Negative Capability and the Capacity to Think in the Present Moment: Some Implications for Leadership Practice

Two themes that are prevalent in the literature on leadership practice are planning for the future and learning from the past. In this ‘Leading Questions’ piece, we raise the question of whether, in addition, attention needs to be given to a third element that is not well represented in the literature: the leader's capacity to think in the present. We suggest that such thinking requires the capacity to see what is actually going on, in contrast with what was planned for, expected or intended – even when what is actually going on is uncertain or even unknown. In keeping with the theme of this special issue we demonstrate that attending to the present moment is a refrain both ancient and modern, to be found in eastern and western religion and philosophy while having a direct impact on practical modern disciplines, such as psychoanalysis. For example, Wilfred Bion's writings on psychoanalytic theory explore the nature of mental and emotional capacities demanded by this focus on the present moment and its relationship to the development of thought. Using an idea employed by Bion in this context, we suggest that an important dimension of leadership practice is negative capability, which comprises patience and the ability to tolerate frustration and anxiety. This capability can help the leader to retain the capacity to think in the present moment, even in the face of uncertainty. In this context, important dimensions of leadership practice include the ability to embody key thoughts on behalf of an organization and the capacity to contain the impact of the new thinking that can arise in the present moment. © 2011, Sage Publications. All rights reserved

What makes it so hard to look and to listen? Exploring the use of the Cognitive and Affective Supervisory Approach with children’s social work managers

This paper reports on the findings of an ESRC-funded Knowledge Exchange project designed to explore the contribution of an innovative approach to supervision to social work practitioners’ assessment and decision-making practices. The Cognitive and Affective Supervisory Approach (CASA) is informed by cognitive interviewing techniques originally designed to elicit best evidence from witnesses and victims of crime. Adapted here for use in childcare social work supervision contexts, this model is designed to enhance the quantity and quality of information available for decision-making. Facilitating the reporting of both ‘event information’ and ‘emotion information’, it allows a more detailed picture to emerge of events, as recalled by the individual involved, and the meaning they give to them. Practice supervisors from Children’s Services in two local authorities undertook to introduce the CASA into supervision sessions and were supported in this through the provision of regular reflective group discussions. The project findings highlight the challenges for practitioners of ‘detailed looking’ and for supervisors of ‘active listening’. The paper concludes by acknowledging that the CASA’s successful contribution to decision-making is contingent on both the motivation and confidence of supervisors to develop their skills and an organisational commitment to, and resourcing of, reflective supervisory practices and spaces

Testing a word is not a test of word learning

Although vocabulary acquisition requires children learn names for multiple things, many investigations of word learning mechanisms teach children the name for only one of the objects presented. This is problematic because it is unclear whether children's performance reflects recall of the correct name-object association or simply selection of the only object that was singled out by being the only object named. Children introduced to one novel name may perform at ceiling as they are not required to discriminate on the basis of the name per se, and appear to rapidly learn words following minimal exposure to a single word. We introduced children to four novel objects. For half the children, only one of the objects was named and for the other children, all four objects were named. Only children introduced to one word reliably selected the target object at test. This demonstration highlights the over-simplicity of one-word learning paradigms and the need for a shift in word learning paradigms where more than one word is taught to ensure children disambiguate objects on the basis of their names rather than their degree of salience

Object Relations in the Museum: A Psychosocial Perspective

This article theorises museum engagement from a psychosocial perspective. With the aid of selected concepts from object relations theory, it explains how the museum visitor can establish a personal relation to museum objects, making use of them as an ‘aesthetic third’ to symbolise experience. Since such objects are at the same time cultural resources, interacting with them helps the individual to feel part of a shared culture. The article elaborates an example drawn from a research project that aimed to make museum collections available to people with physical and mental health problems. It draws on the work of the British psychoanalysts Donald Winnicott and Wilfred Bion to explain the salience of the concepts of object use, potential space, containment and reverie within a museum context. It also refers to the work of the contemporary psychoanalyst Christopher Bollas on how objects can become evocative for individuals both by virtue of their intrinsic qualities and by the way they are used to express personal idiom

