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Faucher, Nicolas. "Les garanties de la foi chez les penseurs franciscains du XIIIème siècle et du début du XIVème siècle." Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE5062/document.
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Notre travail porte sur la théorisation de la nature et du mécanisme de la foi en milieu franciscain, de 1230 à 1330. Le corpus comprend des questions disputées issues d’œuvres théologiques écrites par plusieurs auteurs franciscains et ceux qui les ont influencés. Nous avons cherché à comprendre quelles instances psychologiques sont mises en jeu pour assurer la fermeté de l’assentiment de la foi et de quelle façon nos auteurs justifient le fait même d’avoir une foi, par opposition par exemple à une connaissance, et le fait d’avoir un assentiment de foi donné, catholique, par opposition à un autre. Selon nous, il existe deux courants historiques : celui qui mène d’Alexandre de Halès et Bonaventure à Olivi et celui qui mène d’Henri de Gand et Godefroid de Fontaines à Duns Scot. D’après nous, ces deux mouvements se caractérisent par la combinaison de deux tendances. La première consiste en une naturalisation de la foi : le rôle de l’action divine surnaturelle dans la production de l’habitus et de l’acte de foi se réduit. La seconde consiste en une « volontarisation » de la foi : la volonté joue un rôle de plus en plus crucial dans l’accomplissement de l’acte de foi et intervient d’une manière de plus en plus large dans la production des croyances humaines en général. Ces tendances se perpétuent au XIVème siècle, par exemple chez Ockham et Holkot. Les justifications de la foi suivent ces deux mouvements : les modèles volontaristes appellent des justifications pratiques plutôt que spéculatives et la naturalisation implique que rien dans le processus de production de la croyance ne puisse, pour le croyant, différencier l’assentiment propre à la foi catholique des autresWe have chosen to study the theories of the nature and mechanism of religious belief put forward by Franciscan thinkers, from 1230 to 1330. Our corpus is comprised of disputed questions from a diversity of theological works written by Franciscans and those who influenced them. We tried to understand what psychological acts and faculties come into play to ensure the firmness of the assent of faith, and in what way our authors justify the very fact of having faith as opposed, for example, to knowledge, and the fact of having a given faith, the catholic one, as opposed to another. According to us, there exist two historical movements: the one which leads from Alexander of Hales to Bonaventure to Olivi and the one which leads from Henry of Ghent to Godfrey of Fontaines to Duns Scotus. We show that these two movements are characterized by the combination of two tendencies. The first one consists in a naturalization of faith: the role of supernatural divine action in the production of the habitus and act of faith is reduced. The second tendency consists in a “voluntarization” of faith: on the one hand, the will plays a more and more crucial role in the carrying out of the act of faith and, on the other hand, the scope of its intervention in the production of human beliefs in general is ever larger. These tendencies still exist in the 14th century, for example in Ockham and Holkot. The justifications of faith follow these two movements: voluntarist models demand practical rather than speculative justifications while the naturalization of faith entails that nothing in the process of production of belief can, for the believer, distinguish the assent of catholic faith from others
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Coz, Michel. "La Cène et l'autre scène : désir et profession de foi chez Jean-Jacques Rousseau." Paris 7, 1993. http://www.theses.fr/1993PA070073.
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Le but de cette these est d'etudier les rapports entre le desir et la foi chez jean-jacques rousseau. Elle se situe donc dans une perspective psychanalytique et tente d'eclairer les representations imaginaires qui soutiennent les choix doctrinaux de rousseau. Elle avance que sa position religieuse n'est pas fondamentalement chretienne car elle recuse le dogme de l'incarnation. L'investigation psychanalytique tend, alors, a souligner les presupposes inconscients qui suscitent, chez jean-jacques,le rejet de l'imaginaire chretien et permet d'associer ses deviations theologiques sur le peche originel,la revelation ou le miracle a une problematique centree sur la question de l'origine. Rejeter le christianisme, c'est refuser un monde religieux axe sur la mediation et la filiation. L'opposition de rousseau a la symbolique trinitaire doit des lors etre referee a sa "position" dans l'ordre genealogique,position tres incertaine en raison de la perversion du discours paternel lui intimant d'occuper imaginairement une place symboliquement marquee par l'interdit. C'est donc par defaut de l'inscription d'un signifiant susceptible de limiter l'angoisse que l'appel de la jouissance produit en lui que rousseau se doit de conforter,par sa propre profession de foi,l'image d'un pere idealise,non marque par la castration. Cependant,avec la nouvelle heloise, sa foi echappe a toute tentative de reduction definitive et aussi bien la negation athee de wolmar que la solution mystique de julie signalent la singularite d'un desir que les determinations trop assurees des catechismes de tous bords ne peuvent epuiserThe purpose of this thesis is to study the relationship between faith and desire in jean-jacques rousseau. It therefore takes a psychoanalytical perspective and attempts to shed light on the imaginary representations underlying rousseau's doctrinal choices. It puts forward the idea that rousseau's religious position is fundamentally non-christian in so far as it challenges the dogma of incarnation. The psychoanalytical investigation here aims at emphasizing the unconscious assumptions which contribute to his rejection of the christian imaginary. It also associates rousseau's deviating views on original sin,the revelation, and miracles with a problematic pattern focusing on the question of the origin. His rejection of christianity is that of a religious realm based on mediation and filiation. His refusal of the symbolic order of the trinity must be seen in relation to his very uncertain genealogical "position": his father's perverted discourse summons him to take an imaginary place symbollically marked by interdict. For lack of a signifier which could limit the anxiety aroused by the call of pleasure,rousseau must,by his profession of faith,strengthen the image of an idealised father unmarked by castration. In la nouvelle heloise however, his faith escapes any attempt at categorization; wolmar's atheistic negation as well as julie's mystical solution are both signs of a singular desire which overconfident dogmas of any kind cannot reduce
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Konare, Dougoukolo Alpha Oumar. "Fonctions de l’investissement religieux : étude sur une population musulmane malienne." Thesis, Paris 5, 2013. http://www.theses.fr/2013PA05H109.
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Le Mali est un pays du Sahel dans lequel les Musulmans constituent plus de 90% de la population. L’islam est une religion qui y est ancrée dans le quotidien et la mémoire sociale. Cette étude part d’observations cliniques sur la pratique de l’islam par de jeunes Maliens, suite à un passé de difficultés psychiques. L’objectif de la recherche est de déterminer les bénéfices thérapeutiques de l’islam pour les Musulmans maliens, et de préciser en quoi ces bénéfices peuvent s’appuyer sur une relation d’objet avec Allah, le Dieu de l’islam. De décembre 2010 à juin 2012, nous avons interrogé des savants islamiques, historiens, et des anthropologues, sur la place de l’islam dans les sociétés ouest-africaines. Dans une approche complémentariste, nous sommes partis de constats pluridisciplinaires, pour mener des entretiens cliniques de recherche. Les huit participants rencontrés sont des Maliens, femmes et hommes, entre vingt-trois et vingt-huit ans, dans la fin du processus de construction identitaire adolescent. Ces personnes ont été sélectionnées, car leur pratique de l’islam s’est récemment renforcée. Il s’agissait d’analyser les nécessités et bénéfices de leur pratique nouvelle, et ainsi constater ce que l’islam et la relation avec Allah ont pu apporter comme fonctions. L’islam et son Dieu semblent permettre une réécriture de soi, dans la correspondance avec un sacré transcendant les vicissitudes quotidiennes, et délivrant de l’oppression social, ou des insatisfactions que les participants sentent qu’ils ne peuvent outrepasser. Cet islam est puisé dans un noyau familial, et historique, dans lequel Dieu trouve une figuration objectale en écho avec des objets de l’ontogénèse, et du transgénérationnel, pour colmater les fragilités individuelles. Les frustrations liées à la pratique religieuse sont pensées comme des évènements sacrés, dans un Jihad, une lutte sainte, vers l’épanouissement. L’islam et ses pratiques offrent un contexte de contenanceMali is a country of the Sahel where Muslims amount to over 90% of the population. Islam is a religion that is rooted in everyday life and social memory. This study stems from clinical observations regarding the practice of Islam by Malian youths, following prior psychic hardships. The aim of the research is to determine the therapeutics benefits of Islam for the Muslim Malians, and to precise how such benefits grow from an object relationship with Allah, the God of Islam. From December 2010 to June 2012, we have met Islamic scholars, historians, and anthropologists, inquiring about the place of Islam in West African societies. With a complementary approach, we drove our reflection with multidisciplinary acknowledgments, to lead clinical research interviews. The eight participants we met are Malians, women and men, aged twenty-one to twenty-eight, ending the identity construction process of adolescence. These persons were selected because their practice of Islam recently intensified. We purported to analyze the necessity and the benefits of their new practice, and thus note what functions Islam and the relationship with Allah brought forth.Islam and its God seem to allow a rewriting of oneself, in correspondence with a sacredness transcending everyday tribulations, and delivering from social oppression or dissatisfaction the participants felt they could not overcome. This Islam is tapped from family and social cores, in which God is represented as an object, echoing other objects of the ontogenesis, and the transgenerational legacy, so as to amend individual fragilities. Frustrations linked to the religious practice are thought of as sacred events, in a Jihad, a holy war, to self-fulfillment. Islam and its practices offer a context of holding
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Dassonneville, Gautier. "De la magie au magique. Conscience, réalité-humaine et être-dans-le-monde chez Sartre (1927-1948)." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30004.
