"Nutritional counseling. Nutritionists, who are trained to assess imbalances in food intake and develop dietary programs, can help correct nutritional deficits and guide someone with an eating disorder to develop healthy eating habits, perhaps for the first time. Some people with eating disorders have extremely chaotic eating patterns or have not eaten a "meal" in years."

"It can be a very big step to say 'no thanks' when something's offered, or to order salad while your friends have pizza."

"'White soldiers will not shower or sleep in the same barracks as African-Americans. Mixing African-American troops with whites will weaken a unit's cohesion. ' These are arguments that opponents of integration were making 50 years ago," said David M. Smith, spokesman for the Campaign for Military Service, a coalition of gay and civil rights groups battling the Pentagon's ban on gays. "Substitute 'gay' and 'lesbian' and it's the same arguments being heard today. The common denominator is prejudice."

"We believe this because we examined dozens of empirical studies, both published and unpublished, of team cohesion and performance in military units, industrial and sports teams and other groups. We also analyzed the political and organizational process by which African Americans were integrated into the military in the 1940s and 1950s, despite tenacious racial animosities among service personnel and vigorous opposition by military leadership. Further, we investigated how nondiscrimination policies for gays and lesbians are working in practice in U.S. police and fire departments and in Israeli and European military forces. Too often, this evidence is dismissed as irrelevant, without serious consideration or refutation. Indeed, a wealth of evidence, including the military's own research, debunks the claim that gays would irreparably damage "task cohesion." Liking all the members of one's group on an interpersonal level--"social cohesion"--either has no measurable influence on performance or, at very high levels, actually may have a detrimental impact. In short, the military learned long ago that professionalism does not require you to like someone to work effectively with him or her."

"Joshi and Roh note that their analysis helps to pinpoint “the specific conditions under which diversity can have beneficial or detrimental effects on performance outcomes” (p. 618)—specifically, sociodemographic diversity is most likely to be deleterious when it is unbalanced (large majority, small minority) in highly task-interdependent teams. But it is important to bear in mind that these negative effects are quite small.14 Thus, Joshi and Roh note that “our findings challenge the assumption, born from social categorization theory, that some aspects of diversity necessarily have detrimental effects on team performance.” Similarly, King, Hebl, and Beal (2009) suggest that “although social categorization theory (the primary model that would apply to cooperative behaviors) would typically suggest that similarity fosters cooperation, there is substantial evidence that this is not always the case.”"

"Several recent studies have examined the effects of race, ethnicity, and gender on military cohesion. Siebold and Lindsay (2000) noted that “a central tenet of current personnel policy is that the Army can recruit 17- to 21-year-old men [sic] . . . from different demographic backgrounds, train them, and assign them to groups with leaders, who also have different demographic backgrounds, to form cohesive, motivated, and competent combat units.” They report on an Army Research Institute study of 60 light infantry platoons (955 soldiers) at the U.S. Army Joint Readiness Training Center and NTC. Soldiers completed a detailed questionnaire assessing squad cohesion and related attitudes. The average self-reported cohesion rating was around 3.4 on a 5-point scale (5=high cohesion), with no differences in self-reported cohesion ratings for white, black, Hispanic, and Asian soldiers. The researchers noted that “[t]his pattern of little differentiation based on racial or ethnic (demographic) group membership is typical. The unit’s internal conditions, including leadership quality, appear to be the dominant influences on soldier cohesion and motivation.”"

"An official policy statement issued in 1940 by the War Department (predecessor of the Defense Department) said that intermingling the races would "produce situations destructive to morale and detrimental to the preparation for national defense.""

"Elsewhere, Moskos, as cited in Marlowe (1979), referred to this social compact as “instrumental and self-serving.” But a less cynical framing is provided by the growing literature on the importance of “swift trust” in high-stakes settings (Kramer, 1999; Majchrzak, Jarvenpaa, and Hollingshead, 2007; Meyerson, Weick, and Kramer, 1996). Trust that is based on strong interpersonal bonds can take a long time to develop (McAllister, 1995; Webber, 2008). But Meyerson, Weick, and Kramer (1996) note that professional teams often “have a finite life span, form around a shared and relatively clear goal or purpose, and their success depends on a tight and coordinated coupling of activity.” Majchrzak, Jarvenpaa, and Hollingshead (2007) examined various case studies in the development of swift trust among complete strangers in response to natural disasters. Kramer (1999) reviewed evidence for several different ways in which this kind of swift trust develops, including category-based trust (based on knowledge of the other person’s membership in trusted groups), role-based trust (e.g., using high rank as a measure of one’s past experience and performance), and rule-based trust (based on “shared understandings regarding the system of rules regarding appropriate behavior,” p. 579). These mechanisms may work through either task cohesion or social cohesion, depending on the setting. Thus, when people rely on someone’s professional certification (e.g., as a surgeon, engineer, or musician), there may be a rapidly established task cohesion. If, however, one were to rely on credentials from a fraternal organization, the swift trust might rapidly create social cohesion. Similarly, rule-based trust might promote task cohesion in professional settings but social cohesion in social organizations.Of course, these routes are not mutually exclusive; professional conferences organize social outings, and fraternal groups organize charitable works."

