Gender and ethnic differences in separation-individuation were assessed in a sample of 125 male and 175 female undergraduates (M age = 19.56, SD = 1.29) self-identified as White, African American, Hispanic, or Asian. Measures used included a demographic questionnaire and the Separation-Individuation Test of Adolescence (SITA; J. B. Levine, C. J. Green, & T. Millon, 1986; J. B. Levine & S. Saintogne, 1993). Except for results showing a greater tendency among the men to shun dependent ties and a superior capacity for forming close peer attachments among the women, separation-individuation development tended to be indistinguishable between the genders. Additional findings suggest that (a) Hispanics, Asians, and African Americans are more concerned with engulfment fears and needs for nurturance than Whites are; (b) Asians are more apt to shun dependent ties than Whites are; and (c) compared with Whites, African Americans anticipate rejection more and are less adept at forming close attachments with teachers.

A variety of potential unrecognized ethical concerns arise from the American Psychological Association’s (APA, 2017) Clinical Practice Guideline for the Treatment of PTSD in Adults. In privileging short-term treatments that underscore symptom reduction as the predominant index of outcome, such as cognitive processing therapy and prolonged exposure, there is a susceptibility to mislead mental health professionals and clients alike to believe that lasting improvements in socioemotional well-being, and a time-intensive approach, are unrealistic, rather than realistic psychotherapy expectations. There are ethical implications to incompletely addressing clients’ preferences and clinicians’ judgments on matters such as preferred socioemotional outcomes, and desirable qualities in a therapist and therapy. As regard combat veterans, treating trauma-related guilt and shame as symptoms to be eliminated, rather than moral feelings to be acknowledged, expressed, and self-forgiven, warrants special ethical consideration. The high dropout rates of cognitive processing therapy and prolonged exposure raise questions as to whether their protocol-driven methods alienate substantial numbers of traumatized clients.

85 male and 122 female college students completed the Parental Bonding Instrument, provided written descriptions of both parents, and rated themselves on two religiosity questions. The descriptions were assessed for level of acceptance of parental imperfections using the scoring criteria from the De-illusionment subscale of the Thematic Patterning Scale of Object Representations. Participants scoring low in maternal De-illusionment as well as high in maternal Care and Overprotection tended to perceive God as an omnipotent protector and provider. There were no significant effects for any of the paternal bonding variables. Results suggest that religiosity in young adulthood may arise out of variations in maternal bonding.

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Proponents of evidence-based treatments (EBTs) have directed complaints of potential unethical practice against psychotherapists who refrain from using EBTs as first-line interventions for a range of psychiatric disorders on the grounds that these treatments should be given priority because of their exceptional scientific backing. This article counters these claims and highlights core ethical concerns associated with the research and practice of EBT itself; namely, the appropriateness of saturating the field with short-term models of psychotherapy and the questionable assumption that these can yield meaningful and lasting change; the uncertain relevance of the results of EBT investigations for psychotherapists working with real-world clients; the foreclosure of opportunities to address clients’ unmet developmental needs and self-fragility posed by the directive/didactic therapeutic stance inherent in EBTs; and, the reduced quality of psychotherapy offered to the public at large and threats to the clinical competence of early-career mental health professionals caused by overemphasizing training in EBTs over the acquisition of relational skills in graduate schools and postgraduate training sites.