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Notre recherche interroge la philosophie existentielle du premier Sartre en la replaçant dans le paysage de la philosophie française post-comtienne du début du XXe siècle et en restituant un moment anthropologique où le problème de la magie traverse les sciences psychologiques et sociales. En suivant les différentes voies du transfert de conceptualité par lequel la notion de magie devient chez Sartre le magique, nous étudions trois pôles de l'ontologie phénoménologique sartrienne, à savoir la conscience intentionnelle, la réalité-humaine et l'être-dans-le-monde. Notre hypothèse est que, selon différentes modalités allant de la thématisation à l'effacement, le magique joue un rôle déterminant dans l'élaboration de l'existentialisme dont nous retraçons la genèse à partir des premiers travaux philosophiques et écrits littéraires de 1927. Face à l'héritage d'une anthropologie positiviste à la méthodologie analytique, Sartre privilégie une approche synthétique et conçoit la conscience dans ses dimensions affective et irrationnelle. Les figures de la pensée magique sont alors mobilisées pour penser l'ouverture au monde de la conscience ainsi que ses rapports à soi et aux autres dans les termes d'une spontanéité irréfléchie et absolue. Nous faisons ensuite retour sur l'anthropologie sartrienne telle qu'elle conçoit la réalité-humaine à partir de ses attitudes et de ses conduites, et notamment à travers la manière dont elle affronte sa propre liberté, fondamentalement et irrémédiablement exposée à la contradiction. Cette structure de la réalité-humaine comme projet existentiel conduit Sartre à repenser l'être-dans-le-monde à partir de ce que nous appelons la dépossession originaire par laquelle l'ontologie est ramenée au magiqueThis research deals with Sartre's early existential philosophy by resituating it in the field of French post-Comtian philosophy in the early twentieth century and by re-establishing an anthropological moment in which the issue of magic is explored in the psychological and social sciences. Following the different paths of the conceptual exchange through which the notion of magic becomes that the magical in Sartre's view, we study three poles of sartrian phenomenological ontology : intentional consciousness, human reality and being-in-the-world. The hypothesis advanced by this thesis is that the magical, according to different modes ranging from topicalization through obliteration, plays a determining role in the elaboration of existentialism whose genesis is traced here from Sartre's very first writings in 1927.Faced with the legacy of a positivist anthropology in terms of an analytical methodology, Sartre privileges a synthetic approach and conceives consciousness in its affective and irrational aspects. Images of magical thought are called upon for rethinking openness to the world of consciousness and its relationship to itself and to Others. Returning to Sartrian anthropology, we question how consciousness can be grasped as an irreflexive and absolute spontaneity and how human reality is interpreted through its attitudes and behaviours; in particular through the way it faces its own freedom which is fundamentally and irremediably exposed to contradiction. This structure of human reality as existential project leads Sartre to reconsider being-in-the-world as based in originary dispossession through which ontology is brought back to the magical
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GUYOMART, CAGGIA MICHELLE. "Approche psychologique et psychiatrique de la transplantation hepatique." Rennes 1, 1992. http://www.theses.fr/1992REN1M041.
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Jane, Emily Claire. "Psychology for engaging vulnerable young people : the role of the community educational psychologist in supporting professionals who work with young people." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117466.
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Paper 1: The process of engagement is essential in practice with young people at risk of social exclusion. The elements of success in building this relationship are explored to some extent in the therapeutic literature, but do not necessarily cross the discipline divide to provide clear guidance for youth work practice. This paper explored the elements of success in engaging with vulnerable young people from the perspectives of eleven vulnerable young people and ten practitioners using Personal Construct Psychology methods to elicit and compare perceptions of the process of engagement. Professionals’ personal theories of the causation and prevention of a commonly occurring case study were also investigated for their relationship to the personal constructs guiding their practice. It was found that young people prioritised the affective elements of the relationship, but that pragmatic considerations were also of high importance to them. In contrast, professionals prioritised a commitment to young person well-being, followed by factors supporting the well-being of the practitioner including self reflection. Implications for practice include an appreciation of the factors important to young people, such as genuine warmth and affect, and pragmatics that make a worker more accessible such as ad hoc availability and approachability. Paper 2: Vulnerable young people access services such as Youth Services and Youth Offending Services. Professionals in this sector have limited access to Educational Psychology. Educational Psychologists are increasingly working outside traditional settings in Community Educational Psychology roles, however more evidence is needed to illustrate the diverse possibilities of practice. This paper explores the role and perceived impact on practice of a Community Educational Psychologist coaching six, monthly sessions of Solution-Focused peer supervision with three professional peer groups from Youth Services, Youth Offending Services and Police Youth Intervention. Personal construct shifts regarding the elements of success in engaging with vulnerable young people were measured pre- and post-intervention along with role and impact themes identified through observation diaries and post-intervention semi-structured interviews. Findings included the importance of the non-intervention specific elements of the psychological supervision, the impact of Solution-Focused techniques as both a tool and process for professional development, and recommendations for further support for professionals working with vulnerable young people.
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Moulis, Jean-Luc. "La transplantation hépatique : approche psychologique, aspects psychiatriques et étude de cas." Montpellier 1, 1998. http://www.theses.fr/1998MON11113.
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Ho, Hui-yu. "Evolutionary Explanations In Psychology: A Paradigm For Integrating Psychology With Science." Thesis, University of Canterbury. Psychology, 2007. http://hdl.handle.net/10092/1435.