"In the years immediately after World War II, Marshall (1947), Shils and Janowitz (1948), and Stouffer et al. (1949) argued that social cohesion within the soldier’s primary group is essential to military effectiveness. Shils and Janowitz offered the following (1948, p. 281): It appears that a soldier’s ability to resist is a function of the capacity of his immediate primary group (his squad or section) to avoid social disintegration. When the individual’s immediate group, and its supporting formations, met his basic organic needs, offered him affection and esteem from both officers and comrades, supplied him with a sense of power and adequately regulated his relations with authority, the element of self-concern in battle, which would lead to disruption of the effective functioning of his primary group, was minimized. Nevertheless, it is not clear that social cohesion was the driving force behind combat motivation, even during World War II. Stouffer et al. (1949) reported that when soldiers were asked, “What was most important to you in making you want to keep going and do as well as you could?” only 14 percent cited “solidarity with the group”; the most popular response (cited by 39 percent) was “ending the task.”"

"The post-Vietnam–era military scholars began articulating a view of cohesion that emphasizes the importance of task cohesion. For example, an influential definition of military cohesion was offered by Wm. Darryl Henderson in his 1985 book, Cohesion: The Human Element in Combat. His vision is clearly more in accord with task cohesion than social cohesion: Cohesion exists in a unit when the day-to-day goals of the individual soldier, of the small group with which he identifies, and of unit leaders, are congruent— with each giving his primary loyalty to the group so that it trains and fights as a unit with all members willing to risk death and achieve a common objective. (Henderson, 1985, p. 4)"

"Siebold (2007) describes the “standard model” of cohesion as involving peer (horizontal), leader (vertical), organizational, and institutional bonding, each having an affective component and an instrumental component. He focuses on the role of trust and teamwork, as well as self-interest, in building cohesion: The essence of strong primary group cohesion, which I believe to be generally agreed on, is trust among group members (e.g., to watch each other’s back) together with the capacity for teamwork (e.g., pulling together to get the task or job done). [p. 288] . . . Combat group members try to develop strong bonding as a collective good, at least in part, because it is in their own self-interest for survival to do so. [p. 289] . . . While it is true that a few researchers have focused on intimate personal bonds and informal rituals, I submit that the majority of researchers . . . have used some form or part of the standard model in their approach, especially during the past twenty years, which does not dwell on intimate relations or masculine rituals but rather emphasizes interpersonal trust and teamwork built through many experiences including arduous training and drills. [p. 291] . . . [M]ere friendship or comradeship is not the essence of cohesion. [p. 292]"

"In the years immediately after World War II, several scholars argued, based on information collected from German and American soldiers, that unit cohesion is essential to military effectiveness. Their conclusions gained considerable influence within the military. As we discuss below, our understanding of the concept of cohesion and its relationship to military performance has evolved in the years since, but the importance of the general concept of cohesion remains widely appreciated in the military."

"When I was bleeding to death in my Black Hawk helicopter after I was shot down, I didn't care if the American troops risking their lives to help save me were gay, straight, transgender, black, white or brown."

"In their interviews with members of the Army, Navy, and Marines regarding the integration of women in units, Harrell and Miller (1997) argue that their respondents seemed to recognize the distinction between task and social cohesion: Only when both social and task cohesion were low did people rate overall cohesion as low. The negative effects of too much social bonding were mentioned as well. . . . even those who longed for the “good old days” of high social cohesion admitted that some now-abandoned types of social bonding between men were actually unprofessional and detracted from the work environment. [pp. 58–59] . . . That task cohesion was strong and took precedence over social cohesion was expressed in a number of different ways: . . . “We all have our own thing going but when we need to get together for a goal the ship works together well.” “When an actual casualty occurs everyone joins together for the common good.” . . . “Although we don’t get along we are all ready for a fight.” [p. 60]"

