TARGET ARTICLE: Limitations to Free Association and Interpretation

Macmillan, Malcolm

doi:10.1207/s15327965pli1203_01

Cited by 8 publications

(5 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although not explicitly discussed in her paper, Pearson's methodology has links to the psychoanalytical technique of free association as discussed by Macmillan (2001). Freud proposed that when given a cue, but no further influence or direction, the client's initial unmediated responses to that clue were representative of unconscious thoughts that were internally associated with the initial cue.…”

Section: Introductionmentioning

confidence: 99%

“…The key strength of the technique in this study is that it allows us to get somewhere beyond the considered response, such as may be obtained via a questionnaire. The problem with the considered response is that it may, as Macmillan (2001) discusses, allow the respondents to say what is it that they think they should say. With the free association technique the aim is to get a truer reflection of the underlying values and attitudes.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Attitudes of primary initial teacher training students to special educational needs and inclusion

Mintz

2007

Support for Learning

View full text Add to dashboard Cite

In this article Joseph Mintz explores the importance of developing positive attitudes to SEN and Inclusion among primary teacher trainees. The research reported indicates that student attitudes towards SEN/Inclusion were generally positive, but that such views are fluid and subject to change during a course of training. The article reinforces the importance of Initial Teacher Training in developing a workforce that is attuned to the individual pupils in schools.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Attitudes of primary initial teacher training students to special educational needs and inclusion

Mintz

2007

Support for Learning

View full text Add to dashboard Cite

show abstract

“…However, despite tremendous research efforts, the psychology community is polarized regarding the validity of this concept. On the one hand, in line with harsh criticism against psychoanalysis in general (e.g., Crews, 1998;Gross, 1978;Grü nbaum, 1984Grü nbaum, , 1998Grü nbaum, , 2002Macmillan, 1997Macmillan, , 2001, numerous investigators question the validity of repression, claiming that it needs to be abandoned (e.g., Bonanno & Keuler, 1998;Court & Court, 2001;Pendergrast, 1997;Piper, Pope, & Borowiecki, 2000; H. G. Pope, Oliva, & Hudson, 1999). On the other hand, psychoanalysis continues to be one of the central theories of psychopathology, and many investigators believe that repression is a valid concept (e.g., Bowers & Farvolden, 1996;Brown, Scheflin, & Whitfield, 1999;Cheit, 1998;Eagle, 2000aEagle, , 2000bTalvitie & Ihanus, 2003;Westen, 1998aWesten, , 1999.…”

mentioning

confidence: 87%

Does Repression Exist? Memory, Pathogenic, Unconscious and Clinical Evidence

Rofé

2008

Review of General Psychology

View full text Add to dashboard Cite

The current dispute regarding the existence of repression has mainly focused on whether people remember or forget trauma. Repression, however, is a multidimensional construct, which, in addition to the memory aspect, consists of pathogenic effects on adjustment and the unconscious. Accordingly, in order to arrive at a more accurate decision regarding the existence of repression, studies relevant to all three areas are reviewed. Moreover, since psychoanalysis regards repression as a key factor in accounting for the development and treatment of neurotic disorders, relevant research from these two domains are also taken into account. This comprehensive evaluation reveals little empirical justification for maintaining the psychoanalytic concept of repression.

show abstract

“…Bernard and Goodyear (2009) postulated that CIT anxiety within groups led to reduced participation and self-disclosure. Working with a CIT's anxiety, particularly in the beginning stages of supervision, acknowledging when it could be channeled to increase determination, learning, (Christenson & Kline, 2000, 2001) and simply normalizing its existence (Fleming et al, 2010) can foster increased participation, selfdisclosure, and group cohesiveness.…”

Section: Clinical Group Supervision Processes and Self-disclosurementioning

confidence: 99%

Mindfulness and Free Association for Multicultural Competence: A Model for Clinical Group Supervision

Schauss¹,

Steinruck²,

Brown³

2011

JCP

View full text Add to dashboard Cite

Clinical supervision is a critical process used to foster the development of professional competencies among counselors in training (CITs) in the counseling profession. Despite the significance of clinical supervision, CITs often report nondisclosure; that is, an unwillingness to share certain information regarding their work with a client for fear of negative evaluation from their supervisor. To address this barrier, the authors of this article propose a model integrating mindfulness and free association for use in group supervision. The goal is to foster and enhance CITs self-disclosure in supervision, to increase mindful awareness, openness to feedback, and ultimately to foster multicultural competence. Implications for using this model in group supervision with CITs are discussed.

show abstract

TARGET ARTICLE: Limitations to Free Association and Interpretation

Cited by 8 publications

References 21 publications

Attitudes of primary initial teacher training students to special educational needs and inclusion

Attitudes of primary initial teacher training students to special educational needs and inclusion

Does Repression Exist? Memory, Pathogenic, Unconscious and Clinical Evidence

Mindfulness and Free Association for Multicultural Competence: A Model for Clinical Group Supervision

Contact Info

Product

Resources

About