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Evolutionary psychology has recently developed out of dissatisfaction with the Standard Social Science Model utilised by mainstream psychology. This model focuses on culture and reason as the underlying cause of human behaviour and proposes that the mind is a 'general purpose learning device' (Siegert & Ward, 2002). Here the mind is seen as a blank slate at birth, which is subsequently influenced by experience, environment and culture. Biological variables are minimised or ignored. However it seems that all human behaviour cannot fully be explained by the focus on nurture in the Standard Social Science Model; sexual jealousy, parental investment, and mating preferences are examples which are not fully explained by learning or environmental experience. On the other hand, evolutionary psychology, founded on the principles of cognitive science and evolutionary biology, argues that a person's nature is the primary cause of their behaviour, with the influences of nurture being of lesser importance. According to these principles, evolutionary psychology has been very successful in providing explanations, for example in the areas of human mate selection and parental investment. However evolutionary psychology has received criticism on a number of counts, including its supposed reductionism, and, its reliance on 'just so' stories which are untestable, hypothesised scenarios which look to the past in order to explain the evolution of human behavioural features. With the above mentioned matters as background, this thesis investigated whether evolutionary psychology offers a new paradigm for integrating psychology with science, and if so, how it accomplishes this. In investigating this, conceptions of science, psychology, and evolutionary theory, in particular evolutionary psychology, were examined. More specifically, issues addresses included why evolutionary psychology is dissatisfied with the SSSM, the notion of the mind as blank slate, the nature-nurture paradigm, and the mind as a general purpose learning device. Two aspects of evolutionary theory are described, natural and sexual selection, in terms of their importance to evolutionary psychology. The main arguments of evolutionary psychology as a discipline are outlined, looking at its aims, and the ways in which it combines the disciplines of evolutionary biology and cognitive psychology toward a new integrative model for studying human behaviour. A case study demonstrates how evolutionary psychology offers a useful explanation of mate selection. This thesis then turns to the philosophy of science, setting out the differences between Karl Popper and Imre Lakatos' theories, and focusing on the latter's theory as a model of scientific philosophy which could be useful for evolutionary psychology, including discussing how this could be best achieved. This thesis then sets out various criticisms of evolutionary psychology, including the critique of domain-specific modularity, the focus on the Pleistocene period as problematic, the over-reliance on natural selection, just-so stories, the reductionism of evolutionary psychology, and that it is politically conservative. This thesis concludes that the attempt of evolutionary psychology to combine cognitive science and evolutionary theory has been successful in showing how the integration of psychology into the sciences is not only possible but inevitable.
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Austin, Stephanie. "Critical psychology in action, recommendations for the practice of critical psychology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40330.pdf.
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Clements, Andrea D., and M. Byous. "Introductory Psychology Need Not Be a Prerequisite for Developmental Lifespan Psychology." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/7315.
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Joslyn, Jacqueline K. "An expert system in school psychology for PMHP /." Online version of thesis, 1988. http://hdl.handle.net/1850/10619.
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Mahendran, Kesini. "Gainful unemployment : using a dialogical psychology to intervene in unemployment." Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/1945.
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This qualitative inquiry built on a relational and dynamic epistemology, distinguishes between four psychologies of unemployment, agency-deprivation, social perception, self-perception and finally dialectical. Within a dialectical psychology of unemployment a dialogical analysis is developed which takes the locus of intervention in unemployment as the interaction between unemployed people, those that work with them and the social knowledge that surrounds the phenomenon. The inquiry uses a longitudinal participatory action approach with two training and guidance centres in Central Scotland, 'Strategic Delivery' and the 'Young Person's Centre' between 1999 and 2001. This involved participant observation on the New Deal and Skillseekers; training programmes, meetings and interviews with managers, unemployed clients and front-line staff. 14 young people were followed through their pre-vocational training between January 2ooo and April 2ooo and follow up interviews were carried out in February and March 2ool. The study also involved social consultancy on measuring soft skills at SD and developing a person-centred approach at the YPC, where the YPC became understood as a multi-voiced organization[Bakhtin (1986)]. The inquiry produced actions, recommendations to the organizations and interpretative findings around the use of a dialogical analysis. Three co-created 'actions' on self-assessment measures for unemployed people are described. The study recommends that two key foundational concepts in the area of unemployment 'social inclusion' and 'employability' need to be reconsidered for this cohort of young people where 42.9% remain unemployed at the end of the research. Finally in making sense of organizational change the study explores the extent to which managers within the YPC were in a dialogue with the socio-political discourse and the movement in meaning of the term 'person-centred'. The study points to the importance of organizations developing an authentic dialogue with their client group. It assesses the role that psychology is playing in the current dominance of a self-perception psychology of unemployment.
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Loebel, Micheal Peter. "The philosophical foundations of Abraham Maslow's psychology some implications for third force psychology." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/4777.
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Bellamy, Alan Maurice. "Doctor of Counselling Psychology : research undertaken for the award of Doctor of Counselling Psychology." Thesis, City University London, 1998. http://openaccess.city.ac.uk/7709/.
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Aim: To evaluate the clinical effectiveness of a counselling psychology service in primary care. Method: Comparison of SCL-90R and HAD scores of a group of clients in treatment with those of a control group receiving GP-only care, at four points in time; and with scores while waiting for treatment. The design combines elements of an open trial with elements of a randomised controlled trial, although full randomisation was not possible in practice. The results are expressed in terms of numbers of cases and effect size, as well as in terms of test scores, in an attempt to indicate levels of clinical as well as statistical significance. Comparison of number of visits made to general practitioners by participants in each group during the six months before and after treatment. Results: The results indicate that the service was clinically effective: clients improved significantly after treatment on the scales used, the numbers of 'casee decreased significantly, and the number of visits to the general practitioners also dropped. Compared to the control condition, the treated clients did better on all these indicators, but the difference between the two groups was not great enough to show statistical significance at the 0.1% level required by the use of multiple planned tests, or on MANOVA, although on the major indicators (SCL-90R GSI and HAD Depression and Anxiety) significance was reached at the 5% level. The overall effect size was coculated to be 0.32. As it was 15 greater than zero, it indicates that the service's interventions were more effective than GP-care, but the magnitude of the effect was in the small to medium range. Conclusions: The results of the research demonstrate that the counselling psychology service under study was clinically effective. On all indicators used, clients of the service improved over the period of treatment, and did so to a greater extent than patients in the control condition. However the advantage over the control group was not sufficient for statistical significance at the level required, and this is reflected in the relatively moderate effect size.
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Coleman, Kelly. "Defining Need for Recovery for I-O Psychology Use and Application." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1620329837568622.
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Broadley, Helen V. "Portfolio for professional doctorate in counselling psychology." Thesis, London Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571271.
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There is a dearth of research into the implementation of person-centred planning (PCP). Drawing from a broader research base, literature from the learning disability arena looking at helping behaviour is mainly quantitative in nature, focuses on the cognitive and emotional aspects, and has contradictory findings. In response to the inconsistencies and paucities, this study has investigated how support staff experience PCP with adults with autism. A mixed methodology using a sequential explanatory design was used. A quantitative phase (test-retest design) informed the main qualitative phase using semi-structured interview data. The quantitative phase \ employed the Maslach Burnout Inventory and Emotional Reactions to Challenging Behaviour questionnaire, given to forty-two participants after PCP training. Twenty- six participants completed the measures again six months later. No significant differences were found on the test-retest analyses. The qualitative phase employed semi-structured interviews with three support workers. Interpretative Phenomenological Analysis (IPA) was used to analyse the interview data. Two super- ordinate themes arose from the data: 'Why am I here and what am I doing?' and 'Negotiating the differences in applying person-centred planning'. In the first super- ordinate theme, participants highlighted dilemmas they experienced when applying PCP to their clients. Struggles with adhering to the PCP model while still considering their client's best interests became apparent. They appeared to draw on motivations to keep going in their struggles at work. The second super-ordinate theme, participants' struggles to understand and negotiate the differences between themselves and their clients, arose, along with managing their emotions at work. An emergent theme was the apparent altruistic nature of the participants. The participants' experiences suggest that the PCP model may need to be adapted for successful implementation with those with autism. The findings are applied to a transactional model of stress. Implications for counselling psychology are discussed.
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Gil-Rodriguez, Elena. "Portfolio for professional doctorate in counselling psychology." Thesis, City University London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514489.
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Lawerence, Sacha. "Portfolio for professional doctrate in counselling psychology." Thesis, City University London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546731.
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Meyer, Marie Ellen. "Supervision and student placements for clinical psychology." Thesis, University of Canterbury. Psychology, 1992. http://hdl.handle.net/10092/6971.