"Only when both social and task cohesion were low did people rate overall cohesion as low. The negative effects of too much social bonding were mentioned as well. . . . even those who longed for the “good old days” of high social cohesion admitted that some now-abandoned types of social bonding between men were actually unprofessional and detracted from the work environment. [pp. 58–59] . . . That task cohesion was strong and took precedence over social cohesion was expressed in a number of different ways: . . . “We all have our own thing going but when we need to get together for a goal the ship works together well.” “When an actual casualty occurs everyone joins together for the common good.” . . . “Although we don’t get along we are all ready for a fight.” [p. 60]"

"In the theater of operations . . . the presence of the enemy, and his capacity to injure and kill, give the dominant emotional tone to the combat outfit. . . . The impersonal threat of injury from the enemy, affecting all alike, produces a high degree of cohesion so that personal attachments throughout the unit become intensified. Friendships are easily made by those who might never have been compatible at home, and are cemented under fire. Out of the mutually shared hardships and dangers are born an altruism and generosity that transcend ordinary individual selfish interests. So sweeping is this trend that the usual prejudices and divergences of background and outlook, which produce social distinction and dissension in civil life, have little meaning to the group in combat. Religious, racial, class, schooling or sectional differences lose their power to divide the men. What effect they have is rather to lend spice to a relationship which is now based principally on the need for mutual aid in the presence of enemy action. Such powerful forces as antisemitism, anticatholicism or differences between Northerners and Southerners are not likely to disturb interpersonal relationships in a combat crew. . . . Their association is not limited to working hours but includes their social activities. . . . The most vital relationship is not the purely social. It is the feeling that the men have for each other as members of combat teams and toward the leaders of those teams, that constitutes the essence of their relationship."

"There are two basic kinds of impersonations: those that are publicly supported and those that are not. Examples of the former are an actor playing a part in a play or a small boy playing fireman. Examples of the latter are a healthy housewife complaining of aches and pains or an unemployed carpenter claiming he is Jesus. When persons stubbornly cling to and aggressively proclaim publicly unsupported role definitions, they are called psychotic."

"High-profile advertisements for the neuroleptic medication Stelazine in the American Journal of Psychiatry from the 1960s and 1970s unsubtly portrayed tribal masks and artwork during the precise moment in time that Malcolm X described a global African community, and Bromberg and Simon connected "African themes" with black psychotic symptoms."

"Every man, like every dog, has his own individual limit of endurance. Most men reach their limit after about thirty days of more or less continuous stress under the conditions of modern combat. The more than averagely susceptible succumb in only fifteen days. The more than averagely tough can resist for forty-five or even fifty days. Strong or weak, in the long run all of them break down. All, that is to say, of those who are initially sane. For, ironically enough, the only people who can hold up indefinitely under the stress of modern war are psychotics. Individual insanity is immune to the consequences of collective insanity."

"I am a subject that is a head, not a complement of a chicken that has no head. The subject has become the passive observer, the spectator, waiting for the curtains to fall like the guillotine. Artaud said theater can exist without the text—the production has to liberate itself from literature-and it did liberate itself—it became self-sufficient—it became a conjugation."

"All ideology hails or interpellates concrete individuals as concrete subjects, by the functioning of the category of the subject. ... ideology ‘acts’ or ‘functions’ in such a way that it ‘recruits’ subjects among the individuals (it recruits them all), or ‘transforms’ the individuals into subjects (it transforms them all) by that very precise operation which I have called interpellation or hailing, and which can be imagined along the lines of the most commonplace everyday police (or other) hailing: ‘Hey, you there!’"

"The political, ethical, social, philosophical problem of our day is not to try to liberate the individual from the state and from the state's institutions but to liberate us both from the state and from the type of individualization which is linked to the state. We have to promote new forms of subjectivity through the refusal of this kind of individuality which has been imposed on us for several centuries."

"All those movements which took place in the fifteenth and sixteenth centuries and which had the Reformation as their main expression and result should be analyzed as a great crisis of the Western experience of subjectivity and a revolt against the kind of religious and moral power which gave form, during the Middle Ages, to this subjectivity. The need to take a direct part in spiritual life, in the work of salvation, in the truth which lies in the Book—all that was a struggle for a new subjectivity."

"Under capitalism, subjectivity can only exist antagonistically, in opposition to its own objectification. To treat the subject as already emancipated, as most mainstream theory does, is to endorse the present objectification of the subject as subjectivity, as freedom."

