Journal articles: 'Corrective emotional experience'

1

Mccarthy, Megan E. "Corrective emotional experience revisited." International Journal of Psychoanalysis 91, no. 5 (October 2010): 1272–75. http://dx.doi.org/10.1111/j.1745-8315.2010.00345.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Haynal, André E. "Corrective Emotional Experience Remembered." American Journal of Psychoanalysis 71, no. 3 (August 5, 2011): 207–16. http://dx.doi.org/10.1057/ajp.2011.19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bridges, Michael R. "Activating the corrective emotional experience." Journal of Clinical Psychology 62, no. 5 (2006): 551–68. http://dx.doi.org/10.1002/jclp.20248.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Wallerstein, Robert S. "The Corrective Emotional Experience: Is Reconsideration Due?" Psychoanalytic Inquiry 10, no. 3 (October 1990): 288–324. http://dx.doi.org/10.1080/07351690.1990.10399609.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Miller, Jule P. "The Corrective Emotional Experience: Refelections in Retrospect." Psychoanalytic Inquiry 10, no. 3 (October 1990): 373–88. http://dx.doi.org/10.1080/07351690.1990.10399612.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Nina W. Brown. "Facilitating a Corrective Emotional Experience in Group Therapy." Group 40, no. 3 (2016): 223. http://dx.doi.org/10.13186/group.40.3.0223.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Miller, Michael L. "Validation, Interpretation, and Corrective Emotional Experience in Psychoanalytic Treatment." Contemporary Psychoanalysis 32, no. 3 (July 1996): 385–410. http://dx.doi.org/10.1080/00107530.1996.10746959.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Palvarini, Paolo. "Is the Concept of Corrective Emotional Experience Still Topical?" American Journal of Psychotherapy 64, no. 2 (April 2010): 171–94. http://dx.doi.org/10.1176/appi.psychotherapy.2010.64.2.171.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Jacobs, Theodore J. "The Corrective Emotional Experience — Its Place in Current Technique." Psychoanalytic Inquiry 10, no. 3 (October 1990): 433–54. http://dx.doi.org/10.1080/07351690.1990.10399617.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Pines, Malcolm. "Group Analysis and the Corrective Emotional Experience: Is It Relevant?" Psychoanalytic Inquiry 10, no. 3 (October 1990): 389–408. http://dx.doi.org/10.1080/07351690.1990.10399613.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Lantz, James. "Countertransference as a corrective emotional experience in existential family therapy." Contemporary Family Therapy 15, no. 3 (June 1993): 209–21. http://dx.doi.org/10.1007/bf00894396.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Chernus, Linda A. "The ?corrective emotional experience? revisited: Response of an ?orthodox? self psychologist." Clinical Social Work Journal 20, no. 2 (1992): 225–28. http://dx.doi.org/10.1007/bf00756511.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Bond, Nicholas, Rudi Dallos, and Rebecca McKenzie. "Doing things differently: Exploring attachment patterns and parental intentions in families where a child has a diagnosis of autism." Clinical Child Psychology and Psychiatry 25, no. 4 (March 7, 2020): 766–77. http://dx.doi.org/10.1177/1359104520907141.

Full text

Abstract:

The article examines the experience of parenting a child with a diagnosis of autism with a focus on scripts and intentions in relation to the parents’ own childhood experiences of being parented. Five parents participated in a multiple case study design involving in-depth interviews, Adult Attachment Interviews and a parenting intentions scaling task. The findings revealed that all of the parents had experienced significant adverse events in their own childhoods, including trauma and losses. They also expressed intentions to offer parenting that was ‘corrective’ in terms of providing a better emotional environment for their children. Their corrective attempts and also intentions to repeat positive aspects of being parented were moderated by unconscious aspects of their early childhood experiences and also by the autistic features of their children. The interplay between early embodied experiences, theories of autism, parenting experiences and intentions is discussed along with clinical implications.

APA, Harvard, Vancouver, ISO, and other styles

14

Cooper, Steven H. "Alexander’s Corrective Emotional Experience: an Objectivist Turn in Psychoanalytic Authority and Technique." Psychoanalytic Quarterly 76, no. 4 (October 2007): 1085–102. http://dx.doi.org/10.1002/j.2167-4086.2007.tb00294.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Vavilova, Alyona. "SCHOOL ANXIETY IN ADOLESCENTS-PERFECTIONISTS: CORRECTION EXPERIENCE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 20, 2020): 205. http://dx.doi.org/10.17770/sie2020vol7.5021.

Full text

Abstract:

The article is devoted to the study of school anxiety in adolescents-perfectionists and exploring ways of its correction. It was found that high levels of perfectionism in adolescents can increase the probability of impaired emotional well-being and, in particular, excessive levels of anxiety. To determine the level of perfectionism and components of school anxiety in pupils, two psychodiagnostic methods were used: the “Child-Adolescent Perfectionism Scale” by P. Hewitt and G. Flett and the “Multidimensional Anxiety Scale” by K. Malkova. The study of school anxiety was conducted in two stages: before and after correction. The correction involved setting realistic goals and adequate requirements for oneself; formation the ability for justified risk; shifting focus on achievement, not failure. The results of a comparative analysis of anxiety before and after correction in the participants of the experimental group indicated a statistically significant decrease anxiety related to the assessment of others; anxiety in relationships with teachers; anxiety related to school success; anxiety in knowledge testing situations. The results of a comparative analysis of experimental and control groups adolescents-perfectionists confirmed the effectiveness of corrective action aimed at reducing school anxiety due to the presence of destructive perfectionist attitudes.

APA, Harvard, Vancouver, ISO, and other styles

16

Perryman, Kristi, Paul Blisard, and Rochelle Moss. "Using Creative Arts in Trauma Therapy: The Neuroscience of Healing." Journal of Mental Health Counseling 41, no. 1 (January 1, 2019): 80–94. http://dx.doi.org/10.17744/mehc.41.1.07.