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There is little research in New Zealand concerning clinical psychology training in general, and in particular the factors that influence effective supervision for students in training as clinical psychologists. This thesis is an exploratory study of supervision and student placements for clinical psychology and is intended to provide a base of data and information to enable further research to be carried out. Data was obtained from two questionnaires which were completed by supervisors and clinical psychology students on placement from the training programmes of six New Zealand Universities. Supervisor and student perceptions of different supervisor behaviours were investigated as well as contracts, conflicts of roles, ethics, transfer of learning from theory to practice, supervision of supervision, gender or cultural issues and parallel process. Information gained from the questionnaires highlights differences between supervisors and students in perceptions of supervisory behaviours. In addition, the responses to the second questionnaire indicate considerable discrepancies within the supervisors' group and within the students' group, as well as between the two groups. The implications for the training of clinical psychologists and for the training of supervisors are stated. The findings suggest that the national minimum and ideal standards, incorporating the defined and specific purposes and objectives of the training and practice component of the programmes for clinical psychology are in need of clarification and justification.
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Beins, Anton B., C. Blair-Broeker, C. Brewer, B. Buskist, B. Casad, Wallace E. Jr Dixon, Y. Harper, et al. "Principles for Quality Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4888.
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Book Summary: This title examines what our students need to know to be psychologically literate citizens of the contemporary world, caring family members, and productive workers who can meet today's challenges. It contains the expert opinions of a leading group on the topic, creates a powerful new model for educating psychologically literate citizens and provides a handbook of evidence-based practical pedagogy with substantive resource materials applicable to every campus and its faculty.
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Li, Ling. "Heterogeneous data fusion for brain psychology applications." Thesis, Imperial College London, 2011. http://hdl.handle.net/10044/1/6420.
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This thesis aims to apply Empirical Mode Decomposition (EMD), Multiscale Entropy (MSE), and collaborative adaptive filters for the monitoring of different brain consciousness states. Both block based and online approaches are investigated, and a possible extension to the monitoring and identification of Electromyograph (EMG) states is provided. Firstly, EMD is employed as a multiscale time-frequency data driven tool to decompose a signal into a number of band-limited oscillatory components; its data driven nature makes EMD an ideal candidate for the analysis of nonlinear and non-stationary data. This methodology is further extended to process multichannel real world data, by making use of recent theoretical advances in complex and multivariate EMD. It is shown that this can be used to robustly measure higher order features in multichannel recordings to robustly indicate ‘QBD’. In the next stage, analysis is performed in an information theory setting on multiple scales in time, using MSE. This enables an insight into the complexity of real world recordings. The results of the MSE analysis and the corresponding statistical analysis show a clear difference in MSE between the patients in different brain consciousness states. Finally, an online method for the assessment of the underlying signal nature is studied. This method is based on a collaborative adaptive filtering approach, and is shown to be able to approximately quantify the degree of signal nonlinearity, sparsity, and non-circularity relative to the constituent subfilters. To further illustrate the usefulness of the proposed data driven multiscale signal processing methodology, the final case study considers a human-robot interface based on a multichannel EMG analysis. A preliminary analysis shows that the same methodology as that applied to the analysis of brain cognitive states gives robust and accurate results. The analysis, simulations, and the scope of applications presented suggest great potential of the proposed multiscale data processing framework for feature extraction in multichannel data analysis. Directions for future work include further development of real-time feature map approaches and their use across brain-computer and brain-machine interface applications.
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Rousseau, Nicholas P. "The psychology of programming for non-programmers." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/26882.
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Intermittent computer users, generally unable to program, often need more flexibility than current applications can offer them. A first step to providing such flexibility is to consider the psychological issues underlying the users' needs and the communication of these needs. This thesis does this by exploring the possibility of "Automatic Programming" where users communicate their requirements and the computer generates programs to meet them.
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Dvorjetz, L. "Portfolio for Professional Doctorate in Counselling Psychology." Thesis, City, University of London, 2015. http://openaccess.city.ac.uk/15777/.
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Despite there being a vast amount of research within the field of bereavement, as well as death and dying, there are still some experiences which are yet to be explored within the literature. One of the aspects seen within the bereaved and medical communities is that of patients and relatives achieving a ‘good death’. The ‘good death’ has transpired as being physically present at the moment of someone’s death. Although there have been a handful of studies which have looked at presence at the moment of death, the current study explored the embodied experiences of bereaved people who were physically present or absent at the moment of death. Nine participants took part in semi-structured interviews, which explored how they made sense of the phenomenon. Interpretative phenomenological analysis (IPA) was used to analyse the transcripts and what emerged were three inter-connective super-ordinate themes of: ‘connecting to the body and emotions’, ‘putting the moment of death into the wider context’ and ‘endings and beginnings’. Participants spoke of their relationship with their bodies, their emotions and the dying person’s body. As the experiences were context bound, participants mentioned the challenges of choice at the moment of death and the connectivity to their wider family and societal networks. Finally, physical presence or absence at the moment of death not only brought about the significance of saying goodbye but also life changes in response to the event. These findings go against the longstanding medicalied view of death to offer a different way of looking at bereavement as well as death and dying. In doing so, they offer application to practice for counselling psychologists, but also those working with the dying as an attempt to incorporate the body into providing holistic care to people.
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Williams, Andrew S. "Relationships in professional psychology : an application of development theory to the supervision of psychology graduates for registration /." Title page, table of contents and abstract only, 1997. http://web4.library.adelaide.edu.au/thesis/09SB/09sbw7208.pdf.
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Rosebert, Che-Louise. "The role of clinical psychology for homeless people." Thesis, Open University, 2000. http://oro.open.ac.uk/58078/.
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Recent research has suggested that mental health problems are over-represented in the homeless population. Currently mental health services are under-utilised by this group in proportion to need. It is often assumed that psychological intervention is unlikely to be helpful with a client group where basic needs are often not met. The Transtheoretical Model of Change is used as a framework to describe the complex, dynamic processes that are likely to impact on a homeless person with mental health problems' ability to seek help for their mental health difficulties. This model is also applied to services. The empirical evidence for Maslow's Hierarchy of Needs as a help or hindrance to help-seeking behaviour is examined. This study asked homeless people to identify their own needs and explored current working practices of the few clinical psychologists who work with them directly. Interpretative phenomenological analysis (IPA) was used to explore the role for clinical psychology for homeless people. A pilot study was conducted. In the main study, nine men from two day centres/night shelters (one rural and one inner city) were recruited opportunistically. Five clinical psychologists working within the homelessness field were recruited. Psychopathology of the homeless participants was measured using the GHQ-12 and BPRS. Within a user-designed approach a semi-structured interview was developed for the main study from the pilot study.
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Mills, Sarah. "Research portfolio submitted for Doctorate in Clinical Psychology." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633161.