"Subjectivity includes the possibility, for example, that some elements or impulses are subjectively active — they move us — without being consciously known.... It focuses on the "who I am" or, as important, the "who we are" of culture. ... Consciousness embraces the notion of a consciousness of self and an active mental and moral self-production."

"The expansive use of trigger warnings may also foster unhealthy mental habits in the vastly larger group of students who do not suffer from PTSD or other anxiety disorders. People acquire their fears not just from their own past experiences, but from social learning as well. If everyone around you acts as though something is dangerous—elevators, certain neighborhoods, novels depicting racism—then you are at risk of acquiring that fear too. The psychiatrist Sarah Roff pointed this out last year in an online article for The Chronicle of Higher Education. “One of my biggest concerns about trigger warnings,” Roff wrote, “is that they will apply not just to those who have experienced trauma, but to all students, creating an atmosphere in which they are encouraged to believe that there is something dangerous or damaging about discussing difficult aspects of our history.”"

"The idea that words (or smells or any sensory input) can trigger searing memories of past trauma—and intense fear that it may be repeated—has been around at least since World War I, when psychiatrists began treating soldiers for what is now called post-traumatic stress disorder. But explicit trigger warnings are believed to have originated much more recently, on message boards in the early days of the Internet. Trigger warnings became particularly prevalent in self-help and feminist forums, where they allowed readers who had suffered from traumatic events like sexual assault to avoid graphic content that might trigger flashbacks or panic attacks."

"In an article published last year by Inside Higher Ed, seven humanities professors wrote that the trigger-warning movement was “already having a chilling effect on [their] teaching and pedagogy.” They reported their colleagues’ receiving “phone calls from deans and other administrators investigating student complaints that they have included ‘triggering’ material in their courses, with or without warnings.” A trigger warning, they wrote, “serves as a guarantee that students will not experience unexpected discomfort and implies that if they do, a contract has been broken.” When students come to expect trigger warnings for any material that makes them uncomfortable, the easiest way for faculty to stay out of trouble is to avoid material that might upset the most sensitive student in the class."

"Trigger warnings are alerts that professors are expected to issue if something in a course might cause a strong emotional response. For example, some students have called for warnings that Chinua Achebe’s Things Fall Apart describes racial violence and that F. Scott Fitzgerald’s The Great Gatsby portrays misogyny and physical abuse, so that students who have been previously victimized by racism or domestic violence can choose to avoid these works, which they believe might “trigger” a recurrence of past trauma."

"A current threat to academic freedom in the classroom comes from a demand that teachers provide warnings in advance if assigned material contains anything that might trigger difficult emotional responses for students. ... The presumption that students need to be protected rather than challenged in a classroom is at once infantilizing and anti-intellectual. It makes comfort a higher priority than intellectual engagement."

"Trigger warnings are largely perceived as protecting young women and, to a lesser extent, other marginalized groups – people of color, LGBT people, people with mental illnesses. That the warnings hinge on topics that are more likely to affect the lives of marginalized groups contributes to the general perception of members of those groups as weak, vulnerable and "other". The kinds of suffering typically imaged and experienced in the white western male realm – war, intra-male violence – are standard. Traumas that impact women, people of color, LGBT people, the mentally ill and other groups whose collective lives far outnumber those most often canonized in the American or European classroom are set apart as different, as particularly traumatizing. Trigger warnings imply that our experiences are so unusual the pages detailing our lives can only be turned while wearing kid gloves."

"Contrast these descriptions with the following “trigger warning” from Margaret Price, one that clearly bears the marks of disability studies and activism:"

"Something strange is happening at America’s colleges and universities. A movement is arising, undirected and driven largely by students, to scrub campuses clean of words, ideas, and subjects that might cause discomfort or give offense. Last December, Jeannie Suk wrote in an online article for The New Yorker about law students asking her fellow professors at Harvard not to teach rape law—or, in one case, even use the word violate (as in “that violates the law”) lest it cause students distress."

"The statements about human nature made by psychologists are of two sorts,—statements about consciousness, about the inner life of thought and feeling, the 'self as conscious,' the 'stream of thought'; and statements about behavior, about the life of man that is left unexplained by physics, chemistry, anatomy and physiology, and is roughly compassed for common sense by the terms 'intellect' and 'character.' Animal psychology shows the same double content."

"Among animals, some learn to speak and sing; they remember tunes, and strike the notes as exactly as a musician. Others, for instance the ape, show more intelligence, and yet can not learn music. What is the reason for this... would it be absolutely impossible to teach the ape a language? I do not think so."

