Affect

Affect regulation is all the rage in psychotherapy. Entire theories have been born out of the necessity to attune to another person’s affective state. However, what is affect? Is it a nonconscious process, a physiological response, a primitive social communication system? The jury remains out in this regard. Affect can still be seen as a way to know another person. The crook of a smile or the gaze of an eye often provides a better picture of another person’s state than that person’s own words. Throughout the ages we have created idioms based around affect – the fiery eyes, downcast, etc. There is something central to our basic understanding of communication that affect is able to communicate. However, many people continue to begin conversations with “the right words.” I find it difficult to speak to a friend who is in pain because I just don’t know what to say. Words seem like they unlock the door, but their absence reminds us of that they may not be the only door. This exaltation of words over affect continues to manifest in the digit age. People will “text” or “message” their friends throughout the day as they walk down the street with their head down away from the world around them. I sometimes wonder if this is a defensive move on their parts. It’s hard to become affected by other’s affect when you never have to leave your own world.

An open letter to university admissions board

Hello, I am writing as a young, adjunct professor at a small, liberal arts university. You say implicitly - and often explicitly - to each student who you grant admission into your institution, "the collective wisdom of those within this institution believes that you have the characteristics and qualities necessary to develop in this setting, and we are committing to your academic development." Yet, most of my 3rd and 4th year university students do not produce work that reflects an adequate proficiency in the English language or a conscientiousness to turn in error free work. I enjoy fostering professional and personal development in my students, and I would prefer to spend my time doing so in ways that use my (quasi/limited) expertise in psychology and theology. Honestly, as an adjunct professor, I do not have the time or resources to teach basic grammar to my students. However, I feel the obligation to teach them these skills because we, as an institution, have made a commitment to educating them to skills necessary to succeed in their lives and careers. Instead of fulfilling the role of an Adjunct Professor of Psychology, I take up the role of my 7th grade grammar teacher. This role confusion wastes resources (e.g., time, money, emotional energy) and, obviously, increases my frustration. We must reexamine curriculum or admission policies to provide appropriate options for students. We can no longer waste our resources. Thank you,