Full text

Abstract:

Knowledge about the brain and the impact of trauma has increased significantly in recent years. Counselors must understand brain functioning and the effects of trauma in order to choose the most effective methods for working with clients. Creative arts therapies offer a nonthreatening way for clients to access and express their trauma, creating a corrective experience in the brain. Activities that incorporate body movement can be particularly helpful by providing a corrective emotional experience for those clients with an immobilized response to a traumatic event. This article offers a model for the assessment and treatment of trauma through the use of creative arts.

APA, Harvard, Vancouver, ISO, and other styles

17

Lee, Soon Tae, and Myung Shig Kim. "The Concept of “Corrective Emotional Experience” of F. Alexander and its Psychological Implications." Journal of Human Studies 33 (January 31, 2017): 247. http://dx.doi.org/10.21738/jhs.2017.01.33.247.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kutter, P. "‘Insight’ and ‘Corrective Emotional Experience’—Two Important Curative Factors in Psychoanalytic Group Therapy." Group Analysis 18, no. 1 (April 1985): 18–24. http://dx.doi.org/10.1177/053331648501800105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Gorodnova, M. Yu. "EMPATHIC ABILITIES AND EMOTIONAL BURNOUT SYNDROMEAT SPECIALISTS OF PSYCHIATRIC PROFILE: RISK FACTORS AND CORRECTIION." HERALD of North-Western State Medical University named after I.I. Mechnikov 6, no. 4 (December 15, 2014): 63–70. http://dx.doi.org/10.17816/mechnikov20146463-70.

Full text

Abstract:

The study of communication burnout and empathic abilities of 270 specialists of child and adult psychiatry were examined during postgraduate study, selected corrective factors of the educational process. Emotional exhaustion and professional success at the output of the educational process are determined by their initial values. Level of output is determined by the depersonalization emotional exhaustion at the entrance. The risk factors for the development of burnout in men are a high level of empathy, intuition, identification, and the women high emotional involvement. Developments of empathic attitudes, ability to create an atmosphere of trust, to see the world through another’s eyes, spontaneous interest reduce the risk of the syndrome. The personal experience of supervision and participation in personal growth groups reduce symptoms of emotional burnout syndrome

APA, Harvard, Vancouver, ISO, and other styles

20

Knight, Zelda G. "Patients' Coaching Behaviours, Transference Testing and the Corrective Emotional Experience: Transcending the Self in Psychotherapy." South African Journal of Psychology 34, no. 1 (March 2004): 84–100. http://dx.doi.org/10.1177/008124630403400105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Bernier, Annie, and Mary Dozier. "The client-counselor match and the corrective emotional experience: Evidence from interpersonal and attachment research." Psychotherapy: Theory, Research, Practice, Training 39, no. 1 (2002): 32–43. http://dx.doi.org/10.1037/0033-3204.39.1.32.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Khamrabaeva, F. I. "Treatment of gastroesophageal reflux disease with autonomic dystonia syndrome with combination of proton pump inhibitor Rabeprazole and neuroleptic sulpiride." Experimental and Clinical Gastroenterology, no. 7 (September 27, 2020): 92–95. http://dx.doi.org/10.31146/1682-8658-ecg-179-7-92-95.

Full text

Abstract:

According to the results of the study in the main group of patients who received complex treatment (IPP and neuroleptic), there was a significant positive dynamics of the main clinical manifestations, compared with the control group. All patients reported a significant decrease in the intensity of heartburn and pain.The use of probulin with vegetative-corrective action in the complex treatment of patients with GERD with vegetative dystonia syndrome allowed to more effectively stop the painful manifestations and reduce the emotional experience of bodily discomfort, improve the emotional state and mental health of patients, as well as improve their quality of life.

APA, Harvard, Vancouver, ISO, and other styles

23

Zilcha-Mano, Sigal. "Resolution of alliance ruptures: The special case of animal-assisted psychotherapy." Clinical Child Psychology and Psychiatry 22, no. 1 (October 17, 2016): 34–45. http://dx.doi.org/10.1177/1359104516671385.

Full text

Abstract:

Many therapists regard alliance ruptures as one of the greatest challenges therapists face in the therapy room. Alliance ruptures has been previously defined as breakdowns in the process of negotiation of treatment tasks and goals and a deterioration in the affective bond between patient and therapist. Alliance ruptures have been found to predict premature termination of treatment and poor treatment outcomes. But ruptures can also present important opportunities for gaining insight and awareness and for facilitating therapeutic change. A process of rupture resolution may lead to beneficial outcomes and serve as a corrective emotional experience. The article describes unique processes of alliance rupture resolution inherent in animal-assisted psychotherapy (AAP). Building on Safran and Muran’s model and on clinical examples, the article describes strategies for identifying ruptures in AAP and techniques for repairing them to facilitate a corrective experience in treatment. Implications for clinical practice and future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

24

Knight, Zelda G. "The Use of the ‘Corrective Emotional Experience’ and the Search for the Bad Object in Psychotherapy." American Journal of Psychotherapy 59, no. 1 (January 2005): 30–41. http://dx.doi.org/10.1176/appi.psychotherapy.2005.59.1.30.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Nakamura, Kaori, and Shigeru Iwakabe. "Corrective emotional experience in an integrative affect-focused therapy: Building a preliminary model using task analysis." Clinical Psychology & Psychotherapy 25, no. 2 (October 16, 2017): 322–37. http://dx.doi.org/10.1002/cpp.2150.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Mallinckrodt, Brent. "The psychotherapy relationship as attachment: Evidence and implications." Journal of Social and Personal Relationships 27, no. 2 (March 2010): 262–70. http://dx.doi.org/10.1177/0265407509360905.