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Main Project abstract Objectives: Bitterness has been suggested to be a common psychological reaction to persistent adversity; however it has thus far been understudied. The objectives of the current study were therefore to: i) Develop a reliable and valid English language measure of bitterness, ii) Pilot this new measure within a clinical population, iii) Explore how the construct of bitterness relates to treatment outcome in psychological therapy, and iv) Determine whether bitterness accurately predicts suicidal ideation in clinical populations. Design: a cross sectional questionnaire design was used. Method: A new bitterness measure was developed incorporating ideas from existing literature and suggestions from experienced clinicians. This measure was completed by a non clinical group (n = 313) and factor analysis was carried out on these data. The measure was then completed by a group of secondary care mental health service users (n = 31) and compared with the non clinical sample,. Additional symptom focussed measures were also completed by the clinical group. Results: Factor analysis showed that the bitterness measure was comprised of four subscales (labelled here as “experience of a negative event”,” nihilism”, “unfairness” and “negative interpersonal experiences”). Good internal consistency and acceptable test-retest reliability was found. Bitterness was found to be related to rumination, in particular the brooding / analytical subtype of rumination. A significant relationship was found with some measures of anger, but no significant relationship was found between bitterness and depression. Conclusions: Bitterness may be a unique construct, conceptually distinct from anger and depression and closely associated with analytical rumination. Service Improvement Project abstract Objective: The birth of a pre-term baby is an acutely stressful event for parents. Medical advances in the UK mean that more babies than ever before are requiring NICU care. Consideration of the psychological needs of parents will help them cope with the NICU environment, develop a bond with their baby and will create the best possible outcome for NICU babies. The study objective was therefore to interview parents in order to better understand factors which supported coping. Design: A consecutive sample of NICU parents participated in semi-structured interviews which focussed on their experience. Setting: A Level 2 NICU in the UK which had recently been rebuilt. Participants: Nine parents representing seven families from a UK NICU. Methods: Parents participated in semi-structured interviews about their experience of NICU. Thematic analysis was used to extract key themes from the data. Results: The main theme described the Emotional Rollercoaster of NICU. Additional themes identified factors which helped or hindered coping: Baby Wellbeing, Physical Environment and Other People. Conclusion: Parents identified a number of factors affecting how they cope with the NICU experience. None of these alone explains positive coping, however the findings of this study give useful information about optimal NICU conditions to parental promote psycho-social wellbeing. Critical Literature Review abstract A substantial amount of high quality research has been conducted exploring the development and maintenance of Post Traumatic Stress Disorder (PTSD) among people who witness or are victims of traumatic events. Well validated models of the disorder have led to the development of robust and effective treatment protocols. Scant attention has however been paid to the exploration of PTSD within individuals who perpetrate violent acts. There were, therefore, two broad aims of this review. The first was to review and summarise available evidence for the existence of PTSD in perpetrators, and the second was to synthesise this evidence in order to draw conclusions regarding the development and maintenance of PTSD in perpetrators and whether existing theoretical models may be applicable to this group of people. Overall, very few studies have been published in this area. There is preliminary evidence that PTSD can develop after perpetration of a violent act and that psychological therapy for such PTSD based on a cognitive model may be effective, taking account of key emotions such as guilt and shame.
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Louis, John Philip. "Clinical psychology : development of measures for schema therapy." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27350.
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Schema therapy is a leading contemporary approach to treating mental illness. The therapy integrally uses self-report measures of negative schemas (“long lasting patterns of emotions, cognitions and memories”), and the negative parenting patterns that are linked to the development of these schemas. However, the negative parenting measures are insufficient, and there are no corresponding measures of positive schemas or positive parenting patterns. Study 1 focused on the development of a measure for positive schemas, the Young Positive Schema Questionnaire (YPSQ). Study 2 focused on the development of a measure for positive parenting patterns, the Positive Parenting Schema Inventory (PPSI). Finally, Study 3 empirically showed that the subscales of the Young Parenting Inventory (YPI) were not robust, and it provided a revised alternative (YPI-R2). For all three studies combined, community samples (n = 204 to 628) were collected from five countries in Asia (India, Indonesia, Malaysia, Singapore, and the Philippines) as well as the United States. The factor structure of the three instruments (the YPSQ, PPSI and YPI-R2) was stable in both Eastern and Western samples (in multigroup confirmatory factor analysis). All three scales showed prediction of mental health over and above what was possible with previous measures (incremental validity). The scales were not simply proxies for previously measured constructs (divergent validity). These scales also demonstrated significant associations with other established measures of parenting (construct validity). They also showed associations with negative schemas, well-being and ill-being (convergent validity). This thesis provides the tools needed to include a focus on positive as well as negative schemas and parenting patterns in both research and clinical practice. It also shows the benefits of so doing.
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Reichley, Tammy Louise. "Developing a culminating assessment for psychology undergraduate students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2095.
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Rat-Fischer, Lauriane. "Cognitive, perceptual and motor bases for the acquisition of tool use in infants." Thesis, Paris 5, 2013. http://www.theses.fr/2013PA05H110/document.
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L'utilisation d'outils est définie comme la capacité d'agir sur un objet par l'intermédiaire d'un autre objet. On sait que cette capacité se met en place vers la fin de la seconde année de vie chez l'enfant. Malgré un intérêt grandissant pour l'étude de l'apprentissage de l'utilisation d'outils, les étapes ainsi que les mécanismes sous-jacents de cet apprentissage restent très peu connus. Dans ce travail de thèse, nous avons cherché à savoir à partir de quel âge et dans quelles conditions le jeune enfant apprend à utiliser un outil pour rapprocher un objet hors de portée. Dans une première étude transversale, inspirée d'une étude préliminaire longitudinale sur 5 enfants entre 12 et 20 mois (Annexes 2 et 3), nous avons testé des bébés âgés de 14 à 22 mois sur une tâche d'utilisation d'un râteau pour approcher un jouet hors de portée (Article 1). Plusieurs conditions de relations spatiales entre le râteau et le jouet ont été comparées. Les résultats ont montré que les premiers succès spontanés apparaissent dès 14 mois lorsque le jouet est initialement placé contre le râteau ou dans sa trajectoire. Lorsque le jouet est placé à distance du râteau sur la table, les premières réussites spontanées n'apparaissent qu'entre 18 et 22 mois. De même lorsqu'un adulte fait la démonstration de cette condition, l'enfant n'est sensible à la démonstration qu'à partir de 18 mois. Dans la continuité de cette étude, une analyse plus fine des données nous a permis de mettre en évidence l'âge à partir duquel les enfants planifient leur action pour utiliser un outil (Article 2). Nous avons ainsi pu mettre en évidence qu'avant 18 mois, les enfants sont principalement influencés par leur préférence pour la main droite lorsqu'ils prennent le râteau. Au contraire, les enfants plus âgés ont plutôt tendance à varier la main utilisée en fonction de la position du jouet par rapport au râteau. Ces résultats mettent en évidence une meilleure anticipation de l'action et de son résultat chez les enfants en phase d'acquisition de la capacité à utiliser un outil. Une observation faite lors de ces premières études transversale et longitudinale a retenu notre attention. En effet, lorsque le jouet était fixé directement sur le râteau, tous les enfants étaient capables de le récupérer dès 12 mois. Cela suggère que l'enfant a acquis dès 12 mois la notion d'objet composite. Lors d'une étude complémentaire, nous avons observé un changement significatif de la connaissance de la notion de connexion entre objets entre 6 et 8 mois. À partir de 8 mois, on observe une anticipation visuelle vers la partie distale d'un objet composite lors de la prise de sa partie proche, montrant que l'enfant comprend qu'il peut agir sur la partie proche d'un objet composite pour atteindre la partie hors de portée de cet objet. A 8 mois l'enfant utilise donc la notion de connexion lorsqu'il interagit avec des objets composites. De même, on sait que dès 10-12 mois, lorsqu'un objet hors de portée est attaché à l'extrémité d'une ficelle à portée de sa main, un enfant tire sur la ficelle avant de chercher à prendre l'objet. Pourtant, lorsque dans une étude pilote nous avons présenté à des enfants de 16 mois un choix de plusieurs ficelles dont une seule était connectée à l'objet, les enfants ne choisissaient pas systématiquement la ficelle connectée. Nous avons cherché à savoir pourquoi même à 16 mois, l'enfant n'utilise pas cette notion de connexion entre objets pour résoudre cette tâche (Article 3). Pour cela, nous avons réalisé une étude comparant les performances des enfants à cette tâche (condition action) avec leurs comportements visuels vis-à-vis de la scène lorsqu'un adulte résolvait la tâche devant eux (condition vision)Tool use is the ability to act on an object with another object. In human infants, this ability develops toward the end of the second year of life. Despite a recent resurgence of interest in the study of tool-use learning in infancy, very little is known about the developmental steps in this learning