Chapter 18

Game Over

The man “well known in sporting circles in the west and southwest, is lying at death’s door.”

—Wichita Daily Eagle [Kansas], August 4, 1893.

Back in Fort Worth, Luke’s trial date was coming up for his December

23, 1890, gunfight with Charles M. Wright. Luke’s lawyer had managed to get the case continued more than once. On the morning of November

16 the case of State v. Luke Short was called for trial but on motion of the defendant was continued until the next term. The press reminded readers that the case had grown out of the “terrible encounter” between Short and Wright, “two gamblers over the Bank saloon, in which shotguns and six-shooters were used.” While Luke had been in Chicago, Wright, reportedly, had gone to New York “but was here to-day to testify in case the case went to trial.”1

While Luke was awaiting his new trial date, Jake Johnson was busy circulating a petition to aid an old friend of his who also happened to be the most famous gunfighter that Texas had produced: John Wesley

Françoise Daune

Introduction

Winnicott (1957) believes that life is a series of experiences of great intensity. Freud (1914c) noted that the individual finds himself divided between two necessities: to be at once himself and, at the same time, to be a link in a chain in which his will is superfluous.

These two needs have been particularly evident to me over the course of my many years working with cancer patients and their relatives. A positive diagnosis of cancer and the treatments it entails are potentially traumatic events in a patient's life. They shift the basis for identity, stir narcissism, and challenge relations to self and to others. Cancer and its treatments underline the patient's mortality—the human condition of being an end in oneself. But the patient is also a link in a chain, whether it be during the search for a bone marrow transplant donor or for the mutation gene in the case of the genetic transmission of some cancers.

Fiona Tasker

During their adolescent years, young persons’ increasing awareness of erotic attraction, together with their increasing interpersonal sexual experience, raises profound questions concerning the formation of sexual identity. Although sexual identity may be questioned at any point in the life-course, the initial formation during adolescence sets the stage on which later revisions are undertaken. For young people who experience only heterosexual attractions, fantasies, and sexual encounters, how to assimilate these into easily accessible mainstream cultural scripts of sexual behaviour is at least clear, although this process is rarely achieved without some anguish and guilt. In contrast, positive images of lesbian and gay relationships are rarely portrayed in mainstream culture, and young people who have homosexual attractions, fantasies, and sexual encounters may find that their experiences are ignored or at worst regarded negatively. Thus, integrating same-gender sexual experience into the sexual self-image can present a significant challenge to self-esteem and mental well-being.

CHAPTER 8

T H E H O L I DAY S

November 22, 1970

Dear Mother,

I have today off because I have to fly tonight. I’m in good health. They sent the Americal Division home so they just changed us to the 23rd Infantry Div. All it was was a name change. My platoon leader from Fort Carson, who was stationed here, got killed last week. Quite a few people from Carson have been getting it. I am enclosing a money order for

Christmas. Please go ahead and buy the kids and yourself presents from me. If there’s any left, go ahead and buy the Christmas tree with it. Please spend it all. I hope this letter gets to you in time. The mail is starting to slow down quite a bit. I’m still trying to keep my morale up. It’s pretty hard sometimes.

Well, I better run now.

Holidays were some of the longest and loneliest days of my Vietnam tour. Those days were spent thinking about home and wondering what my family and friends were doing. I wondered how they all were and if they were missing me as much as I was missing them. I usually tried not to think about home because it made me feel lonelier and depressed. I discovered that the less I dwelled on it, the better off I was. But when the holidays came around, I could not help but think about home.

IF one looks through psycho-analytical literature for references to genital love, to one‘s surprise two striking facts emerge: (a) much less has been written on genital love than on pre-genital love (e.g. ‘genital love’, is missing from the indices of Fenichel‘s new text-book ² and of Nunberg‘s Allgemeine Neuro-senlehre³); (b) almost everything that has been written on genital love is negative, like Abraham‘s description of his famous term ‘postambivalent phase‘. We know fairly well what an ambivalent love relation is—of postambivalent love we know hardly more than that it is, or at least ought to be, no longer ambivalent.

This emphasis on the negative qualities, i.e. on those which have, or ought to have been, superseded in the course of development, blurs the whole picture. It is not the presence of certain positive qualities that is accentuated, only the absence of certain others.

To avoid this pitfall let us imagine an ideal case of such postambivalent genital love that shows no traces of ambivalency nor of pregenital object-relationship:

Chapter Two

“Let’s get the hell out of here.”