Full text

Abstract:

Research suggests that psychotherapy relationships formed by adult clients can exhibit all the essential elements of attachment bonds identified by Mikulincer and Shaver. Specifically, some clients: (i) regard their therapist as stronger and wiser; (ii) seek proximity through emotional connection and regular meetings; (iii) rely upon their therapist as a safe haven when they feel threatened; (iv) derive a sense of felt security from their therapist, who serves as a secure base for psychological exploration; and (v) experience separation anxiety when anticipating loss of their therapist. This paper presents a conceptual model describing how therapists can regulate therapeutic distance to create the relationship conditions best suited for clients with a hyperactivating versus deactivating attachment pattern. These therapists create a corrective emotional experience by offering the same client not one static attachment relationship, but rather a progressively changing series of relationships that promote more adaptive functioning.

APA, Harvard, Vancouver, ISO, and other styles

27

Bargdill, Richard W. "Toward a Theory of Habitual Boredom." Janus Head 13, no. 2 (2014): 93–111. http://dx.doi.org/10.5840/jh201413219.

Full text

Abstract:

This article describes the experience of habitual boredom including: contrasting situational and habitual boredom, reviewing the humanistic-existential literature on habitual boredom as well as presenting a theory of habitual boredom. The theory suggests that habitual boredom develops from ambivalence (1) an emotional tear between one’s self and others. This ambivalence leads to a passive-avoidant stance (2) toward one’s life. This passivity includes a passive hope (3); the bored person believes something or someone else will change the bored person’s life, but not one’s own actions. Gradually, this passivity exposes identity confusion (4) but corrective action is thwarted because the person is too ashamed (5) to ask for help. Habitual boredom is conceptualized as an unresolved experience of personal meaninglessness.

APA, Harvard, Vancouver, ISO, and other styles

28

Iwakabe, Shigeru. "Case Studies in Accelerated Experiential Dynamic Psychotherapy (AEDP):Reflections on the Case of "Rosa"." Pragmatic Case Studies in Psychotherapy 14, no. 1 (September 13, 2018): 58. http://dx.doi.org/10.14713/pcsp.v14i1.2033.

Full text

Abstract:

Systematic case studies can benefit understanding of the process and outcome of Accelerated Experiential Dynamic Psychotherapy (AEDP; Fosha, 2000) and other affect-focused and experiential therapies by expanding the scope of investigation from the moment-to-moment emotional change on which these therapies are particularly strong to changes that occur over and across sessions. Systematic case studies are also important because the link between in-session changes and changes in the client behavior and interpersonal relationships in daily life can be explored. In the engaging AEDP case study of "Rosa" (Vigoda Gonzales, 2018), the language switching that allowed Rosa to access painful emotions had an additional relational implication in that the therapist was able to directly connect to Rosa’s child self, which was encoded in a different language than her adult self. I suspect that this prevented Rosa and the therapist from running into difficulties due to the potential mismatch in their backgrounds. Corrective emotional experience seen in this therapy confirmed the finding by my own case study research team (Nakamura & Iwakabe, 2018b) that client therapeutic gains are most clearly reflected in new relationships rather than existing attachment relationships. My commentary concludes with some questions posed to the author relating to the issue of effective training in empathic attunement and working with strong emotions in therapy.

APA, Harvard, Vancouver, ISO, and other styles

29

ROESSLER, KIRSTEN KAYA. "A corrective emotional experience - or just a bit of exercise? The relevance of interpersonal learning in Exercise on prescription." Scandinavian Journal of Psychology 52, no. 4 (January 24, 2011): 354–60. http://dx.doi.org/10.1111/j.1467-9450.2010.00869.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Голикова, A. Golikova, Анисимова, and N. Anisimova. "Psychological corrective method of the emotional state in a pregnant woman on dental examination." Journal of New Medical Technologies. eJournal 9, no. 4 (December 8, 2015): 0. http://dx.doi.org/10.12737/16771.

Full text

Abstract:

Dental treatment of a pregnant woman plays an important role in normal course of pregnancy and fetal development. It is proved that there is a relationship between the foci of chronic infection in the oral cavity and a chronic sepsis development of the fetus and the expectant mother. According to the order of the Ministry of health of the Russian Federation from November 1, 2012 № 572н "On approval of the procedure of medical aid in the field of "Obstetrics and Gynecology" (except, the assisted reproductive technologies)", the dental examination of pregnant women is carried out 2 times during the entire pregnancy. Often pregnant women experience intense fear, excitement and tension before dental interventions, because of this, they can postpone the visit to the dentist that, in turn, will affect the deterioration of the oral cavity and cause exacerbation of chronic infection foci. In outpatient dental practice there are known pharmacological and psychological distress correction methods, their efficiency is proven by objective methods of research. However, the use of pharmacological agents during pregnancy is not always prescribed and secure, therefore, the authors justify the use of psychological distress correction methods, including cognitive behavioral methods of psychotherapy, the effectiveness of their application is impossible without taking into account individual characteristics. To develop a new method of anxiety correction before dental treatment, the authors took into account the temperament of a pregnant woman. To ensure a safe and effective dental treatment it requires using a distress correction and motivation’s formation for treatment adherence, including methods of behavioral psychotherapy. The effectiveness of the developed method is determined subjectively by testing the level of situational anxiety according to the scale Spielberg-Hanin. It is found that the use of this method increases the safety of dental treatment for the pregnant woman and the unborn child. This article presents the results of the developed psychological distress correction method for pregnant woman before dental interventions.

APA, Harvard, Vancouver, ISO, and other styles

31

Serikov, V. V., O. I. Yushkova, A. V. Kapustina, S. A. Kalinina, and K. T. Oniani. "Corrective and restorative means to improve job performance and prevention of over-voltage workers." Russian Journal of Occupational Health and Industrial Ecology, no. 4 (May 22, 2019): 252–56. http://dx.doi.org/10.31089/1026-9428-2019-59-4-252-256.