or the underlying mechanisms. The present thesis presents a series of investigations on the age and conditions under which infants learn to use a tool to retrieve an out-of-reach object. In a first cross-sectional study (Paper 1), based on a preliminary study on 5 infants followed longitudinally from 12 to 20 months of age (Appendices 2 and 3), infants aged 14 to 22 months were tested on a task involving the use of a rake-like tool to retrieve an out-of-reach toy. Infants' performance across variations in the spatial relationship between the rake and the toy was explored. The results showed that infants as young as 14 months of age succeeded spontaneously when the toy was initially placed against the rake or at least lay in the shortest trajectory between the rake and the infant. When the toy was placed at some distance from the rake, outside its shortest trajectory, infants only succeeded spontaneously at the task around 18 to 22 months of age. Likewise, when an adult demonstrated how to use the rake in the same spatial conditions, infants showed sensitivity to the demonstration only starting at 18 months of age. In a follow up of this study, a finer analysis of the data was conducted, which yielded insight on the age at which infants start to plan their action when using a tool (Paper 2). This analysis showed that before 18 months of age, infants were mostly influenced by their manual preference toward the right hand when grasping the tool. In contrast, starting 18 months, infants were more likely to vary the hand they used for grasping according to the toy's position in relation to the tool (right or left). These results show that infants who are in the phase of acquiring tool use are better able to anticipate the action than younger infants. One observation from these first cross-sectional and longitudinal studies was of particular interest. When the toy was attached to the rake, all infants were spontaneously able to successfully retrieve the toy starting at 12 months of age. This suggests that at this age, infants have already acquired the notion of composite objects. In a complementary study, a significant change was observed between 6 and 9 months of age in the understanding of the notion of spatial connectedness between objects. Starting at 8 months of age, infants befan to show visual anticipation toward the distal part of the composite object when grasping its proximal part. Thus, 8-month-old infants use the notion of connectedness when acting on composite objects. This is in line with results from previous studies showing that around 10-12 months infants pull a string to which an out-of-reach object is attached before trying to grasp the object. However, in a pilot study where 16-month-old infants were presented a choice of several strings, only one of which was connected to the out-of-reach object, infants did not systematically choose the connected string. This led us to an investigation of why, at 16 months, infants do not use the notion of connectedness between objects in order to solve this task (Paper 3). To do so a study was conducted comparing infants' performance on the multiple strings task (action condition) with their looking behaviours at the same multiple-string scene when an adult solved the task in front of them (vision condition). The results showed that only infants who succeeded at the task themselves were able to visually anticipate which string the adult had to pull in order to retrieve the object. Additionally, the results showed that lack of inhibitory control partly explains infants' failure at the task
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Simon, Muriel. "Transmission par un don psychique en transplantation hépatique pédiatrique : étude clinique en milieu médical." Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/simon_m.
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La transplantation hépatique pédiatrique par don extra/intrafamilial mobilise père, mère, enfant dans une revisite familiale des fondements des processus de transmission générationnelle s'opérant par une transmission par un don psychique. Ce processus organisateur met en oeuvre un processus de psychisation et une désidéalisation brutale de l'enfant merveilleux. Pour les parents d'enfant T. H par don extrafamilial, cette situation traumatique réactive ou révèle une faille dans la transmission générationnelle et nécessite une (ré)élaboration du processus (enkystement/dépassement) mettant en travail culpabilité et dette. Par don intrafamilial, les donneurs réel et par délégation donnent une partie de leur foie en un don autopunitif sacrificiel dans une tentative de réparation d'une culpabilité et dette générationnelle. Les enfants par l'intermédiaire des objets transitionnels, de relation et de médiation (re)visitent selon leur maturité les modalités de transmission par un don psychique.
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Brown, Robin Gordon. "The supervenient person : physicalist foundations for a mentalistic psychology." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508055.
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McEachrane, Michael. "For sentimental reasons : investigations in the philosophy of psychology /." Åbo : Åbo akademi, 2006. http://catalogue.bnf.fr/ark:/12148/cb41198214t.
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Hawkin, Lucinda. "Thesis portfolio for the Professional Doctorate in Health Psychology." Thesis, London Metropolitan University, 2018. http://repository.londonmet.ac.uk/1534/.
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Background: Breastfeeding rates continue to remain low in the UK even though a number of initiatives have been delivered in an attempt to increase them. Evidence suggests a large proportion of mothers now perceive breastfeeding as the best feeding practice for their baby and many wish to do so, but are unable to for a number of reasons including issues around breastfeeding in public. This study set out to explore lived experience of breastfeeding in public to better inform our understanding. Methods: A qualitative approach was chosen using semi-structured interviews to facilitative an in-depth exploration of mothers’ experiences of public breastfeeding. Women aged 31 to 40 years old who had experience of breastfeeding in public within London were interviewed and narratives analysed using Interpretative Phenomenological Analysis. Results: Two themes emerged from the data: “Societal attitudes as ostracising” and “Becoming a nursing mother”. It was evident these mothers experienced a strong transference from a British society generally disapproving and feeling uncomfortable with breastfeeding. Consequently implicit expectations are placed on them to conceal the behaviour either by covering their breast or breastfeeding in discrete locations including feeding rooms. Transitioning from a woman to a mother is a significant life stage and being able to breastfeed successfully appeared to be an important aspect of motherhood for these mothers. Their determination to breastfeed exceeded the challenges they faced in public with their confidence enhancing with time. Findings are considered in light of current social attitudes and the importance of normalising views about breastfeeding in society in order to improve health outcomes.
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Batson-George, Arlene. "Evaluating the Library Training Program for Graduate Psychology Students." Thesis, NSUWorks, 2008. https://nsuworks.nova.edu/fse_etd/115.
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This applied dissertation study utilized the 2007 version of Stufflebeam’s Context Input Process Product Evaluation Model to evaluate the library training program for graduate psychology students at a not-for-profit university in south Florida. The purpose of the study was to evaluate the library training to determine the extent to which desired institutional outcomes and students’ needs were being met. During the 2007-2008 academic year, students received library training by completing an online tutorial known as the e-train module in their first year of study at the university. Data from 14 interviews conducted with librarians, faculty, and students; 100 graded etrain modules; student responses to an online library questionnaire regarding the e-train module; a document containing background information about the library training program for psychology students; and a Southern Association of Colleges and Schools library training report were reviewed and analyzed during the course of the study. Results indicated that the library training needed significant modifications, and students were not acquiring essential library skills. The institution’s librarians and faculty were also dissatisfied with the library training. Based on the study findings, recommendations for changes were provided to the school of psychology and the library. Recommended changes included developing more interactive training that incorporated multimedia elements and integrating library training into the psychology curriculum. In addition, library activities should be tied to specific assignments, and students should receive library training that builds sequentially and developmentally throughout the course of their programs. Study findings played a significant role in the implementation of changes planned for the library training for the following 2008-2009 academic year.
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Falotico, Markie. "School Psychologists' Time Allocation: Striving for "Lean" School Psychology." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1431725313.
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Ruth, Eileen Slater. "The importance of self implications for the practising educational psychologist." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489086.
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This study examines the importance of self in the work of a practising educational psychologist. In order to do this, a psychodynamic approach was taken to analyse data gathered during an ethnographic study of professional life. A range of information was collected over a four week period in the life of a fairly recently qualified educational psychologist.
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Adshead, Heidi Jane. "A portfolio of study, practice and research submitted for the degree of Doctor of Psychology in Clinical Psychology Conversion Programme." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264215.
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Bobick, Michael W. "From slavery to sonship a Biblical psychology for pastoral counseling /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Jakubiec, Patrycja. "Intersections of culture, gender and otherness : implications for counselling psychology." Thesis, City University London, 2011. http://openaccess.city.ac.uk/1123/.