—Steve Roach, inmate

The Texas Legislature created the Windham School

District in the Texas Department of Corrections in

1968. It was subject to the certification requirements and regulations of the Texas Education Agency and the State Board of Education. Its purpose was to provide educational and vocational opportunities for prison inmates that would help them when and if they returned to the general population. Attendance at once-a-week, six-hour classes was required for inmates having less than a fifth-grade education and it was voluntary for others. At the Walls Unit, the

Windham group of about fifteen teachers and librarians was housed on the 11,250 square-foot top floor of a rectangular, three-story building made of reinforced concrete faced with masonry bricks with steel roof trusses. It was, unintentionally, a fortress.

The 167-by-67 foot area was remodeled in 1972 from an auditorium into the educational facility. About fifty percent of the room’s interior was classroom, thirty percent was library, and the remaining twenty percent—which divided the two larger rooms—was

Yves Quinif* and Luciane Licour

During the Late Jurassic and the Early Cretaceous, an extensional tectonic regime induced fracturation in carbonated Mississippian formations, notably enhanced their permeability, and initiated karstification. The low hydraulic potential that prevailed during the Cretaceous gave birth to the ghost rock karstification of the outcropping Mississippian limestone north of the Mons Basin. Deep water circulation also set in carbonated and sulfated strata, following convection induced by thermal contrast effects on water density, with the outcrop acting both as recharge and discharge area. Karstification resulting from these circulations left traces in the breccia pipes locally called “natural pits,” including the famous Iguanodon Sinkhole at Bernissart.

5.1. Distribution of the sinkholes in Hainaut province (Belgium) and northeastern France.

The Iguanodon Sinkhole is one of the numerous collapse features crossing Pennsylvanian formations that are known from the French Nord-Pas-de-Calais coal basin (Puits de Dièves) to the region of Charleroi (Belgium; see Fig. 5.1). These geological structures are locally named “natural pits.”

When I step through the front lobby, the first cubicles I approach are brightly decorated with awards, photos, mascots, and the trappings of the latest contest. These are the desks of the customer service team. Heading deeper into the building, I notice a distinct change in atmosphere. The tone is much more somber. I am now in the section of the building where the engineers work. As their surroundings show, the personalities that are attracted to these two jobs appear to be very different. With just a few steps, I have experienced two distinct microcultures within the same organization.

The customer service team in this example would call the engineers’ recognition preferences boring. The engineers would say that the customer service team holds silly contests and embarrassing events. Both would be right. As different as these two groups are, both have exactly the right recognition for their culture.

People want awards that their peers would admire.

Part of the recognition experience is receiving recognition that not only you personally prefer but that your peers will also admire. This means getting recognition that is a fit for your culture.

EXHIBIT 145A          REQUIREMENTS FOR REPORTING ANTIDEFICIENCY ACT VIOLATIONS

Antideficiency Act Violation
Sample Letter to the Director

REQUIREMENTS FOR REPORTING ANTIDEFICIENCY ACT VIOLATIONS EXHIBIT 145B

Antideficiency Act Violation
Sample Letter to the President

The first challenge of leadership is to get people to wake up to the fact there is a problem—that the group is avoiding some aspect of reality, ignoring a threat, or missing a great opportunity. The leader in such a predicament faces a development challenge. Groups often avoid facing some aspect of reality, either because that piece of reality is too threatening to their current existence, or because they are so focused on what they regard as their main concerns that they cannot take the time to consider any other issues. To get the people to wake up and face the problem is an activist challenge. Often the problem is embedded in people’s values and behavior. The people might espouse one view but act in ways that are not consistent with that view. The leadership task in an activist challenge is to call attention to the contradiction in values and intervene to disrupt the thinking and patterns of behavior that allow the people to persist in avoiding the reality of their condition. The following scenario illustrates a corporate activist challenge.

184

OVERVIEW The process level focuses on organizational processes, including many concepts associated with quality improvement, including continuous process improvement/total quality management, six sigma, business process reengineering, benchmarking/best practices, and sociotechnical systems.