Full text

Abstract:

Improvement of professional reliability and development of means of prevention of overstrain of workers of nervous and stressful work, including locomotive drivers, is an important problem of physiology of work.On the basis of complex researches of reasonable measures of corrective and restorative nature to improve the reliability of knowledge workers is hard work depending on the degree of hazard factors of the labor process.A complex of psychophysiological research methods was used, including a professional graphic analysis of labour activities. Physiological studies of the functional stress of the body include an assessment of the characteristics of the Central nervous and cardiovascular systems. Subjective assessment of the state and strength of the motive was carried out on the test «Health, activity, mood» (SAN). Th e objects of research were employees of various professional groups. 3 groups of workers of locomotive crews are allocated: «unreliable», «conditionally reliable», «reliable». Th e age structure of the examined persons is 30–50 years, the experience is 5–15 years (about 500 people were examined in total). Th e results were processed by methods of variation statistics.The results of testing the eff ectiveness of the complex of psychological, pedagogical and psychotherapeutic tools to improve the reliability of employees of locomotive crews are presented. For the prevention of overstrain, various modes of work and rest and means of correction of the functional state of workers of neuro-emotional mental work are proposed and tested. Th e study of the eff ectiveness of corrective-restorative means of improving the reliability of railway workers, which allowed to achieve improvements in the performance of functional, personal and professional reliability of workers of locomotive crews. Th e developed measures aimed at preventing the development of overstrain in employees of neuro-emotional mental work signifi cantly reduce the «physiolog ical cost» of work, which is manifested by the lack of increase in the degree of tension of the body systems and the later development of fatigue.

APA, Harvard, Vancouver, ISO, and other styles

32

Brandtstadter, Jochen, Gunter Krampen, and Werner Greve. "Personal Control over Development: Effects on the Perception and Emotional Evaluation of Personal Development in Adulthood." International Journal of Behavioral Development 10, no. 1 (March 1987): 99–120. http://dx.doi.org/10.1177/016502548701000107.

Full text

Abstract:

Proceeding from an action perspective on development, this article addresses the impact of perceived control over personal development on the perception and emotional evaluation of developmental achievements and prospects in adulthood. Findings from a research project on personal control and emotional experience of development in adulthood reveal that low subjective control over development is related: (1) to a depressive outlook on personal development; (2) to an unfavorable appraisal of personal development in terms of perceived distances from personally valued developmental goals as well as in terms of personal resources for developmental progress. The findings further indicate that unsatisfying prospects of personal development may instigate self-corrective tendencies. The analyses reported (path analysis, analyses of variance) are based on questionnaire data obtained on a sample of over 630 married couples in the age range of 30 to 60 years. The results are specified with regard to different dimensions of personal development as well as to age and sex of respondents.

APA, Harvard, Vancouver, ISO, and other styles

33

Schmidt, Erika S. "The Berlin Tradition in Chicago: Franz Alexander and the Chicago Institute for Psychoanalysis." Psychoanalysis and History 12, no. 1 (January 2010): 69–83. http://dx.doi.org/10.3366/e1460823509000555.

Full text

Abstract:

Freud considered Franz Alexander, the first graduate of the Berlin Psychoanalytic Institute and an assistant in the Berlin Polyclinic, to be ‘one of our strongest hopes for the future’. Alexander went on to become the first director of the Chicago Institute for Psychoanalysis in 1932 and modeled some of the Chicago Institute's mission on his Berlin experiences. He was also a researcher in psychosomatic medicine, a prolific writer about psychoanalysis and prominent in psychoanalytic organizations. As he proposed modifications in psychoanalytic technique, he became a controversial figure, especially in the elaboration of his ideas about brief therapy and the corrective emotional experience. This paper puts Alexander's achievements in historical context, draws connections between the Berlin and Chicago Institutes and suggests that, despite his quarrels with traditional psychoanalysis, Alexander's legacy may be in his attitude towards psychoanalysis, characterized by a commitment to scientific study, a willingness to experiment, and a conviction about the role of psychoanalysis within the larger culture.

APA, Harvard, Vancouver, ISO, and other styles

34

Tubert-Oklander, Juan. "Between Imagination and Rigour: A Response to Farhad Dalal’s Article ‘The Analytic and the Relational: Inquiring into Practice’." Group Analysis 50, no. 2 (May 25, 2017): 238–54. http://dx.doi.org/10.1177/0533316417708350.

Full text

Abstract:

The relational perspective of analysis is a way of looking at, practising, and understanding the whole of analysis—including psycho-analysis, group-analysis, and socio-analysis—rather than a specific school of psychoanalysis. Farhad Dalal’s excellent article describes the evolution of his thinking and practice, from a classical analytic stance to a relational conception of it. There are two ways of conceiving and practising psychoanalysis, which he calls ‘the analytic’ and ‘the relational’, derived from two contrasting conceptions of the world and of life. This generates a split between theory and practice in analysis. Some practitioners adhere to the classical view, but are actually relational in their practice; others have adopted relational theory, but maintain the detached scientific attitude of the classical Freudian analyst. Freud’s abandonment of the traumatic theory of neuroses had unconscious sources that determined the injunction for analysts not to be relational. Group analysis, on the other hand, has been relational from the beginning. S.H. Foulkes had a contradiction between his adherence to Freudian theory and the revolutionary aspects of his thinking and practice—what Dalal calls ‘radical Foulkes’. The hierarchical, detached, and emotionally closed off form of relating prescribed by classical analysis is anti-therapeutic. By contrast, the kind of therapeutic relation that Dalal strives to develop has connotations with engagement, reciprocity and mutuality, and may generate corrective emotional experiences. But human events are never fully explained or predictable, so that the corrective emotional experience is an occurrence, not a technique. The analyst works in a radical uncertainty and can only be guided by his intuition, which has then to be checked by rational critical analysis. This generates a dialectic tension between imagination and rigour, which must be kept and nursed, not solved. This corresponds to an analogical hermeneutic stance, which rejects both the dogmatic univocality of Modernism and the relativistic equivocality of Postmodernism. The analyst must respond with his whole being, and this being must be developed through a process of personality development, not training but formation (Bildung in German). This implies a particular epistemology, ontology, axiology, and ethics, a whole Weltanschauung and Lebensanschauung that includes the Golden Braid of thinking, feeling, and acting, on a basis of relating.