"In general, the form and the structure of the brains of quadrupeds are almost the same as those of the brain of man... with this essential difference, that of all the animals man is the one whose brain is largest, and, in proportion to its mass, more convoluted... then come the monkey, the beaver, the elephant, the dog, the fox, the cat. These animals are most like man, for among them, too, one notes the same progressive analogy in relation to the ' in which Lancisi—anticipating the late M. de la Peyronie—established the seat of the soul. The latter, however, illustrated the theory by innumerable experiments."

"In no case may we interpret an action as the outcome of the exercise of a higher psychical faculty, if it can be interpreted as the outcome of the exercise of one which stands lower in the psychological scale."

"[W]e must steadily bear in mind the sense in which the term "reasoning" is employed. If we apply this term to the process by which an animal, profiting by experience, adapts his actions to somewhat varying circumstances, there can be no hesitation whatever in giving an affirmative answer to the question. ...But there are no grounds for supposing that in the chicken or the horse there is any development of analysis."

"[T]here is every reason to believe that we were gregarious animals before we became men... And a belief in the eject—some sort of recognition of a kindred consciousness in one's fellow beings—is clearly a condition of gregarious action among animals so highly developed as to be called conscious at all."

"[T]he phenomena which constitute the subject-matter of Comparative Psychology... have at least as great a claim to accurate classification as those phenomena of structure which constitute the subject-matter of Comparative Anatomy. ...[W]ithin the last twenty years the facts of animal intelligence have suddenly acquired a new and profound importance, from the proved probability of their genetic continuity with those of human intelligence ...[M]y first object ...amounts merely to passing the animal kingdom in review in order to give a trustworthy account of the grade of psychological development which is presented by each group. My second, and much more important object, is that of considering the facts of animal intelligence in their relation to the theory of Descent. With the exception of Mr. Darwin's admirable chapters on the mental powers and moral sense, and Mr. Spencer's great work on the Principles of Psychology, there has hitherto been no earnest attempt at tracing the principles which have been probably concerned in the genesis of Mind. ...[T]he present volume... has for its more ultimate purpose the laying of a firm foundation for my future treatise on Mental Evolution."

"It may not be logical, but to my imagination, it is far more satisfactory to look at the young cuckoo ejecting its foster-brothers, ants making slaves, the larvæ of the Ichneumidæ feeding within the live bodies of their prey, cats playing with mice, otters and cormorants with living fish, not as instincts specially given by the Creator, but as very small parts of one general law leading to the advancement of all organic bodies —Multiply, Vary, let the strongest Live and the weakest Die."

"[M]ental activities in other organisms can never be to us objects of direct knowledge... we can only infer their existence from the objective sources supplied by observable activities of such organisms. Therefore all our knowledge of mental activities other than our own really consists of an inferential interpretation of bodily activities—this interpretation being founded on our subjective knowledge of our own mental activities. By inference we project, as it were, the known patterns of our own mental chromograph on what is to us the otherwise blank screen of another mind; and our only knowledge of the processes there taking place is really due to such a projection of our own subjectively. This matter has been well and clearly presented by the late Professor Clifford, who has coined the exceedingly appropriate term eject (in contradistinction to subject and object), whereby to designate the distinctive character of a mind (or mental process) other than our own in its relation to our own. I shall therefore adopt this convenient term, and speak of all our possible knowledge of other minds as ejective."

"Moral injury results when soldiers violate their core moral beliefs, and in evaluating their behavior negatively, they feel they no longer live in a reliable, meaningful world and can no longer be regarded as decent human beings."

"Moral injury is present when"

"What does leadership malpractice add to the elements visible in betrayal of what's right by the self in a high-stakes situation? Primarily, it destroys the capacity for social trust in the mental and social worlds of the service member or veteran. I regard this as a kind of wound contamination in the mind, preventing healing and leaking toxins. When the capacity for trust is destroyed, its place is filled by the active expectancy of harm, exploitation, or humiliation."

"The experience of moral injury can lend itself to potential, prophetic insights into the effects of one’s culture on the wider world. Instead of seeing moral injury as a disorder in need of clinical treatment, it can be the basis of a religiously informed social ethic empowering veterans to engage the broader social conditions and policies that lead to war in the first place."

"Epimetheus, the being in whom thought follows production, represents nature in the sense of materialism, according to which thought comes later than thoughtless bodies and their thoughtless motions."

"I have learned To look on nature, not as in the hour Of thoughtless youth; but hearing oftentimes The still, sad music of humanity, Nor harsh nor grating, though of ample power To chasten and subdue."