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Roach, Paul David. "Evolutionary theory and birth order effects on Big Five personality traits among the Shuar of Amazonian Ecuador : the first cross-cultural test /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=null&did=1126776721&SrchMode=5&Fmt=2&retrieveGroup=0&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1166486945&clientId=11238.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 157-178). Also available for download via the World Wide Web; free to University of Oregon users.
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Kaiser, Donna Hines. "The development of family counselors during internship: A multiple case study using constructive developmental theory." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154103.
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DeGraffe, Herbert. "The Relationship Between Athletic Development Personality Factors and Decision Making." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3487.
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Ineffective leadership that results from personality defects, ineffective core executive functions, and emotional decision making can lead to destructive actions and executive failures that affect organizational effectiveness. The purpose of this correlational study was to determine if athletic development personality factors correlate with decision making at the executive leadership level. The research questions focused on determining if there was a relationship between athletic development personality factors and decision making. Social exchange theory, social representations theory, and leadership theories comprised the theoretical framework. Participants included 124 executive decision-makers from the United States, the United Kingdom, South Africa, India, and Singapore who completed an online survey measuring self-assessed athletic development personality factors. The data analysis strategy using multiple regression showed that, while each variable was a positive significant predictor of personality factors, the regression approach eliminated redundant predictors from the 5 variable model. The resulting 3 variable model was significant; focus, ethicalness, and leadership found decision making scores to be higher for respondents with highest scores for focus personality (β = .43, p = .001) and ethicalness personality (β = .28, p = .001) and leadership personality (β = .21, p = .001) significantly contributed to the model. Organizational leaders might use the findings of this study on these key personality factors to enhance their knowledge and increase the relationship paths for positive social change by informing leadership development programs and executive training through educational strategies and best practices.
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Bewsey, Kyle. "Exploring Psychopathic Personality Traits and Moral Development in a Non-criminal Sample." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271780/.
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This study explored psychopathic personality traits among a non-criminal, college undergraduate sample. Much research has been done on conceptualizing the construct of psychopathy, but this work has been conducted primarily with incarcerated individuals using a structured interview, The Psychopathy Checklist – Revised (PCL-R; Hare, 1991, 2003). The goal of the current study was to assess psychopathic traits among non-criminal individuals using The Self-Report Psychopathy Scale - Version Four (SRP-IV; Paulhus, Neumann, & Hare, in press), and compare how SRP-IV scores were associated with a well recognized semi-structured interview for psychopathy, The Psychopathy Checklist – Screening Version (PCL: SV; Hart, Cox, & Hare, 1995). The study also examined whether psychopathic personality traits could be predicted using a measure of normal-range personality, based on the five-factor model (FFM; Digman, 1990), and a measure developed by Loevinger (1976) related to ego development. Five-Factor Model Rating Form (FFMRF; Mullins-Sweat, Jamerson, Samuel, Olson, & Widiger, 2006) scores and Total Protocol Ratings (TPR score) on the Washington University Sentence Completion Test (WUSCT; Hy & Loevinger, 1996) were used to predict psychopathy scores. Correlations of SRP-IV scores and PCL: SV scores with FFMRF scores and WUSCT TPR scores were also examined for their uniformity. As predicted, there were significant, negative correlations between FFM domains, Agreeableness and Conscientious, and SRP-IV scores, as well as significant, negative correlations between WUSCT TPR scores and SRP-IV scores. These correlations ranged from small to strong for both SRP-IV overall scores and for SRP-IV factor scores (i.e., Interpersonal Manipulation, Callous Affect, Erratic Lifestyle, and Criminal Tendencies). Additionally, FFM domain scores and WUSCT TPR scores significantly predicted SRP-IV scores. FFM domains, Agreeableness and Conscientiousness, and WUSCT TPR scores, were the strongest predictors of SRP-IV scores. Similar results were found when FFM domain scores and WUSCT TPR scores predicted SRP-IV factor scores. Results also indicated Agreeableness and Conscientious explained an additional 24% of the variance in psychopathy scores, after controlling for WUSCT TPR scores. Conversely, WUSCT TPR scores explained an additional 5% of the variance in psychopathy scores after controlling for Agreeableness and Conscientiousness. Finally, as predicted, the differences in correlations between psychopathy scores (i.e., PCL: SV, SRP-IV), and Agreeableness, Conscientiousness, and WUSCT TPR scores were not statistically significant providing evidence that correlates of psychopathic traits can be measured among non-criminal individuals using a self-report measure, the SRP-IV, and that these findings are concordant with those based on a standardized structured assessment for psychopathy. Limitations of the study, implications, and recommendations for future research are also discussed.