APA, Harvard, Vancouver, ISO, and other styles

35

Teplova, A. B., and V. A. Chernushevich. "Folk Game as Sociocultural Means of PreventingDeviant Behaviour." Cultural-Historical Psychology 13, no. 3 (2017): 51–59. http://dx.doi.org/10.17759/chp.2017130307.

Full text

Abstract:

Role-playing can be used as one of the possible means of early professional training in legal psychologists. Defining play-based practice as the content of education eliminates the problem of professional and learning motivation during the first semesters of study. Folk game is considered a cultural form that helps create a developmental, corrective and preventive environment for working with deviant behaviours. The most significant causes of deviant behaviour are commonly thought to be one’s lack of both psychoemotional experience and psychophysiological preconditions for its acquisition. The key factors in an individual’s ability to establish social relations and organise behaviour are his/her experience in communication, ability to take into account other people’s emotional states and to display his/her own states and needs for others to consider. The resources of folk games, apart from them being a cultural form of traditional communication, are the following: the strictness of rules which, at the same time, provide only the framework to the game, thus not interfering with creative activity and improvisation; the richness of images, meanings and emotions in plots; the value of the very process of the game to its participants; the freedom of self-determination for those entering the game; the equality of all participants in regard to roles and rules.

APA, Harvard, Vancouver, ISO, and other styles

36

Garcia, E., E. Guerrero, I. Vicente, and R. Martinez. "Parental group therapy & conduct disorders." European Psychiatry 33, S1 (March 2016): S351. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1244.

Full text

Abstract:

Conduct disorders are common between ADHD, some series has shown that even almost 40% of patients develop some of the two main diagnosis: ODD or CD.That comorbidity between ADHD and ODD or CD has made that treatment become complex and requires different interventions.One field of treatment has been parental functioning.It has been common that reward or punishment as two effective strategies modulate familiar interactions when they are referred to AHD sons.However, in a long time, they failed to improve functioning, and frustration appears.Attachment somehow is been hidden behind diagnosis and treatment, and family stop its evolution repeating wrong strategies.Group therapy is a well-known tool that may help with this dysfunction in two ways: psychoeducation and debriefing.The aim of this work is to resume our experience working with parents in a group therapy model.We have found that affective symptoms are common between parents, ant that they difficult parenting strategies.Taking that into account we promoted emotional expression using debriefing groups as model, before introducing psychoeducational issues.Our hypothesis is that change is not possible if there is not a corrective attachment experience that let parents recover their role.We use it as a complementary tool to family and individual therapy.We will explain this model and its results based in therapists’ and patients’ experiences using open interviews.Disclosure of interestThe authors have not supplied their declaration of competing interest.

APA, Harvard, Vancouver, ISO, and other styles

37

Teal, Jay. "Nothing Personal: An Empirical Phenomenological Study of the Experience of “Being-on-an-SSRI”." Journal of Phenomenological Psychology 40, no. 1 (2009): 19–50. http://dx.doi.org/10.1163/156916209x427972.

Full text

Abstract:

AbstractThe process by which SSRIs reduce “depressive symptoms” remains obscure. Biochemical, functional, and taker self-assessment evidences for the “corrective” nature of this process are inconclusive and ultimately incapable of appropriately addressing the meaning of being “anti-depressed.” In light of their growing prevalence, an understanding of the ways in which SSRIs alter takers' lived worlds is crucial for those who are presently taking them or considering doing so, for those recommending their use, and for those inhabiting societies increasingly composed of people who use them. This study found that the essential lived characteristic of “being-on-SSRIs” was increased distance or disconnection between takers their worlds, a disruption which showed itself most prominently within the emotional, bodily, social, and existential realms. Depression and anxiety are intense modes of relation, and the alteration of meaningful connections is characterized largely by participants as a disruption. SSRIs succeed in alleviating pain and suffering. However, takers' attunement becomes a relatively “a-motional” acceptance of whatever occurs in their world. Their stance becomes an essentially passive approach toward a world that can no longer “touch” them and to which takers are no longer responsible, and numbing “side-effects” are inseparable from the “treatment effect.”

APA, Harvard, Vancouver, ISO, and other styles

38

Sushchenko, Larysa, Liudmyla Lysohor, Olena Pavlyk, Oksana Shvets, Myroslava Kulesha-Liubinets, and Vita Pavlenko. "Neuropsychological Support of Education and Creative Activity of Primary School Age Children with Special Educational Needs." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 3 (August 23, 2021): 105–26. http://dx.doi.org/10.18662/brain/12.3/223.

Full text

Abstract:

It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils. It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.). Means of neuropsychological correction are presented, which are represented by two blocks: formation and development of a sensorimotor component of higher mental functions and development and correction of cognitive functions and components that are part of them. The organizational and pedagogical conditions for the development of junior schoolchildren's creativity with special educational needs have been developed and experimentally tested, in particular: the creation of a creative development environment through the introduction of game teaching methods; intensification of subject to subject interaction of participants of the educational process in the conditions of inclusive education based on partnership pedagogy; maximum enrichment of subjects with creative content to increase the experience of creative self-expression of students in lessons and extracurricular activities successfully tested during the formative stage of the experiment.