Participant experiences of attending a community CBT workshop for insomnia: A qualitative six-year follow-up

Objective/Background: Our aim was to qualitatively explore the experiences of people who attended a one-day sleep workshop six years previously. Participants: Of the 95 people who originally attended the workshop and a three-month follow-up, 14 individuals (mean age = 63.6 years) participated. Methods: Semi-structured interviews were used to explore: participants’ experiences of insomnia since the workshop, memories of the techniques and information provided and the perceived impact of the workshop on their lives. Qualitative data were analyzed using the principles of Framework Analysis. Results: Interviews produced rich accounts of attributions of changes in sleep, the application of taught strategies and general experiences of the workshop. Conclusions: This research highlights which aspects of a large-scale intervention may be most helpful for individuals experiencing sleep difficulties and what factors may contribute to changes in sleep over time

On Haagerup's list of potential principal graphs of subfactors

We show that any graph, in the sequence given by Haagerup in 1991 as that of candidates of principal graphs of subfactors, is not realized as a principal graph except for the smallest two. This settles the remaining case of a previous work of the first author.Comment: 19 page

The reactivity of lattice nitrogen within the Ni2Mo3N and NiCoMo3N phases

In this study, the reactivity of bulk lattice nitrogen within the filled β-Mn structured Ni2Mo3N phase has been investigated by application of powder neutron diffraction and heterolytic nitrogen isotopic exchange measurements. In contrast to Co3Mo3N, despite the similarity in the N immediate local environment comprising NMo6 octahedra, its reactivity is found to be limited and this lower reactivity was maintained upon the introduction of a significant proportion of cobalt to yield its filled β-Mn structured CoNiMo3N quaternary nitride counterpart

Plutonium in the environment: key factors related to impact assessment in case of an accidental atmospheric release

International audienceThis paper deals with plutonium and key factors related to impact assessment. It is based on recent work performed by CEA which summarize the main features of plutonium behaviour from sources inside installations to the environment and man, and to report current knowledge on the different parameters used in models for environmental and radiological impact assessment. These key factors are illustrated through a case study based on an accidental atmospheric release of Pu in a nuclear facility

Robust modeling of human contact networks across different scales and proximity-sensing techniques

The problem of mapping human close-range proximity networks has been tackled using a variety of technical approaches. Wearable electronic devices, in particular, have proven to be particularly successful in a variety of settings relevant for research in social science, complex networks and infectious diseases dynamics. Each device and technology used for proximity sensing (e.g., RFIDs, Bluetooth, low-power radio or infrared communication, etc.) comes with specific biases on the close-range relations it records. Hence it is important to assess which statistical features of the empirical proximity networks are robust across different measurement techniques, and which modeling frameworks generalize well across empirical data. Here we compare time-resolved proximity networks recorded in different experimental settings and show that some important statistical features are robust across all settings considered. The observed universality calls for a simplified modeling approach. We show that one such simple model is indeed able to reproduce the main statistical distributions characterizing the empirical temporal networks

The development of the British Red Cross' psychosocial framework: 'calmer'

This paper presents the history, development and approach of the new psychosocial framework which in 2008 was adopted by the British Red Cross, and a piece of research designed to review its fitness for purpose as an educational tool. The framework CALMER is a single, overarching approach for considering and delivering psychosocial services across all of the British Red Cross. It is being included in all relevant training programmes, such as within first aid and psychosocial support and within services in emergency response, event first aid, health and social care, international tracing and message and refugee services and across human resources. The framework includes six prompts which should be followed sequentially, with guidance on facilitative behaviours within each. The research considered the levels of confidence and worry of participants on one day training programmes delivered to three different groups of personnel in three different countries. While finding support for the CALMER framework, further recommendations are made for future research