T

he term process is used in many ways. In fact, most of this book is about processes—how we relate to others, how we create and support culture change in organizations, how we work across cultures, and so on. The focus of this chapter is not about the processes that we use as

OD professionals but, rather, about the processes used by the organization to produce its products or deliver its services. As with all of the categories used to structure this book, this is a somewhat artificial distinction, as some products and services are delivered by teams, but those processes are covered in Chapter 7, while Chapters 6, 9, 10, and 11 focus largely on people processes. This chapter considers interventions that are useful in improving organizational processes. Process interventions are part of the Implementation phase shown in Figure 8.1.

name

_________________________________________

date ____________________________

TRAVEL TO A FOREIGN COUNTRY I

Here are some useful words to know if you’re planning foreign travel. ambassador: official who represents his or her home country in another country citizenship:

the status of being an official member of a country

embassy: the building where an ambassador lives and works inoculations: shots, vaccinations passport: identification booklet needed for traveling to a foreign land visa: official written permission to visit another country

A. Unscramble each word and write it on the line.

1. A world traveler needs a

____________________ (sapsrotp) to show proof of ____________________ (zitshicnipe).

2. Some countries also require a traveler to show a

____________________ (savi) that grants permission to visit there.

3. To learn what documents a country requires, an American can call that country’s U.S. ____________________ (yesmabs) office.

4. The ____________________ (bamsasdora) or another official can answer your questions.

In a psychoanalytic clinic for children,1 the whole range of childhood disorders comes up for diagnosis, with a demand for treatment, beginning at one extreme end with the most common developmental difficulties, the educational failures and upsets, the delays and arrests in mental growth, and leading by way of the traumatized and seduced cases, and the infantile neuroses proper, to the other extreme of atypical grave ego defects, grave libido defects, borderline disturbances, autistic and psychotic states, delinquent or near-schizophrenic adolescents, etc.

With those accepted for child analysis, work alternates between therapy and fact finding, the two purposes taking precedence over each other in different degrees, at different times, and in different instances. There are cases where on closer acquaintance the therapist doubts that analysis need have been resorted to at all if preventive work with parents had been done at the right time, if the right educational opportunities had been created, or if the most harmful environmental interferences had been, avoided. There are those where he feels as reasonably sure of the diagnosis as he feels of the appropriateness of the analytic method, if applied correctly. But there are also cases where the analyst is faced by nothing but enigmas, with no certainty about the therapeutic possibilities. In these last instances, he has to be content in the conviction that child analysis offers unrivaled opportunities for exploring their specific psycho-pathology. Obviously, no disturbance can be classified correctly or matched with the treatment of choice before the genetic, dynamic, and libido-economic factors responsible for it have been clarified.

In this volume, we consider babies who are mentally troubled, at risk, or suffering from physical disabilities, and through case histories we examine various conditions and ways of minimizing the attendant emotional complications. But first some basic concepts must be outlined. Though the language we use may be simplified, the method and aim are complex: to define a prevalent psychic dysfunction and personal structure and determine how this can be modified in subsequent development.

We start in this chapter with an overview of the research in developmental psychology. With this background, we are better able to think about “derailed” development, about responses and integration in development, and about the normal ways of adapting to the world. And, with psychoanalytic tools from psychoanalysis—transference, counter-transference, a clear setting, and free-floating attention—we can form a picture of our patients’ troubled internal worlds and think with them about aims in the consultation and what is the best therapy available for them to move forward emotionally. Accompanying this is another essential tool—the infant observation technique—through which we can learn to observe our patients in a passive, receptive, and attentive manner. Finally, interaction time—where the therapist deliberately engages with the child—may provide a means for discovering how communication processes within a family work and can be therapeutic in itself.

Debbie began the new week by working on the questions Jeff had given her. She knew she had not done a good job of Seeing the Future. The only future she was pursuing was keeping up with the sales folks and the client needs. While she knew these were important concerns, she recognized that the SERVE model Jeff had described represented a higher level of thinking and a higher level of leadership.

Numerous leaders who were able to See the Future and provide direction came to Debbie’s mind. Many were historical figures: John F. Kennedy and his desire to put a man on the moon; Martin Luther King Jr. and his dream of harmony among people of all racial backgrounds; Mother Teresa and her vision of comfort for the suffering people of India.

As she thought about creating a compelling vision, Debbie remembered one of Jeff’s first presentations after he arrived at the company. In that talk, he stated his belief that their business was not about selling—it was about serving the customers and meeting their needs. Serving? He talks about serving all the time. And now, he’s teaching me that great leaders SERVE. I get the sense he’s sincere about this concept of serving.