APA, Harvard, Vancouver, ISO, and other styles

39

Zimmermann, Peter, and Harry Paul. "The Origins of the Leading Edge in Kohut's Work." Psychoanalytic Review 108, no. 2 (June 2021): 169–96. http://dx.doi.org/10.1521/prev.2021.108.2.169.

Full text

Abstract:

This article traces the evolution of the concept of the leading edge in Kohut's work. The leading edge is defined as the growth-promoting dimension of the transference. The authors argue that although Kohut did not ever use the term explicitly in his writings—Marian Tolpin (2002), one of Kohut's gifted pupils, introduced the concept into the psychoanalytic literature in the form of the forward edge—the idea of the leading edge was already present in nascent form in Kohut's earliest papers and became ever more central as his psychology of the self evolved and the concept of the selfobject transference took center stage. Kohut, it is argued, could not fully develop the idea of working with the leading edge for fear of being accused of advocating for a corrective emotional experience in psychoanalytic treatment. However, in his posthumous empathy paper (1982) Kohut came as close as he could to endorsing the leading edge as pivotal in all psychoanalytic work.

APA, Harvard, Vancouver, ISO, and other styles

40

Jones, Marc V. "Controlling Emotions in Sport." Sport Psychologist 17, no. 4 (December 2003): 471–86. http://dx.doi.org/10.1123/tsp.17.4.471.

Full text

Abstract:

Emotions play a central role in sport performance. Accordingly, it is important that athletes are able to draw on a range of strategies to enhance emotional control. The present paper outlines a number of strategies based on Lazarus’ cognitive-motivational-relational theory of emotion. Strategies are outlined that aim to change cognitions, resulting in either a more appropriate emotional response or a suppression of the expression of emotion and any maladaptive behavioral consequences. These techniques comprise self-statement modification, imagery, socratic dialogue, corrective experiences, self-analysis, didactic approach, storytelling metaphors and poetry, reframing, cognitive paradox, and use of problem-solving skills. Furthermore, given the changes in physiological arousal accompanying certain emotions, it is also suggested that general arousal control strategies could play an important role in emotional control.

APA, Harvard, Vancouver, ISO, and other styles

41

Grib, E. V., E. V. Kolomoets, and V. V. Latysheva. "Game-based Methods for Competence “Teamwork and Leadership” Development: The Case of Engineering Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (October 15, 2020): 125–34. http://dx.doi.org/10.31992/0869-3617-2020-29-10-125-134.

Full text

Abstract:

The competence “teamwork and leadership” is one of the key and the most required in the modern professional environment. The article presents the experience of the Department of sociology, psychology and social management of Moscow Aviation Institute in the development of teamwork skills among students majoring in engineering.Teamwork in the article is understood as an effective joint activity to achieve goals. Teamwork as a professional competence includes certain skills and abilities that are being formed gradually on the basis of interpersonal and intergroup communication. For the formation of team qualities, gamebased learning methods are used, which increase the effectiveness of pedagogical efforts. Game methods in comparison with traditional lectures and seminars involve more active communication, emotional colouring and visual demonstration of the results. The main task of a teacher is not to broadcast information and check its assimilation, but to stimulate the activity of students themselves. Game-based methods are both a diagnostic and corrective tool, they allow to identify already existing skills, activate the behaviour of students in the desired direction and consolidate the result. The article analyses the experience of using active training methods for the development of the competence “teamwork and leadership”. Trainings are conducted in several stages, on each of them certain tasks are being solved: the current level of competence development is evaluated, tasks are performed together, results are discussed, and an exercise is given to reinforce the skill. After the trainings, change in the participants’ attitude to teamwork and increase in the level of cohesion, trust, and involvement were revealed. The experience of organising of trainings turned out to be successful and useful not only for building competence, but also for identifying difficulties that prevent students from creating effective teams.The materials of the article may be of interest to University teachers working on the development of students’ competence “teamwork” and using learning technologies.

APA, Harvard, Vancouver, ISO, and other styles

42

Morstyn, Ron. "The Therapist's Dilemma: Be Sincere or Fake It?" Australasian Psychiatry 10, no. 4 (August 2002): 325–29. http://dx.doi.org/10.1046/j.1440-1665.2002.00490.x.

Full text

Abstract:

Objective: To examine the pressure on therapists to fake sincerity and the significance of genuine sincerity in psychotherapy. Conclusions: There are many reasons why therapists might fake sincerity. We live in a post-modern culture of dissimulation and ‘playing the game’ that puts a premium on faking sincerity. Manualised and scripted psycho-therapies encourage fake sincerity, as do the measurement requirements of EBM, and the short-term approach of Managed Care. Kohut's ‘corrective emotional experience’ of empathy reinforces benevolent faked sincerity. Studies demonstrate the importance of the therapist appearing warm and genuine but do not differentiate appearance from reality. Therapists may fear that true sincerity will lead to crossing boundaries, harming patients, being poorly judged or medico-legal problems. Nevertheless, if therapists aren't willing to strive for genuine sincerity, despite all the attendant risks and possible complications, then they deny their patients the opportunity of working through the difficulties of achieving sincerity in any human relationship. Moments of true mutual sincerity in psychotherapy are healing not only because of the insight achieved but also because they restore the damaged hope that sincerity is possible. Therapists who fake sincerity ultimately leave their patients feeling alone and colluding in a mutually fake therapeutic relationship.

APA, Harvard, Vancouver, ISO, and other styles

43

Чернавский, Александр, Aleksandr Chernavskiy, Ирина Русакова, Irina Rusakova, Иван Петров, and Ivan Petrov. "PSYCHOLOGICAL SUBSTANTIATION OF THE USE OF GAMING PRACTICES AND PRINCIPLES OF GAMING IN THE TRAINING OF DENTAL PATIENTS IN A HEALTHY LIFESTYLE." Actual problems in dentistry 14, no. 3 (October 23, 2018): 91–96. http://dx.doi.org/10.18481/2077-7566-2018-14-3-91-96.

