Critical thinking questions

Your answers to these kinds of questions demonstrate an ability to comprehend and apply ideas discussed in this chapter.

1. Explain reciprocal socialization. Provide at least two examples of how parents socialize their children and two examples of how children socialize their parents in your response.

2. Define attachment, and compare and contrast the psychoanalytic, social learning, cognitive, and ethological explanations for its development. Indicate and explain the individual differences in attachment, and the relationship of early attachment to later social interactions.

3. Compare and contrast fathers' and mothers' ability to care for infants, and each parent's typical caregiving practices. If you were a parent who could stay home with your children or place them in day care, what factors would you consider in making this decision?

4. Explain how developmentalists have studied emotions in infants. Summarize their findings about infant emotions.

5. Compare and contrast Mahler's and Erikson's explanations for the development of independence and the self during infancy.

6. Define and distinguish between child abuse and child maltreatment. Evaluate the severity of child abuse, and explain why it is too simple to view child abuse as a result of the hostility of bad, sadistic parents.

Ex.1. Skim over the text and give your comments on its ideas. Fringe clinical practices

fringe – пограничный, альтернативный

concern – интерес, беспокойство

perceived gap – ощутимый разрыв

unproven or unsound – непроверенный или ошибочный

exponents – сторонники, представители

evidence-based – основанный на фактах

emphasize – делать акцент

unvalidated – невалидный

facilitated – поддерживающий

infantile – детский

suggestive techniques – суггестивные методики

emerge – появляться

maintain – отстаивать, поддерживать

extent – размер

quack – шарлатан

intervention – вмешательство

avoid – избегать

whereby – при помощи чего; в соответствии с чем

forgo – отказываться, воздерживать

There is also concern from researchers about a perceived gap between scientific theory and its application, in particular with the application of unproven or unsound clinical practices. Exponents of evidence-based approaches to clinical psychology practice say that the gap is increasing, and researchers such as Beyerstein (2001) say there has been a large increase in the number of mental health training programs that do not emphasize science training.

According to Lilienfeld (2002) a wide variety of unvalidated and sometimes harmful psychotherapeutic methods, including facilitated communication for infantile autism..., suggestive techniques for memory recovery, energy therapies, etc. have either emerged or maintained their popularity in recent decades.

Allen Neuringer made a similar point in the field of the experimental analysis of behavior in 1984. There are some differences of opinion over the actual extent of the research practitioner gap, but the consensus is on the concern about fringe or quack practices, and the legal view favours the use of empirical validation for any psychological intervention (Faigman and Monahan 2005).

The emphasis on improvement of evidence-based practice has been made in order to increase the general public's confidence in the health professions, and to avoid instances whereby clients forgo evidence-based treatments in favour of unvalidated fringe therapies.

http://www.ACIforEntrepreneurs.com.

Questions:

1. Have you ever encountered or used unvalidated or harmful psychotherapeutic methods?

2. Why are unvalidated psychotherapeutic methods harmful?

3. What has been made to increase the confidence in the health professions?