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This portfolio consists of four parts: an overview, a research study, a client study and a critical literature review. Overview: The first part presents the main themes of the portfolio and introduces the researcher. Research: The study explores the experiences of Polish people who migrated to the United Kingdom after May 2004. Twelve Poles were interviewed about their personal perspectives on the processes of acculturation they experienced. Data resulting from these interviews was analysed using the constructivist version of grounded theory (Charmaz, 2003) with particular focus on personal reflexivity. Following the transctription and analysis of interviews Negotiating Identity was chosen as the core category. Findings suggest that the core category was connected with processes related to experienced difficulties and coping, changes in family dynamics as a result of migration and interpersonal relationships with other Poles and ‘’Others’’ met in the UK. The study is of relevance to the Counselling Psychology and provides valuable insights into the lives of a relatively new, but increasingly significant and growing ethnic minority in Britain. Client study: The study explores my work with a bisexual mixed-race woman using a Cognitive Behaviour approach to address her low self-esteem and substance misuse problems. I reflect on both the therapeutic successes and challenges involved in my work with this client. The study is of relevance for the portfolio as it discusses the impact of not being able to ‘’fit in’’ within the established social norms regarding gender roles and sexuality and using the therapeutic relationship to facilitate the change and increase client’s self-acceptance. Critical Literature Review: The review focuses on intersections of gender and culture and reviews a number of relevant theories, including individualism and collectivism, help seeking behaviours and love styles across cultures. Different perspectives on interpreting findings are presented together with implications for the Counselling Psychology research and practice.
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Berry, Chantalle Laura Marie Magdalen. "Adult separation anxiety and substance use : implications for counselling psychology." Thesis, City University London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590027.
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Adult Separation Anxiety (ASA) is an under-researched phenomenon and is currently not included in the Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) despite a growing body of research literature showing its presentation in adults. There are a significant number of studies of adults using illicit substances and studies linking the use of substances and anxiety, yet none found so far to link substance use with Adult Separation Anxiety. The first aim of the current study was to investigate if Adult Separation Anxiety was present in a group of substance using clients in a drug treatment service. The second aim was to then explore the meaning and construction of the anxiety in those substance users presenting with this anxiety. Thirty-two substance using clients within a drug treatment service were given the Adult Separation Anxiety Self-Report Questionnaire (ASA-27), see Appendix 11. From this, 12 were interviewed using the Adult Separation Anxiety Semi-Structured Interview (SASI-II). The questionnaire data was analysed using the cut-off rates given by the questionnaire creators as indicators for the presence of Adult Separation Anxiety Disorder. The interview data was analysed using a Grounded Theory methodology to generate a theory. From the questionnaire scores 16 of the 32 participants who completed the ASA-27 questionnaire scored above 22, the cut-off for Adult Separation Anxiety Disorder, and 21 of the 32 participants scored above 16, the cut-off rate indicating the presence of Adult Separation Anxiety. Analysis of the interviews generated a theory of the importance of others to the participants and how this impacted their anxiety, substance use, self-perception and their fear of loss. 20
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Schellekens, Anna Elisabeth. "A reasonable objectivism for aesthetic judgments : towards an aesthetic psychology." Thesis, King's College London (University of London), 2003. http://sas-space.sas.ac.uk/1056/.
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This doctoral thesis is an examination of the possibility of ascribing objectivity to aesthetic judgements. The aesthetic is viewed in terms of its being a certain kind of relation between the mind and the world; a clear understanding of aesthetic judgements will therefore be capable of telling us something important about both subjects and objects, and the ties between them. In view of this, one of the over-riding aims of this thesis is the promotion of an ‘aesthetic psychology’, a philosophical approach, that is to say, which emphasises the importance of the psychological processes involved in the making of aesthetic judgements. One of the aims of this thesis is to develop a revisionary account of the distinction between objectivity and subjectivity in the domain of value. This revision will undertake to dismantle some of the assumptions implicit in a metaphysical framework which traditionally ascribes objectivity only to judgements about facts, and not to judgements about values and other concerns such as norms and emotions. Further, the thesis examines the intricate ways in which aesthetic properties, the focus of aesthetic judgements, depend on the (emotional and other) responses of the subjects of experience. The particular role played by first-hand experience in the making of aesthetic judgements is among the things critically investigated in the interests of reaching a clearer understanding of the manner in which aesthetic judgements may be objective in the sense of being justifiable. Eventually, a defence is outlined of the view that aesthetic judgements can be supported by good reasons, but not in the same way as ordinary cognitive judgements. Finally, I outline the main tenets of a proposed ‘reasonable objectivism’ for aesthetic judgements, an objectivism grounded on justifying reasons.
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Bottery, Mike. "Bases for a methodology, content and psychology of moral education." Thesis, University of Hull, 1986. http://hydra.hull.ac.uk/resources/hull:5108.
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Frankish, Keith. "Mind and supermind : a two-level framework for folk psychology." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251321.
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Melling, Brent S. "Concepts of Divine Action for a Theistic Approach to Psychology." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3680.
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Recent years have seen increased interest in using theism (the perspective that assumes that God is currently actively in the world) as a conceptual framework for scientific inquiry. This interest has built particular momentum in psychology where several scholars have expressed that traditional naturalistic approaches limit understanding and investigation of psychology's subject matter and thus are insufficient to fully account for human phenomena. Others have previously made the case for the consideration of theism as a legitimate alternative basis for psychological theory, research, and practice. This dissertation begins with that consideration and examines what would be required to move a theistic approach to psychology forward. In other words, if God is assumed to be active in the world (including the psychological world-theism), what difference would that make for the ideas, methods, and practices of psychology? As the current activity of God is the foundational assumption of theism, clarity about what that activity would entail is especially essential for those seeking to develop a theistic approach to psychology and to describe how their discipline would be different from that perspective. Unfortunately, there is currently a lack of clear and explicitly articulated conceptions of God's actions in and for psychology. This dissertation provides a conceptual analysis of the activity of God that synthesizes disparate approaches to divine action into a tentative conceptualization or taxonomic schema. This schema organizes the scholarly literature from across several major traditions into six major heads and elucidates multiple subordinate concepts. The conceptualization serves as an orientation to important issues such as strong v weak theisms, the limitations of naturalism, and practical theistic applications for psychology. Detailed illustrations of these concepts as applied to psychological theory, research (both in the qualitative and quantitative modes), and practice further demonstrate the utility of such a conceptualization. These examples provide a specific focus on the unique contributions of a theistic perspective over and against those of naturalism.
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Walsh, Sophie Marie. "Development of an online intervention using positive psychology for depression." Thesis, Queen Mary, University of London, 2018. http://qmro.qmul.ac.uk/xmlui/handle/123456789/31871.
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Background: Increasingly, it is recommended that to improve access to depression treatment, low-intensity psychological interventions should be developed and investigated. To date, resource-oriented approaches, such as positive psychology, that focus on patients' strengths and positive feelings have not been systematically developed and evaluated, despite evidence of potential effectiveness. This thesis aimed to systematically develop a theoretically sound online intervention using positive psychology and investigate its acceptability. Methods: The intervention's conceptual model was based on evidence synthesised from a systematic review, which identified commonly applied positive psychology components, and a qualitative study with 18 patients and 5 clinicians on the potential acceptability of online positive psychology. The intervention was tested in a feasibility study with 103 participants with depression, to identify the feasibility of study procedures and the acceptability and potential outcomes of the intervention. Intervention acceptability was further explored qualitatively with twenty-three purposively selected participants. Results: Six positive psychology components were included in the intervention to promote positive affect, strengths, and social connections. Half of the sample used the intervention minimally, a third used it moderately, and one fifth used it regularly. The intervention was rated as helpful by a fifth of the overall sample. Participants reported improved symptoms of depression. The qualitative evidence suggested that intervention acceptability could be explained by the extent to which the positive psychology components were perceived as relevant to participants' depression and how empowering they found a low-intensity website. Conclusions: A low-intensity online positive psychology intervention is acceptable and potentially beneficial to some patients with depression. Future research is needed to establish whether online positive psychology is attractive to a distinct population. If so, the developed intervention should be refined and evaluated for effectiveness. However, if there are people who generally prefer online treatments for depression, research should focus on developing the best-evidenced approach.