Full text

Abstract:

Gaming learning is accepted in our society for a long time, practically from its inception and therefore has historical roots. The game is multifaceted, it allows you to successfully learn new skills for both children and adults. The game not only trains, develops, educates, but also socializes. An historical excursion shows that one of her first tasks is training. The substantiation of the use of gaming methods in psychotherapeutic and developmental psycho-correction work is given by many scientists working in the field of psychology. Methods of playing developmental psychocorrection and psychotherapy remain a very important tool that allows not only to study aspects of the child's and adult's inner world, but also, depending on the level of his mental maturity, social skills, cognitive and emotional processes, build interaction in the formation of the principles of a healthy lifestyle in patients of dental profile. Gaming psychotechnics are psychologically conditioned, a natural element of culture, which is a kind of voluntary activity of the individual, enriching the social experience of our patients, allowing one to master the norms and rules for preserving one's dental health through voluntary acceptance of a role, virtual simulation of the playing space and changing the conditions of one's own own being in society. The players perform the following functions: communicative; self-realization of a person; diagnostic; psychotherapeutic; psycho-corrective. Gaming psychotechnics allow you to escape from the paternalistic positions in communication with the patient, to form a request for maintaining your own health in the patient himself. The use of gambling practices and gaming promotes the consolidation and improvement of knowledge, the development of the psychological qualities of the individual, the development of the ability to find the best solutions for large and small patients in the formation of their health.

APA, Harvard, Vancouver, ISO, and other styles

44

Khan, Anwar, Rosman Bin Md Yusoff, and Khairunesa Binti Isa. "Examining Linkages between Psychological Health Problems, Socio-Demographic Characteristics and Workplace Stressors in Pakistan’s Academia." International Education Studies 9, no. 6 (May 26, 2016): 108. http://dx.doi.org/10.5539/ies.v9n6p108.

Full text

Abstract:

<p class="apa">Scholarly work and research are globally known as stressful and challenging. Teachers may develop different psychological health problems once they are exposed to workplace stressors. Considering it as a serious issue of education sector, this study has examined the linkages between prevalent workplace stressors and psychological health problems in Pakistan’s academia. A cross-section quantitative research design was adopted, whereas data was collected by self-administered questionnaire from a sample of 1189 teachers working within 12 universities of Pakistan. Descriptive statistics were used for analysis of demographic data; Chi-square tests were performed to compare psychological health problems with socio-demographic characteristics, whereas Multivariate Logistic Regression Analysis was run to know the relationship between prevalent work stressors and psychological health problems. Results show that the majority of respondents were male (63.8%), unmarried (58.5%), 25 to 40 years old (78.5%) and working as Lecturers or Assistant Professors (77%), thus their average job experience was 05 to 10 years. Psychological health problems were prevailing more among male, unmarried, less experienced and junior teachers. Such socio-demographic characteristics were potential risk factors for psychological health problems. Furthermore, respondents exposed to work stressors like workload, interpersonal and emotional demands were more likely to develop psychological health problems. Findings of the current study will develop awareness among teachers concerning work stress and psychological health. Such findings can be utilized by policy makers of Pakistan for devising policies about occupational health & safety of teachers.<strong> </strong>The prevalence of psychological health problems in academia of Pakistan is a recognized workplace issue. Therefore, it needs immediate corrective measures at individual and institutional levels.</p>

APA, Harvard, Vancouver, ISO, and other styles

45

Dychko, Danil, Vladyslav Dychko, Elena Dychko, Grigory Grigorenko, and Sergey Kokhan. "Effectiveness of the influence of rehabilitation physical education on the psychological and physical status of people." E3S Web of Conferences 284 (2021): 08023. http://dx.doi.org/10.1051/e3sconf/202128408023.

Full text

Abstract:

The research work deals with the actual problem of visual impairment in children at an early age, which creates difficulties in the accumulation of sensory experience, which delays the formation of mental processes. Children with visual impairments have specific peculiarities of activity, communication and psychophysical development, which are manifested in lagging, impairment and originality of the development of motor activity, spatial orientation, the formation of ideas and concepts, in the methods of object and practical activity, in the peculiarities of the emotional and volitional sphere, social communication, integration into society, adaptation to work. The authors developed a rehabilitation complex of physical exercises and studied the effectiveness of its influence on the psychophysical status of children and adolescents at the age of 10-16 years with visual impairments. In the course of the study (groups of children with visual impairment at the age of 10-14 and 15-16 years), it was found that the author's rehabilitation complex of physical exercises has a positive effect on the performance of tests characterizing the psychomotor reaction to a simple auditory and motor reaction, the sound version of the corrective test , contact coordination, hand strength and endurance, tapping test (strength of the nervous system) in children with visual impairment, and it can be recommended for widespread use by specialists to work with children at the age of 10-16 years with visual impairments to improve the psychophysiological state and improving the quality of life.

APA, Harvard, Vancouver, ISO, and other styles

46

Vinarchik, Elena A. "Features of the correction of the emotional sphere of nurses." Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya gumanitarnye nauki 15, no. 2 (June 11, 2021): 268. http://dx.doi.org/10.18255/1996-5648-2021-2-268-275.

Full text

Abstract:

The article presents the results of research and correction of the emotional sphere of medical personnel. The nurses features of emotional experiences with different experience of professional activity have been studied. A correction program was developed and carried out and reliable shifts were identified.

APA, Harvard, Vancouver, ISO, and other styles

47

Saleh, Ahmad, Yuni Ahda, and Yanti Fitria. "Improving Science Learning Activities and Outcomes by Using Problem Based Learning Model at Elementary School." Jurnal Basicedu 4, no. 4 (October 22, 2020): 1388–97. http://dx.doi.org/10.31004/basicedu.v4i4.578.

