Mahler, Margaret

Born into a Jewish family in Sopron, Hungary, Margaret Mahler (1897–1985) is one of the founding pioneers in psychoanalytical theory and practice. She is most noted for her separation-individuation theory of child development, which emphasizes identity formation as occurring within the context of relationships. After immigrating to the United States in 1938, Mahler’s work as a child psychiatrist informed her theory regarding the interplay between our internal (psychological) development and our external social environment. This approach was considered scandalous within her professional community, which tended to minimize sociocultural and relational contributors to our sense of self. Her conceptual framework regarding the nature of attachment relating, specifically our need for both closeness and distance, is imbedded in many theoretical constructs regarding attachment, interpersonal relationships, family, and broader social system functioning

Incorporating Spirituality into the Therapeutic Setting: Safeguarding Ethical Use of Spirituality Through Therapist Self-Reflection

As various mental health professions are increasingly open to incorporating the client\u27s spirituality into the therapeutic process, therapists now more than ever feel greater freedom to discuss topics that heretofore may have been perceived as off limits. Yet, inviting discussion about a client\u27s spirituality within the context of therapy is fraught with danger due in large part to the subjective nature of such a deeply personal, life changing, and in today\u27s world, political aspect of human experience. This chapter invites the therapist to consider one\u27s ethical obligations to the client before attempting to utilize a client\u27s spirituality as a therapeutic tool. Specifically, the therapist is invited to engage in a self-examination process in which one\u27s clinical and spiritual orientations are articulated as part of a process of safeguarding against a pejorative, reactive, and/or prescriptive use of spirituality in the therapeutic setting

Trauma-informed school programming: Applications for Mental Health professionals and Educator partnerships

An alarming number of children experience significant trauma or chronic stress throughout childhood, manifesting in cognitive, social, physical, and emotional impairment. These challenges are expressed in the P-12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness. Advances in trauma-informed care, as applied to the school environment, have inspired new hope for educators who observe first-hand the learning challenges facing traumatized children. This article defines the nature of the problem along with a guiding framework to assist educators and mental health professionals in transforming to a trauma-informed school culture

Maximizing Academic Success for Foster Care Students: A Trauma-Informed Approach

Children in foster care have experienced significant trauma due to the loss of primary attachment figures and the circumstances associated with that loss. Children who have suffered trauma generally present with cognitive, social, physical, and emotional vulnerabilities. These vulnerabilities are often expressed in the P–12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness related to chronic stress-induced compromised immune systems. This results in academic failure for half of all children in care. Training in how to respond to children who have suffered trauma is essential to ensure that children are comfortable and feel secure in the classroom so that they can access their education. To that end, a framework to support children in P–12 settings who are particularly vulnerable to academic failure due to trauma is presented

The mastoid view: a different approach to the ultrasound exploration of neonatal brain.

Objectives. We aimed to determine whether imaging through the mastoid fontanelle improves the accuracy of the standard sonographic examination, and evaluate for how long this approach is feasible after the first month of life. Methods. Therefore, for 4 months, we performed a prospective study of 32 neonates admitted to our neonatal intensive care and of 33 outpatients evaluated during follow-up visits. Results. We describe a cranial ultrasound scan approach that allows, by mastoid view, a detailed exploration of the posterior fossa structures and midbrain. Conclusions. We describe several pathological findings detected with this approach and discuss some limitations of the technique

Counselor Formation and Gatekeeping Best Practices

Counselor educators and supervisors contribute to students’ development while determining fitness for the profession. How we intervene can either help students work through internal conflicts that prevent them from embracing professional skills and dispositions or undermine that process. Facilitators will interactively engage participants in the application of a developmental framework that maximizes students’ dissonance in service to their counselor identity development process

E-learning for accountability in nonprofit organizations A networked collaborative learning experience for managers of Blood Donors’ organizations

AbstractThis paper would like to investigate how nonprofit organizations interpret and use tools of accountability to benefit management. We would like to propose a specific model of financial and social reporting. This model was tested in a Networked Collaborative Learning “experiment” conducted on blood donors’ organizations in the Abruzzo Region (Italy). The managers of these organizations have interacted in a virtual learning environment using the digital format of Social Report created with Adobe LiveCycle Designer and they have cooperated in network through the use of different e-learning tools

Interaction potentials for soft and hard ellipsoids

Using results from colloid science we derive interaction potentials for computer simulations of mixtures of soft or hard ellipsoids of arbitrary shape and size. Our results are in many respects reminicent of potentials of the Gay-Berne type but have a well-defined microscopic interpretation and no adjustable parameters. Since our potentials require the calculation of similar variables, the modification of existing simulation codes for Gay-Berne potentials is straightforward. The computational performance should remain unaffected.Comment: 8 pages, 4 figure

Trauma-Informed School Practices in Response to the Impact of Social-Cultural Trauma (Chapter in How Shall We Then Care? A Christian Educator\u27s Guide to Caring for Self, Learners, Colleagues, and Community)

Excerpt: In this chapter we present a model for addressing the academic and behavioral challenges of students impacted by unmitigated stress and trauma. Typically, trauma-informed school literature addresses trauma resulting from abusive, or neglectful behaviors that occur in the home (Bailey, 2015; Craig, 2016; Massachusetts Advocates for Children, 2005; Souers & Hall, 2016). Here, the type of trauma we are addressing is threats to the physical and emotional health of students due to social and cultural factors. Perhaps most detrimental and deadly is trauma resulting from war, economic collapse, civil unrest, and social-political attitudes, laws, and customs that exclude, marginalize, exploit, or subjugate an identified vulnerable population. Like members of a family in which chronic conflict and abuse occur, this type of violence involves all of us, whether we are direct recipients of abuse, observers of those supporting such abuse (oftentimes people we love), or searching for ways to effectively intervene on behalf of the victims. We can not stay in a merely objective observer position as all of us are stressed by events happening across the globe, and emotionally, socially, and perhaps economically impacted as these events occur within our own communities