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Davidsson, Julia. "The Role of Major Life Events and Brain Development on Personality Trait Change in Adulthood : Insights from Personality Neuroscience." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17324.
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The relationship between personality trait change and major life events is currently undergoing extensive investigations within the field of personality psychology. A debate has risen regarding whether or not major life events can bring about trait change, and how typical trait change patterns over the adult lifespan can be explained. It is valuable to understand how traits change because they predict important future outcomes. The Five-Factor Theory described by McCrae and Costa (2008a) states that traits are purely biological entities, and trait change is explained to result from processes of intrinsic biological maturation, unaffected by life events. This thesis reviewed the literature regarding the relationship of trait change and life events, and the research of potential biological bases of traits in the brain together with a brain developmental perspective of intrinsic maturation. Gaining an insight in the relationship between personality traits and the brain is a goal within a young field of research called personality neuroscience, and an agenda of the Five-Factor Theory. Major life events do cause trait change, but the relationship is complex. A brain developmental perspective of intrinsic maturation did not entirely correspond with patterns of typical trait change in young adulthood. The Five-Factor Theory is challenged and modifications are suggested. Neurobiological correlates of five-factor traits reveal issues and potentials for future research.
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Lancaster, Dennis Lark. "Using Psychosocial Development Theory and Personality Typology in Identifying At-Risk Characteristics of College Honors Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682287.
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While substantiating the effectiveness of honors programs to increase learning among the academically gifted, assessment and any associated outcomes should also be effectively used to understand the psychosocial development challenges of these students and, at the same time, increase their learning in and out of the honors environment. Robinson's (1997) research showed that, saddled with the typical college student's at-risk characteristics, e.g., first-generation status, low-income, financial limitations, etc., gifted students also face unique adjustment challenges in terms of their social development. These challenges include habits and attitudes associated with and/or resulting from not having to work at their studies in high school, such as `grade shock,' mediocrity, and an expectation of naturally being at the top of their class; not knowing their strengths and weaknesses due to a lack of academic challenge; not experiencing having to ask for help; and having multiples gifts and talents that are or can be channeled in multiple directions. This mixed methods study examined how educators may be able to use psychosocial student development theory and research in the use of personality type assessment instruments, such as the Myers-Briggs Type Indicator to support these students whose unique attitudes and behaviors put them at risk of losing their educational and career opportunities.
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Harrison, James Ray. "Structural Aspects of Loevinger's Model of Ego Development." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc504211/.
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The study reviews the structural and psychometric underpinnings of Loevinger's theory of ego development. It is noted that the current literature investigating the validity of Loevinger's model has not adequately addressed the structural assumptions of the theory. "Process" variables are hypothesized to vary depending on the process of structural change. Two such variables, cognitive complexity and the organization of cognitive constructs, were measured in 73 college students, staff, and faculty members in three North Texas institutions. Level of ego development, measured by the Washington University Sentence Completion Test, was assessed in each subject and the pattern of cognitive complexity and construct organization was evaluated across ego levels. Results offer only limited support for the stage model's structural assumptions. Discussion highlights several inadequacies in Loevinger's instrument and offers a direction for possible revision. Implications of the results are examined in terms of current theoretical issues.
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Rojas-Ferrer, Isabel. "Individual Variation In Information and Its Use." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42105.
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Individuals within a population can vary in the way that they acquire, store, and act on information from the environment. Researchers have commonly looked at differences in genetic architecture, physical environment, or personality as possible causes of individual variation in cognition. Though cognition is defined as a suite of mechanisms involving the processing of information, we have yet to asses information (i.e. a numerical measure of the uncertainty of an outcome) as a possible cause of individual variation in cognition. This thesis seeks to understand the causes of individual variation in cognition by using approaches that allow quantifying and/or manipulating information acquisition or its use. In Chapter 1, I look at the link between information gathering and exploratory personality by testing the correlation between activity in a novel environment and attraction to novelty in wild-caught black-capped chickadees (Poecile atricapillus). My results validate exploratory personality assessed in an open field test as a measure of information gathering. Fast exploration of a novel environment was positively correlated with novelty seeking, suggesting that exploration is an information gathering strategy. In Chapter 2, I test for experience with informative vs non-informative cues as a cause for individual differences in decision making and learning performance. Here, I manipulated the informational properties (i.e. presence and number of reliable cues) of the developmental environment of juvenile captive zebra finches (Taenopygia guttata). This rare longitudinal and experimental examination of the effect of informative versus non-informative cues during development suggests that experience with informative cues can cause increased discrimination learning accuracy and decision-making speed later in life. Finally, in Chapter 3 I looked into individual variation in information use and decision making using a game theoretic approach. Using a producer-scrounger game, groups of zebra finches were exposed to varying seed distributions. Individual strategy choice in a social-foraging game was not significantly correlated with an individual’s experience with informative cues or learning performance. Still, contrary to my predictions, fear response significantly predicted strategy choice where more fearful individuals were more likely to choose a producer strategy. By addressing information as a parameter, my results suggest that information can affect individual variation depending on context.
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Black, Candace J., Aurelio José Figueredo, and W. Jake Jacobs. "Substance, History, and Politics." SAGE PUBLICATIONS INC, 2017. http://hdl.handle.net/10150/623123.
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The aim of this article is to examine the relations between two approaches to the measurement of life history (LH) strategies: A traditional approach, termed here the biodemographic approach, measures developmental characteristics like birthweight, gestation length, interbirth intervals, pubertal timing, and sexual debut, and a psychological approach measures a suite of cognitive and behavioral traits such as altruism, sociosexual orientation, personality, mutualism, familial relationships, and religiosity. The biodemographic approach also tends not to invoke latent variables, whereas the psychological approach typically relies heavily upon them. Although a large body of literature supports both approaches, they are largely separate. This review examines the history and relations between biodemographic and psychological measures of LH, which remain murky at best. In doing so, we consider basic questions about the nature of LH strategies: What constitutes LH strategy (or perhaps more importantly, what does not constitute LH strategy)? What is gained or lost by including psychological measures in LH research? Must these measures remain independent or should they be used in conjunction as complementary tools to test tenets of LH theory? Although definitive answers will linger, we hope to catalyze an explicit discussion among LH researchers and to provoke novel research avenues that combine the strengths each approach brings to this burgeoning field.
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Oram, Leatrice. "A Method to My Quietness: A Grounded Theory Study of Living and Leading with Introversion." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1471601040.
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McWhirr, Susan M. "Learning from type? : an evaluation of the impact of personality type and relationship context in formal mentoring relationships." Thesis, Robert Gordon University, 2016. http://hdl.handle.net/10059/2794.
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This thesis explores the impact of mentor and mentee personality type in formal mentoring relationships. The research sought to identify whether there were individual personality characteristics which impact on relationship dynamics and the learning derived from these relationships. The Myers Briggs Type Indicator (MBTI) was used to identify personality type thus ensuring that the research had practical utility in organisations. Twelve mentoring dyads from public, private and third sector mentoring initiatives participated in the study which adopted an exploratory and qualitative methodology. Multiple methods were used to collect data and an analysis framework was developed, using Activity Theory tenets, to synthesise the different data sets and create narratives of each mentoring relationship. The thesis argues that by enhancing understanding of Type Theory in mentoring relationships, informal learning can be enhanced for mentors and mentees. The research shows how informal learning within mentoring dyads often stems from social comparison and thus differences between mentor and mentee can provide a medium for learning in the workplace. The findings suggest that this will be particularly pertinent for mentors. In addition, the study conclusions highlight the value of using the MBTI to support mentoring relationship development thus enhancing the potential for further learning. The research finds that individual differences will determine the extent to which relationships operate on a traditional, peer or reverse level and not demographic differences as suggested in the extant literature. Furthermore, common personality preferences were identified in individuals who are drawn to the role of mentor and an initial framework for a typology of mentoring relationships was developed. There were two main limitations of the research. First, the study employed a cross-sectional design which resulted in data being collected from participants at different stages of the mentoring relationship. The second limitation concerned the small sample size. Whilst sample size is less relevant in qualitative research, the study sample cannot be considered representative of all formal mentoring programmes or even the programmes studied. The intention was to identify informative cases which would address the research objectives and this was subsequently achieved. The research has contributed to the body of mentoring knowledge by drawing theory from one academic field into another. The findings provide new insights into individual differences and mentoring relationship dynamics thus adding to a sparse area of knowledge in mentoring research. Further, the findings challenge some of the assumptions implicit in the extant literature and highlight the need to examine the construct of mentoring from a broader social science perspective.
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Wilson, H. K. "Perceptions of quality in higher education learning environments and the impact of personality types on satisfaction : the development of a practical framework." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6704/.
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The design of the physical learning environment (PLE) in Higher Education facilities, has been found to influence students’ satisfaction (Hill & Epps, 2010, Riley, 2013, Yang & Mino, 2013). With the initiation of the Teaching Excellence Framework, the consideration of students’ satisfaction is becoming more prominent. Beckers et al. (2016a) concluded that further research should explore preferences of students to identify if preferences differed between groups of students. Features of the PLE were identified that required further examination as to the impact they can have on students’ satisfaction, specifically, their individual requirements, which may be influenced by their personality traits. In the quality of the PLE; it was also noted that the sense of community is important. Utilising a sequential mixed methods design this research aimed to identify students’ specific requirements of their PLE. Case study methodology was adopted in Liverpool John Moores University (LJMU), across the schools Art and Design, Built Environment, Engineering and Business. Surveys were used to examine relationships with features of the PLE, school specific requirements and personality traits. Factor analysis was conducted to identify components of the PLE. Focus groups were undertaken with students to explore students’ perceptions of the PLE and expand current understanding regarding students’ specific requirements. Utilising grounded theory analysis, features of the PLE were identified and a framework developed. The research found that there is a notable difference in preferences for features within the PLE between students in different schools, and that these differences may be due to the influence of personality traits. The research also identified a framework for defining what students perceive to be a quality PLE. Alongside which, features of the PLE that students identify as being important for the development of a sense of community were identified. The research has led to the development of a framework for the design of the PLE based on students’ specific requirements that can be used to inform universities of the aspects of design to consider in future developments or refurbishments. Validation of the findings of this research was also conducted to evaluate the usefulness of the final framework.
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Schmitt, Rose Friend. "Personality Factors That Influence Administrative Assistants' Participation in Continuing Education and Training." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3368.
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Administrative assistants (AAs) provide critical office support for modern businesses, yet many do not participate in the continuing education and training (CE&T) required for rapidly changing technologies and new office procedures. The purpose of this non-experimental quantitative correlational study was to investigate whether a significant predictive relationship exists between AAs' general self-efficacy (GSE), locus of control (LOC), and their participation in CE&T activities. The primary research question examined whether a significant predictive relationship existed among these variables, factoring in generation cohort and education level. Bandura's self-efficacy theory and Rotter's LOC theory provided the theoretical foundations. Volunteer AAs (n = 125) from the International Association of Administrative Professionals (IAAP) answered online survey questions from the New General Self-efficacy Scale, the Adult Nowicki-Strickland Internal-External scale, and the Adult Training and Education Survey. Data analysis was descriptive and inferential, included regression and correlational analysis, and revealed no significant relationship between AAs' GSE, LOC, and their participation in CE&T activities even when examining generation cohort and education level variables. Future researchers may conduct a similar study with a larger heterogeneous sample or a descriptive qualitative design that improves the understanding of the AA perspective. Because no significant relationships were identified within this IAAP branch, the findings in this study were unique and contradicted prior comparable research. Positive social change is maintained for those who participate with IAAP by successfully instilling virtues of lifelong learning of the administrative membership.
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Rakoff, Simon. "Expanding Leader Capability: An Exploratory Study of the Effect of Daily Practices for Leader Development." [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1267652992.
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Thesis (Ph.D.)--Antioch University, 2010.Title from PDF t.p. (viewed March 26, 2010). Advisor: Al Guskin, Ph.D.. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2010."--from the title page. Includes bibliographical references (p. 258-265).
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Marshall, Alasdair J. "An assessment of the model of human personality which is central to Vilfredo Pareto's sociological theory, followed by the development and application of new psychometric measures to determine the extent to which this model is predictive of differences be." Thesis, University of Glasgow, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325395.
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Miniard, Angela Christine. "Construction of a Scoring Manual for the Sentence Stem “A Good Boss—” for the Sentence Completion Test Integral (SCTi-MAP)." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1242662653.
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Thesis (M.Ed.)--Cleveland State University, 2009.Abstract. Title from PDF t.p. (viewed on June 11, 2009). Includes bibliographical references (p. 101-105). Available online via the OhioLINK ETD Center. Also available in print.
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Brunetta, Fabiana. "Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3907.
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While most of the existing research on the topic of workplace incivility has focused upon its consequences on employee and organizational well-being, researchers are recognizing the need for research on predictors, mediators, and moderators of uncivil workplace behavior. The current study contributes to this new wave of workplace incivility research by emphasizing the links among variables not previously explored in incivility research. This nonexperimental correlational study (N = 1027) developed and tested a parallel multiple mediator model of instigated incivility. The model examined the mediation of the emotion regulation strategies – cognitive reappraisal and expressive suppression – on the relation of two types of social dominance orientation – intergroup dominance (SDO-D) and intergroup antiegalitarianism (SDO-E) – on the outcome of instigated incivility, and tested the moderating effects of workgroup civility climate on the paths of the proposed model.
An Internet-based self-report survey battery was administered to a sample drawn from Amazon’s Mechanical Turk worker population. Hypotheses were tested though structural equation modeling analytic procedures. Findings suggest that intergroup dominance (SDO-D) increases instigated incivility and the relationship is not moderated by workgroup civility climate norms. In contrast, intergroup antiegalitarianism (SDO-E) decreases instigated incivility. Further, this study found that SDO-D had an indirect effect on instigated incivility through the emotion regulation strategy of expressive suppression. Additional findings suggest that the emotion regulation strategy of cognitive reappraisal has the potential to reduce uncivil workplace behavior. Future research was proposed to test the model examined in this study in different cultural settings, with additional mediators and moderators, and longitudinally. The practical findings suggest that HRD practitioners may find emotion regulation and civility trainings useful to reduce the likelihood of uncivil workplace behavior.
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Wiebe, Richard Porter 1956. "The ontogenesis of the delinquent personality: A preliminary test of a comprehensive theory." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288904.