Full text

Abstract:

Science learning requires direct experience in order to develop the ability to explore and understand the natural surroundings scientifically. So far in elementary school at Bukittinggi, the process of learning science only memorizes facts, principles or theories. In science learning, students are not involved in finding or applying their own ideas and they do not instill the values contained in the learning. The science learning process in classroom is not yet fully in accordance with the demands of the curriculum. The teacher provides more material in the textbook without relating it to students' daily problems that are in accordance with the material, thus causing less interesting in learning. The teacher also has not actively involved all students in learning and emphasizes learning only on students who are smarter. The purpose of this study was to increase the activity and learning outcomes of science learning by using a problem-based learning model in SDN 11 Aur Kuning Bukittinggi, West Sumatra. This classroom action research was conducted in 2 cycles with the research subjects of grade IV students with totalling 25 people. The research data were collected through observation and tests. The effectiveness of actions in each cycle from the results of observations and tests is described and then reflected to take corrective action in the next cycle. In science learning, students' learning activities were observed, namely: visual activities, oral activities, writing activities, motoric activities and emotional activities. The research findings show that the problem-based learning model can increase student activity and learning outcomes.

APA, Harvard, Vancouver, ISO, and other styles

48

Ivanova Bozhkova, Vesela. "PREVENTIVE „NON-EXISTENT ANIMAL" DRAWING FOR THE STUDY OF AGGRESSION IN CHILDREN OF PRIMARY SCHOOL AGE BY DECIMATING THE SYMPTOMS ACCOMPANYING „COGNITIVE DISMODERATE INTERCOURSE”." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 465–71. http://dx.doi.org/10.35120/kij3002465i.

Full text

Abstract:

The studied students are from the fourth grade, the town of Kyustendil. The drawing of the "Non-existent animal" aims to prevent the essence of the problem of working at the level of primary prevention of aggression in children of primary school age. The following criteria are distinguished in order to analyze the symptom of the "non-existent animals" depicted by children: the preventive symbolic meaning of the depicted objects; preventative importance of colors; degree of aggression; the presence of decorative details. The preventative approach in the drawing is based on the stage in which children painting the non-existent animal, drawing themselves in situations of social communication. When children accumulate in their minds subjective, emotional estimates of their intercourse with their peers, they as a result of cognitive psychological stress sharpen their feelings of being suppressed. Students begin to experience inwardly negative feelings, as a result of which they push these experiences unconsciously and at a conflict moment of perturbation from the external environment with which they communicate, these emotions of emotion in the children are unleashed. At such times, children with lower self-control outweigh the aggressive manifestation of a calm reaction that avoids the aggressive outburst. There are situations where the propensity of children to irritable behavior leads to behavioral deficits in my forms of communication with others. When there is an unfavorable relationship between children, they start distancing and non-acceptance of the other's point of view, and then begin to feel lonely as a factor in „cognitive dismoderate intercourse". Incomplete interactions between children help to ignore the essential moments of communication between children; in practice, incorrect feedback is broken in the course of cognitive processes in communication. There is a distance, not a clarification of the relationship. A small percentage of children start sharing their emotions even with their loved ones. In practice, children do not clarify their positions and relationships with peers and those with whom they have problematic interactions. In this way, children reconstruct in their minds subjective assumptions about the actual irritants leading to aggressive manifestations. Children begin to get angry at themselves and the people they communicate with on every occasion, even with the most common remark. These children are predominantly irritable, especially among the students, which contributes to the escalation of their aggressive behavior. Children do not realize what behavior they actually have and how it affects the people they communicate with. They lack the proactive behavioral standard. Subsequently, there is an imbalance between perceptual views of children and their classmates about attitudes related to problematic issues. In practice, there is an incorrect refraction of the feedback in the process of communication between children, and the focus on their own perceptual attitudes comes to the fore. Emphasizing on one's own views and neglecting the corrective preventive attitude of adult authority on the problematic situation only reinforces the process of „cognitive dismoderate intercourse", among children.

APA, Harvard, Vancouver, ISO, and other styles

49

Zhang, Junling. "A Review of Grammar Corrective Feedback: The Learning Experience in China’s English Classes." Studies in English Language Teaching 8, no. 3 (August 14, 2020): p127. http://dx.doi.org/10.22158/selt.v8n3p127.

Full text

Abstract:

Grammar correction is a common means of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.

APA, Harvard, Vancouver, ISO, and other styles

50

Adler-Nissen, Rebecca, Katrine Emilie Andersen, and Lene Hansen. "Images, emotions, and international politics: the death of Alan Kurdi." Review of International Studies 46, no. 1 (October 18, 2019): 75–95. http://dx.doi.org/10.1017/s0260210519000317.

Full text

Abstract:

AbstractHow are images, emotions, and international politics connected? This article develops a theoretical framework contributing to visuality and emotions research in International Relations. Correcting the understanding that images cause particular emotional responses, this article claims that emotionally laden responses to images should be seen as performed in foreign policy discourses. We theorise images as objects of interpretation and contestation, and emotions as socially constituted rather than as individual ‘inner states’. Emotional bundling – the coupling of different emotions in discourse – helps constitute political subjectivities that both politicise and depoliticise. Through emotional bundling political leaders express their experiences of feelings shared by all humans, and simultaneously articulate themselves in authoritative and gendered subject positions such as ‘the father’. We illustrate the value of our framework by analysing the photographs of Alan Kurdi, a three-year-old Syrian-Kurdish boy who drowned in September 2015. ‘Kurdi’ became an instant global icon of the Syrian refugee crisis. World leaders expressed their personal grief and determination to act, but within a year, policies adopted with direct reference to Kurdi's tragic death changed from an open-door approach to attempts to stop refugees from arriving. A discursive-performative approach opens up new avenues for research on visuality, emotionality, and world politics.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Corrective emotional experience'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles