisting, vital human motivations is available to team members who commit themselves to becoming the most excellent individual and team players that they are capable of becoming. Motivations discussed include those for recognition, for belongingness, for love, for personal excellence, for the opportunity to display this excellence before admiring others, and for the chance to make a meaningful contribution to a cause.
This chapter addresses the question: "What must coaches do, and how must they be, if they are to ... more This chapter addresses the question: "What must coaches do, and how must they be, if they are to maximize the probability that their players and assistants will follow them with commitment and dedication?" A comprehensive answer to this question is provided in terms of (a) the creation, communication, and renewal of a meaningful mission; (b) the possession of certain critical personal characteristics by the coach; and (c) the ongoing engagement by the coach in certain actions that create and maintain relationships consistent with followership.
My aim in this paper is to demonstrate that those who believe that they have mounted a decisive, ... more My aim in this paper is to demonstrate that those who believe that they have mounted a decisive, logically and scientifically based case against the existence of a human capability to engage in deliberate action, and thus that there is "no such thing as free will", have not in fact done so. It is to argue that, certainly at the present historical moment and perhaps in principle, there is no strong reason to distrust our experience in the matter of whether or not we possess the ability to make genuine choices. In part 1 of the paper, I state what I have observed to be the standard arguments in favor of causal determinism of human behavior, with an emphasis on the determinist principle itself and on the experimental work of Benjamin Libet and John Dylan-Haynes. In parts 2 and 3, I present a series of counterarguments which, taken collectively, militate strongly against the soundness of the hard determinist position regarding human behavior and its purported scientific foundation.
This article offers solutions to two historically unresolved subject matter problems in psycholog... more This article offers solutions to two historically unresolved subject matter problems in psychology: (1) What is a "person"? And, (2) what is the "self"? Part 1 of the paper presents Peter Ossorio's (2006) Descriptive Psychologically-based answer to the first of these questions, an answer that comprises a paradigm case formulation of the concept "person" itself, as well as a parametric analysis for describing individual persons. Part 2 of the paper presents a new solution to the second question. The solution is a disarmingly simple one in which "self" or "I", consistent with actual usage, means simply and essentially "this person" -- this holistically considered, embodied, conscious, deliberate actor that I intend when I use the terms "I" or "me" or "myself" -- as opposed to "that person", the specific individual I intend when I say "he" or "she" or "herself". The ways in which this formulation (a) uniquely possesses an empirical grounding, (b) avoids many historical problems that have arisen in trying to delineate the nature of the self, and (3) integrates the field of self psychology, are all demonstrated. The article provides logical and empirical arguments in support of both of its formulations, as well as for the importance of the science of psychology possessing such formulations of its core subject matter.
This article addresses two longstanding issues in the field of psychology: (1) that of lacking an... more This article addresses two longstanding issues in the field of psychology: (1) that of lacking an adequate explication of what is arguably our central concept as a science of behavior, that of "behavior" itself; and (2) that of whether behavior, and especially human behavior, is wholly explicable in terms of, and so reducible to, biological states of affairs, and thus whether the claim from certain quarters that the science of psychology will be superseded by that of biology can be justified. In response to the first issue, a conceptual formulation of behavior is provided; in response to the second, building upon this formulation, I argue that behavior per se is neither explicable in terms of, nor is it reducible to, biological states of affairs. Implications for the science of psychology, including its very survival, are drawn throughout.
Father-daughter incest is a degradation. The purposes of this paper are (a) to articulate the con... more Father-daughter incest is a degradation. The purposes of this paper are (a) to articulate the concept of degradation, (b) to show precisely how the incestuous misinvolvement of a child constitutes a degradation, (c) to exploit the heuristic suggestiveness of this way of viewing incest by describing numerous therapeutic strategies that may be employed to help incest survivors to recover from their degradation.
The present study comprises three parts. In part one, a case is made, expanding upon Szasz's (19... more The present study comprises three parts. In part one, a case is made, expanding upon Szasz's (1974) earlier analysis, that hysterical action represents the impersonaltion ofa disabled person, or een ofa nonperson, inwhich the individual does not realize thart he or she is impersonating. In part two, a common constelato pf reasons whcy persons resort to such impersonation is described. In part three, a nuber of therapeutic recommendations are made.