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Stanhope, Norman J. "Existential psychology as an ontological groundwork for counseling the elderly." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/76515.
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Few institutions for the elderly have counselors of any kind and the question was raised to whom the elderly could seek advice or counsel. A study of the literature confirmed that even though the number of elderly persons was increasing, few counselors, psychologists, or psychiatrists had persons over 65 as clients.
The problems of elderly persons cover a wide range of concerns, (physical, psychological, social) and it is obvious that a holistic approach to assist this population is necessary. Existential psychology, one of the holistic psychological theories, begins with the existing experience of the individual and proceeds to consider anything within the experience which might cause anxiety or conflict.
The problems of the elderly and the concepts of existential psychology reveal a complementarity. The problems facing aging individuals were the very conflicts faced by existential counselors, e.g. fear of death, of loneliness, of freedom and responsibility, of meaninglessness in life. A systematic analysis of the complementarity between the concerns of the aged and those of existential psychology provided the foundation on which to articulate existential psychology as an ontological groundwork for counseling elderly clients.
Of the few gerontological counselors, there are many who employ methods and techniques designed for younger populations, often trying to isolate problems from the client's total experience. Existential psychology considers this compartmentalization to be unrealistic for each individual exists as a whole, and is affected by the whole of one's existence. To “treat" one part of an individual's existence without regard for the whole would be unprofitable and might cause further problems. An ontological groundwork for counseling is suggested from the existential psychological point of view, and recommendations are made for carrying out such a counseling regimen. Research suggestions are delineated for future studies.Ed. D.
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Williams, Cathy Q. "Black Online, Doctoral Psychology Graduates' Academic Achievement: A Phenomenological Self-Directed Learning Perspective." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1304.
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Guided by the conceptual framework of self-directed learning and culture, this study investigated the effectiveness of Title IV private, for-profit colleges and universities (FPCUs). Little research has examined this topic, which is problematic considering the disproportionate rate of student loan defaults experienced by Black FPCU borrowers. A phenomenological design was used to explore the meaning of academic achievement for Black doctorate recipients who attained a doctorate in psychology through an FPCU. This study specifically examined how Black students experience the completion of doctoral psychology programs at 2 FPCUs and what factors contributed to these students finishing their degrees. A unique-criterion-purposive sample of 7 Black students who completed doctoral psychology programs at FPCUs within the past 5 years was recruited to participate in telephone interviews. Moustakas' data analysis steps were applied to the data. The results indicated that study participants saw an association between attaining their doctorates in psychology and their self-actualization. They shared the experiences of selecting a suitable FPCU, choosing a specialty area, negotiating transfer credits, completing the doctoral coursework phase, and completing the dissertation phase. Their commitment to achieving self-actualization was a salient experience in finishing their degrees. A core aspect of self-actualization was their cultural knowledge, which helped them to overcome challenges and persevere. However, the results uncovered some insufficiencies in the FPCUs' practices. They have implications for positive social change by highlighting how FPCU academic support services might use cultural knowledge and self-actualization strategies to maximize the successful matriculation of Black students.
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Hiew, Alexandra T. "Towards a Pedagogical Reference Work for Violinists Informed by Current Music Psychology ResearchTowards a Pedagogical Reference Work for Violinists Informed by Current Music Psychology Research." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1380619860.
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Mettler, Matthew Michael. "Social science and solidarity: psychology, organizational reform, and democracy in Walter Reuther's UAW." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/6615.
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This dissertation examines how the United Auto Workers (UAW) incorporated the applied social sciences behind the emerging postwar field of human relations to navigate the postwar terrain of labor relations and manage its membership. Like his counterparts in management, union president Walter Reuther was drawn to human relations' scientific approach to solving the human conflicts that beset large bureaucratic organizations. It traces the history and politics surrounding this psychological research, which includes the areas of group dynamics, counseling, opinion polling, personality profiling, motivational research, and attitude formation, and shows how these concepts were at the heart of the union's most ambitious reforms that overhauled membership education and leadership training programs, staff and organizer training, as well as its political action and public relations initiatives.
The UAW's use of social science framed how the union met a range of large-scale challenges, from labor relations, to the Cold War and threat of automation. On the one hand, the union's use of applied psychology illustrates a unique willingness to innovate and modernize to address new problems and recapture the union's dynamism of the 1930s. While these innovative reforms did not always succeed, such experimentation with organizational science was unique among a labor movement that was largely isolated from these trends. On the other hand, however, the top-down nature of these reforms exerted social control that clashed with the union's democratic traditions. Applied psychology played a key role in Reuther's rise to political power and was subsequently at the center of Reuther's efforts to control and repress union democracy. These science-based reforms were rarely introduced without political controversy.
The methods of applied psychology could be used to promote and repress union democracy and this dissertation shows how Walter Reuther used applied psychology towards both ends. Moreover, this dissertation examines the cultural context that prompted union leaders to pioneer organized labor's use of the applied social science as an organizational tool. Walter Reuther's willingness to embrace the newest scientific methods stemmed from his technocratic faith in society's ability to engineer pathways to material prosperity and socially-engineer ways to democratize that prosperity. Reuther was part of liberal reform community that included a number of progressive social psychologists who believed that the tools of applied social science were essential to maintaining a stable and rational, albeit highly managed, democratic society that could fend off the forces of reaction and fascism.
Applied psychology emerged as a tool for many in the postwar era looking to effectively manage the complexity of communication in vast bureaucratic organizations. But for leaders of democratic organizations like Walter Reuther, this tool had to be handled with care so as not to erode the core values that first gave the union strength and legitimacy. The history of how the UAW balanced this task provides a revealing glimpse into how a grassroots organization weighed its democratic values against its desire to effectively participate among the powerbrokers that increasingly shaped America's political and economic future. Moreover, it highlights the class politics that framed postwar scientific research and illustrates the complex ways that applied social science influenced power relations and democracy in postwar American society.
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Waite, Jennifer. "An exploration of educational psychology support for children at risk of school exclusion." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychology-support-for-children-at-risk-of-school-exclusion(9a51d603-e68a-49fd-acfa-3650c5b9efd0).html.
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Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and accounting for individual level support for crisis management situations for children or young people, at immediate risk of school exclusion. The studies are limited in exploring effective strategies and methods employed by a Specialist Educational Psychologist (SEBD) and the distinctive contribution of Specialist Educational Psychologists’ (SEBD) support. In the present study, a Specialist Educational Psychologist (SEBD) from an Independent Educational Psychology Service was identified to take part in the study. The Participant Specialist Educational Psychologist1 identified two casework examples of positive practice, whereby her input led to positive outcomes for the children with SEBD, at risk of permanent school exclusion. An in-depth single case study design was utilised to explore the strategies and methods employed by the Participant Specialist Educational Psychologist and her unique contribution from the Participant Specialist Educational Psychologist’s perspective and from the perspectives of the school professionals and parents involved in the two caseworks. Semi-structured interviews were used as a data gathering method and were analysed using Braun and Clarke’s (2006) six phased model of thematic analysis. An Integrated Thematic Map was produced made up of Seven Organising Themes. A content analysis was completed on documentary evidence of the Participant Specialist Educational Psychologist’s action plans and was triangulated with aspects of the findings from the thematic analysis. The effective strategies and methods applied by the Participant Specialist Educational Psychologist and the distinctive contribution of her support are described. The study provides ‘new’ and ‘confirmed’ insights into effective practice that aims to contribute to the skill set and knowledge of practitioner educational psychologists and through which, strengthen the support provided to schools for children or young people with SEBD, at risk of permanent school exclusion. The findings also provide insight to the distinctive role of the educational psychologist in effective specialist support and the specialist role within the profession. The insight is considered important in light of the current changes occurring within the profession and the Special Educational Needs (SEN) Review (DfE, 2011a; DfE, 2012a).