The individual with an obsessive-compulsive personality style is one who has instituted a charact... more The individual with an obsessive-compulsive personality style is one who has instituted a characteristic type of harsh dictatorship over himself. This report explores the precise nature of this dictatorship and the reasons, both intrapersonal and interpersonal, for its perpetuation in the face of tremendous human costs. Finally, and most importantly, the bulk of this report is devoted to the delineation of a comprehensive therapeutic strategy which the author has found of considerable efficacy in helping obsessive persons to relax this self-imposed tyranny
In this report, an alternative account of impulsive actions and impulsive persons is presented. T... more In this report, an alternative account of impulsive actions and impulsive persons is presented. This account is designed to better fit many easily observable facts about such persons and acts, and to heuristically suggest more and better courses of psychotherapeutic action than do most of our prevailing views. The present account has as its core conception the simple notion that impulsive action is straightforwardly a special case of rational, intentional action which entails, like any other such action, an individual acting on that which he or she has stronger reason to act on. From this core notion, I proceed (a) to consider some of these stronger reasons to act, (b) to develop an extensive list of constraining reasons which impulsive persons are often observed to lack, and (c) to develop an explanation of why impulsive persons act as they do in so precipitous a fashion.
The present study comprises two parts. The first of these is a paradigm case formulation of the p... more The present study comprises two parts. The first of these is a paradigm case formulation of the paranoid individual. This formulation takes the form of a narrative description of this individual, with special emphasis on his or her characteristic dilemmas and attempts at solution of these dilemmas. The formulation is also designed to be pragmatic, that is, to heuristically suggest rational courses of therapeutic action for the practitioner. The second part of this study is an explicit presentation of a large number of therapeutic recommendations for working with paranoid persons.
The purpose of this chapter is to provide an accessible introduction to Descriptive Psychology (“... more The purpose of this chapter is to provide an accessible introduction to Descriptive Psychology (“DP”). The chapter includes, in order of presentation, (1) an orientation to the somewhat unorthodox nature of DP; (2) an explication of DP’s four central concepts, those of “Behavior”, “Person”, “Reality”, and “Verbal Behavior”; and (3) a brief listing of some applications of DP to a variety of important topics.
My aim in this paper is to demonstrate that those who believe that they have mounted a decisive, ... more My aim in this paper is to demonstrate that those who believe that they have mounted a decisive, logically and scientifically based case against the existence of a human capability to engage in deliberate action, and thus that there is "no such thing as free will", have not in fact done so. It is to argue that, certainly at the present historical moment and perhaps in principle, there is no strong reason to distrust our experience in the matter of whether or not we possess the ability to make genuine choices. In part 1 of the paper, I state what I have observed to be the standard arguments in favor of causal determinism of human behavior, with an emphasis on the determinist principle itself and on the experimental work of Benjamin Libet and John Dylan-Haynes. In parts 2 and 3, I present a series of counterarguments which, taken collectively, militate strongly against the soundness of the hard determinist position regarding human behavior and its purported scientific foundation.
Three common mainstream scale construction practices are based both on a faulty conception of co... more Three common mainstream scale construction practices are based both on a faulty conception of concepts and on erroneous logical/statistical assumptions: (1) Two states of affairs (or item responses designating same) correlating means that they are indicative of the same concept. (2) One and the same concept cannot designate both of two mutually incompatible states of affairs (or item responses designating same). (3) Using measures consisting of a cloud of correlated, but not necessarily conceptually coherent, variables entitles one to report out results about a target concept (e.g., “conscientiousness”) even though their referent is not real-world instantiations of this concept, and even though the resulting construct routinely fails to capture anything close to established consensual usage of this target concept, thus resulting in potentially misleading conclusions. Finally, and more positively, existing research methods and findings that capture the actual concepts that people employ when they think and act in their worlds, several of which are described in the article, are argued as vastly preferable ways to establish concept meanings for incorporation into psychometric measures.
This article argues the thesis that rigorous, strongly reasoned psychotherapeutic practice rests,... more This article argues the thesis that rigorous, strongly reasoned psychotherapeutic practice rests, not only (and not always) on outcome research, but on many further equally, and in some cases more, secure epistemic foundations. In part 1 of the article, based on currently well-established epistemological thinking, a ranking of the degree of certainty of propositions yielded by different knowledge sources, and thus the confidence with which we may believe and act upon them, is presented. Following the description of each knowledge source, an analysis of the degree to which it enters into the practice of psychotherapy is developed. In part 2, several further knowledge sources essential to psychotherapy that are difficult to rank are presented, as well as the confidence that can reasonably be placed in knowledge derived from these sources. In part 3, an individual therapy session conducted by Aaron Beck is analyzed to illustrate its utilization of many of the knowledge sources discussed in the article.
This article addresses the longstanding problem that the field of personality psychology remains ... more This article addresses the longstanding problem that the field of personality psychology remains in need of a consensus formulation of its core subject matter, that of the nature of "personality" itself. Part 1 of the article presents some reminders about the traditional pre-empirical status of concepts in science. Part 2 introduces and calls into question two widely accepted but nonetheless questionable propositions about the nature of personality: (a) that the term refers to an underlying causal entity within a person, and (b) that the study of personality is the study of the whole person. Part 3 presents a definition of "personality", discussion elaborating and clarifying this definition, and an explication of the ways in which it differs from previous definitions. Part 4 discusses some benefits that accrue both to having a consensus definition in general, and to acceptance of the present definition in particular.
This article presents a set of ideas for how to work with persons who have not come to therapy of... more This article presents a set of ideas for how to work with persons who have not come to therapy of their own accord, but have been pressured or compelled to do so. The ideas are ones designed to enable these individuals to become voluntary clients; i.e., to get to a place where they can voluntarily commit themselves to work in collaborative alliance with us on their problems. In part one of the article, some common views of their coerced situation held by many involuntary clients are described, as well as the reasons that these views give them to be reluctant to be participate in therapy. In part two, several broad recommendations for engaging these individuals are offered that transcend every aspect of our work with them. In part three, a set of more specific, narrowly defined recommendations are presented.
The present study comprises the following: (1) a brief review of the definition, problematic cont... more The present study comprises the following: (1) a brief review of the definition, problematic contexts, and familial and developmental consequences of parentification; (2) a description of a newly developed scale designed to assess the degree which an individual has been parentified; (3) a report of the results of a study designed to validate this scale; and (4) discussion of the implications of this scale for clinical and research purposes.
Bergner, R. (2010). The Tolstoy dilemma: A paradigm case formulation and some therapeutic interventions. In K.Davis, F. Lubuguin, & W. Schwartz (Eds.), Advances in Descriptive Psychology (Vol. 9, pp.143-160). Ann Arbor, MI: Descriptive Psychology Press. , 2010
A small but significant number of psychotherapy clients report a core life problem in which, like... more A small but significant number of psychotherapy clients report a core life problem in which, like Leo Tolstoy over a century ago, awareness of their inevitable death undermines significantly their sense that life can have meaning. This article presents a paradigm case formulation of these individuals. In it, I shall (a) delineate the beliefs embodied in this Tolstoyan world view, (b) show how each is problematic, (c) formulate alternative and more meaning-generative views of reality that may be promoted by psychotherapists, and (d) proffer a number of specific therapeutic recommendations that have proven helpful in my own work with clients in the grip of this dilemma.
In this paper, an alternative, more person-centered view of the nature of science is presented. ... more In this paper, an alternative, more person-centered view of the nature of science is presented. In the paper, I argue against the currently prevalent scientific outlook which maintains, among other things, that (a) the real world is just the totality of physical states of affairs; (b) it is logically (categorically) independent of us and our human distinctions; and (c) we are essentially spectators whose job it is to understand it. In the paper, several arguments and a final reminder are advanced against this view of science, culminating in a positive view wherein science emerges as a far more person-centered venture and the real world itself emerges as essentially the world of persons and their behavior.
This chapter explores the crucial matter of how coaches may obtain the best quality of learning f... more This chapter explores the crucial matter of how coaches may obtain the best quality of learning from their players. The chapter is organized around three critical questions, and is devoted to providing sound, comprehensive, and practical answers to each of them: (1) What is the ultimate objective of the learning process in athletics--the "target" toward which all of our teaching efforts should be directed? (2) What are the necessary conditions that coaches must create on their teams if they wish to promote optimum learning? (3) What learning principles and policies should coaches employ if they are to help players to acquire the best possible mastery of the skills and concepts of their sport?
This chapter addresses a critical question confronting all coaches: "What can I do to maximize th... more This chapter addresses a critical question confronting all coaches: "What can I do to maximize the likelihood that my players will acquire a personal commitment to excellence?" Rejecting the notion that one could somehow "put" a motive into a player that was not already there, the chapter adopts a position arising out of Peter Ossorio's therapeutic policies: To motivate players, one must appeal to what already matters to them. Thus, the general recommendation advanced is that coaches strive to create team communities where the satisfaction of many preexisting, vital human motivations is available to team members who commit themselves to becoming the most excellent individual and team players that they are capable of becoming. Motivations discussed include those for recognition, for belongingness, for love, for personal excellence, for the opportunity to display this excellence before admiring others, and for the chance to make a meaningful contribution to a cause.
This chapter addresses the question: "What must coaches do, and how must they be, if they are to ... more This chapter addresses the question: "What must coaches do, and how must they be, if they are to maximize the probability that their players and assistants will follow them with commitment and dedication?" A comprehensive answer to this question is provided in terms of (a) the creation, communication, and renewal of a meaningful mission; (b) the possession of certain critical personal characteristics by the coach; and (c) the ongoing engagement by the coach in certain actions that create and maintain relationships consistent with followership.
My aim in this paper is to demonstrate that those who believe that they have mounted a decisive, ... more My aim in this paper is to demonstrate that those who believe that they have mounted a decisive, logically and scientifically based case against the existence of a human capability to engage in deliberate action, and thus that there is "no such thing as free will", have not in fact done so. It is to argue that, certainly at the present historical moment and perhaps in principle, there is no strong reason to distrust our experience in the matter of whether or not we possess the ability to make genuine choices. In part 1 of the paper, I state what I have observed to be the standard arguments in favor of causal determinism of human behavior, with an emphasis on the determinist principle itself and on the experimental work of Benjamin Libet and John Dylan-Haynes. In parts 2 and 3, I present a series of counterarguments which, taken collectively, militate strongly against the soundness of the hard determinist position regarding human behavior and its purported scientific foundation.
This article offers solutions to two historically unresolved subject matter problems in psycholog... more This article offers solutions to two historically unresolved subject matter problems in psychology: (1) What is a "person"? And, (2) what is the "self"? Part 1 of the paper presents Peter Ossorio's (2006) Descriptive Psychologically-based answer to the first of these questions, an answer that comprises a paradigm case formulation of the concept "person" itself, as well as a parametric analysis for describing individual persons. Part 2 of the paper presents a new solution to the second question. The solution is a disarmingly simple one in which "self" or "I", consistent with actual usage, means simply and essentially "this person" -- this holistically considered, embodied, conscious, deliberate actor that I intend when I use the terms "I" or "me" or "myself" -- as opposed to "that person", the specific individual I intend when I say "he" or "she" or "herself". The ways in which this formulation (a) uniquely possesses an empirical grounding, (b) avoids many historical problems that have arisen in trying to delineate the nature of the self, and (3) integrates the field of self psychology, are all demonstrated. The article provides logical and empirical arguments in support of both of its formulations, as well as for the importance of the science of psychology possessing such formulations of its core subject matter.
This article addresses two longstanding issues in the field of psychology: (1) that of lacking an... more This article addresses two longstanding issues in the field of psychology: (1) that of lacking an adequate explication of what is arguably our central concept as a science of behavior, that of "behavior" itself; and (2) that of whether behavior, and especially human behavior, is wholly explicable in terms of, and so reducible to, biological states of affairs, and thus whether the claim from certain quarters that the science of psychology will be superseded by that of biology can be justified. In response to the first issue, a conceptual formulation of behavior is provided; in response to the second, building upon this formulation, I argue that behavior per se is neither explicable in terms of, nor is it reducible to, biological states of affairs. Implications for the science of psychology, including its very survival, are drawn throughout.
Father-daughter incest is a degradation. The purposes of this paper are (a) to articulate the con... more Father-daughter incest is a degradation. The purposes of this paper are (a) to articulate the concept of degradation, (b) to show precisely how the incestuous misinvolvement of a child constitutes a degradation, (c) to exploit the heuristic suggestiveness of this way of viewing incest by describing numerous therapeutic strategies that may be employed to help incest survivors to recover from their degradation.
The present study comprises three parts. In part one, a case is made, expanding upon Szasz's (19... more The present study comprises three parts. In part one, a case is made, expanding upon Szasz's (1974) earlier analysis, that hysterical action represents the impersonaltion ofa disabled person, or een ofa nonperson, inwhich the individual does not realize thart he or she is impersonating. In part two, a common constelato pf reasons whcy persons resort to such impersonation is described. In part three, a nuber of therapeutic recommendations are made.
The individual with an obsessive-compulsive personality style is one who has instituted a charact... more The individual with an obsessive-compulsive personality style is one who has instituted a characteristic type of harsh dictatorship over himself. This report explores the precise nature of this dictatorship and the reasons, both intrapersonal and interpersonal, for its perpetuation in the face of tremendous human costs. Finally, and most importantly, the bulk of this report is devoted to the delineation of a comprehensive therapeutic strategy which the author has found of considerable efficacy in helping obsessive persons to relax this self-imposed tyranny
In this report, an alternative account of impulsive actions and impulsive persons is presented. T... more In this report, an alternative account of impulsive actions and impulsive persons is presented. This account is designed to better fit many easily observable facts about such persons and acts, and to heuristically suggest more and better courses of psychotherapeutic action than do most of our prevailing views. The present account has as its core conception the simple notion that impulsive action is straightforwardly a special case of rational, intentional action which entails, like any other such action, an individual acting on that which he or she has stronger reason to act on. From this core notion, I proceed (a) to consider some of these stronger reasons to act, (b) to develop an extensive list of constraining reasons which impulsive persons are often observed to lack, and (c) to develop an explanation of why impulsive persons act as they do in so precipitous a fashion.
The present study comprises two parts. The first of these is a paradigm case formulation of the p... more The present study comprises two parts. The first of these is a paradigm case formulation of the paranoid individual. This formulation takes the form of a narrative description of this individual, with special emphasis on his or her characteristic dilemmas and attempts at solution of these dilemmas. The formulation is also designed to be pragmatic, that is, to heuristically suggest rational courses of therapeutic action for the practitioner. The second part of this study is an explicit presentation of a large number of therapeutic recommendations for working with paranoid persons.
The purpose of this chapter is to provide an accessible introduction to Descriptive Psychology (“... more The purpose of this chapter is to provide an accessible introduction to Descriptive Psychology (“DP”). The chapter includes, in order of presentation, (1) an orientation to the somewhat unorthodox nature of DP; (2) an explication of DP’s four central concepts, those of “Behavior”, “Person”, “Reality”, and “Verbal Behavior”; and (3) a brief listing of some applications of DP to a variety of important topics.
The focus of this chapter is the assessment of all of those factors that, in a given case, are pe... more The focus of this chapter is the assessment of all of those factors that, in a given case, are pertinent to selecting effective strategies of intervention. Once general inquiry has revealed that pathological self-criticism is at the heart of a client’s problems and is to be the focus of therapeutic efforts, two general areas must be assessed. The first of these is the precise nature of the patterns of self-criticism being exhibited by the individual. Is he or she engaging in self-degradation, the imposition of perfectionistic standards, excessive harshness and punitiveness, eternally penitential behavior, or some other idiosyncratic pattern? The second area for assessment is factors that influence the individual to do what he or she is doing. This category includes (1) the purposes or goals that individuals are trying to achieve by their pathological self-critical behavior, (2) the specific situations that tend to elicit this behavior, (3) pertinent elements from their social learning histories, and (4) influences from the broader culture.
The subject of this book is self-criticism. Its central idea is that how persons exercise the rol... more The subject of this book is self-criticism. Its central idea is that how persons exercise the role of critic with respect to themselves has enormous consequences for their personal happiness and for the quality of their lives. Unfortunately, countless individuals, including many who seek psychotherapeutic help, have learned to criticize themselves in ways that are highly destructive (Driscoll, 1981, 1989; McKay & Fanning, 1992; Rubin, 1975). This book is devoted to the therapeutic betterment of these individuals.
Where self-criticism is concerned, doing it right is first a matter of not doing it wrong. When c... more Where self-criticism is concerned, doing it right is first a matter of not doing it wrong. When clients cease engaging in their old, selfdevastating critical acts, they report very significant changes in how they feel and in how they behave. Self-criticism, however, is a vital and necessary human function. It is at the heart of human self-regulation (Bandura, 1986; Carver & Scheier, 1992; Kanfer, 1971; Meichenbaum, 1973; Ossorio, 1976, 1981, 1990; cf. Vygotsky, 1962). Thus, persons cannot function competently as self-regulating individuals if they cannot perform the job of critic. It is therefore enormously in their interests, not merely to desist from destructive selfcriticism, but to become the most competent critics that they are capable of being.
In this research, we explored correlates of individuals&a... more In this research, we explored correlates of individuals' beliefs in altruism, free will, and nonreductionism, as opposed to contrasting beliefs in psychological egoism, determinism, and biological reductionism. Beliefs in altruism, free will, and nonreductionism were associated with heightened a) senses of meaning in life, b) levels of life satisfaction, c) beliefs in morality as a legitimate and important dimension of life, and d) standards of personal moral conduct; they were not associated with levels of social isolation. Implications of these findings are discussed.
This article addresses the question of what significance pornography viewing by their intimate pa... more This article addresses the question of what significance pornography viewing by their intimate partners has for women involved in committed relationships. In this report, we will (a) briefly review the only two previous studies on this topic, both of which were undertaken with highly distressed populations, and (b) present the results of a survey designed to assess the attitudes of a broader, more diverse population of women.
Three common mainstream scale construction practices are based on both a faulty conception of con... more Three common mainstream scale construction practices are based on both a faulty conception of concepts and on erroneous logical/statistical assumptions: (a) two states of affairs (or item responses designating same) correlating means that they are indicative of the same concept; (b) one and the same concept cannot designate both of two mutually incompatible states of affairs (or item responses designating same); and (c) using measures consisting of a cloud of correlated, but not necessarily conceptually coherent, variables entitles one to report results about a target concept (e.g., “conscientiousness”) even though their referent is not real-world instantiations of this concept, and even though the resulting construct routinely fails to capture anything close to established consensual usage of this target concept, thus resulting in potentially misleading conclusions. Finally, and more positively, existing research methods and findings that capture the actual concepts that people employ when they think and act in their worlds, several of which are described in the article, are argued as vastly preferable ways to establish concept meanings for incorporation into psychometric measures.
Shannon, a 20-year-old college senior, reported at her intake session that she continued to suffe... more Shannon, a 20-year-old college senior, reported at her intake session that she continued to suffer repercussions from an event that had occurred many years previously. While in the eighth grade at a parochial school, her class had held a graduation party at a state park. During the party, a boy to whom she was strongly attracted asked her to walk with him alone in the forest. In the course of their walk, the boy suddenly thrust his hand into her pants and touched her vaginal area. Shocked, confused, and in some measure not wanting to displease the boy, Shannon froze. Before she could recover and say or do anything (a period she estimated at perhaps five seconds), the boy removed his hand. Nothing further transpired between the two. As a result of this single, brief incident, Shannon branded herself a “slut,” and with this, radically reassessed her entire social position. In her eyes, she had “fallen” from being sexually whole, good, and valuable to being “easy,” “dirty,” and sexually devalued. She believed that she could no longer presume to have a place among the valued “nice boys and girls” in her peer group, but must regard herself a stigmatized outcast. As a result, she withdrew socially and experienced an extremely lonely and painful adolescence.
Journal of Theoretical and Philosophical Psychology, 2004
The hypothesis that our current psychological forms of description and explanation will one day b... more The hypothesis that our current psychological forms of description and explanation will one day be replaced by biological ones, while not universally held, is wide-spread and highly influential in both the scientific community and the broader culture. The purpose of this paper is to examine this hypothesis. It will be argued that, while biology has had and will undoubtedly continue to have many extremely valuable and illuminating findings, it cannot and will not replace psychological explanations and concepts in our understanding, scientific and otherwise, of human behavioral phenomena. That is to say, the science of biology will not replace or subsume that of psychology.
In this essay, I do not wish to argue that intelligent design is true. I don't know if it's true.... more In this essay, I do not wish to argue that intelligent design is true. I don't know if it's true. I also do not wish to argue that it is a scientific position. I believe that it is not, but is instead an empirically undecidable, metaphysical one. I wish only to argue, contrary to the current intellectual zeitgeist, that it is neither stupid nor ridiculous either to believe in it or to entertain it as a possibility.
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1 by Raymond Bergner