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A comprehensive theory of the ontogenesis of the delinquent personality is presented and supported by self-report data from a sample of American adolescents. The theory postulates that socialization requires the development of two complementary faculties: the ability to engage in prosocial behavior in the face of adversity (diligence) and the ability to avoid antisocial behavior despite temptation (self-control). Innate traits are thought to interact with particular experiences to create the mature personality. During development, a lack of diligence can inhibit the development of self-control, and can facilitate the development of a characteristic set of attitudes, beliefs, and behaviors associated with delinquency, including the willingness to deceive and manipulate others, a callous disregard for their feelings, attitudes and beliefs justifying a lack of diligence and a continuation of antisocial behaviors, and short-term mating activity. The characteristic personality of the delinquent, then, is both low in diligence and high in antisociality. This contrasts with the conceptions of control theory, which subsumes diligence within the construct of self-control. The delinquent personality itself facilitates an adaptive strategy, or approach to life, that involves short-term mating and deception. Two kinds of deception related to delinquency are distinguished: overt deception and deception based on unpredictability. A cross-sectional version of this model was tested with data from 1139 adolescents from a medium-sized city in the Southeastern United States, and found to explain 58% of the variance in self-reported delinquency. Within a confirmatory structural equation model, the constructs thought to comprise factors relating to prosociality, antisociality, and social bonds loaded as expected. Each of these constructs significantly correlated with delinquency on their own. A longitudinal study will be necessary to test the full model, and a behavior genetics design will be necessary to determine the extent to which the constructs deemed important to this theory may be subject to environmental influences.
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Jones, Samuel. "Work Identity Theory| How College-Educated Adults Developed the Cognitive Mechanism to Define Who They Are at Work." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602946.
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In this research, I used a mixed-methods approach employing both autobiographical reasoning and psychometric instruments through a survey design to explore how the four cognitive mechanisms of Work Identity Theory (WIT) were developed in 754 college-educated participants’ lives. WIT is a vocational identity theory, which posits that, four cognitive mechanism: Effort, Reflection, Appraisal and Fusion are used by individuals to define their vocational identities. By vocational identity, I am referring to the sum total of a person’s self-thoughts, attitudes, beliefs and actions that are informed by work experience. By cognitive mechanisms, I am referring to the mental processes used to develop a vocational identity. Multiple theories have emerged over the past one hundred years to explain the concept of a vocational identity. This study seeks to make two new contributions to the set of existing theories. First, the definition I propose of vocational identity does not have an implied, positive valence for having a well-developed vocational identity, but it encompass the many ways people define themselves in relation to their work. In contrast, the most frequently cited vocational identity theories are stage theories in which the highest stage is regarded as optimal. I posit this difference is important because it permits individuals to have different attitudes toward work and themselves without being stigmatized by the theory. Second, the focus of this research is to identify how the cognitive mechanisms come to exist through the study of participants’ self-identified most important developmental experiences in relation to each WIT cognitive mechanism. In addition to experiences, I also study the participants’ Need for Cognition (NFC), the propensity to engage in and enjoy thinking. This study has two key finding. First, people who think more deeply about their own lives, experience more development, at least in the cognitive mechanisms of WIT. Second, our life experiences do not matter as much as the depth of thought we give to them and subsequently what we take from them concerning the development of WIT’s cognitive mechanisms.
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Jamal, Kinza. "What Would Your Parents Say?!: A Cross-Cultural and Personality Study." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/754.
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Culture is what influences us and shapes us into who we are and what we become later on in life, this study runs with this concept. This study includes three groups of participants: 60 Subcontinental adolescents, 60 (Subcontinental) Asian-American adolescents,60 European-American adolescents .The ages of these adolescents range from 17-23 years of age. The participants are asked to fill out measures pertaining to anxiety/depression, self identity , acculturation and a questionnaire at the end that asks about future marital plans. The studies hypotheses are that there is a stronger correlation between parenting technique and the degree to
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Cunha, Júnior Eurípedes Brito. "Reflexos jurídicos do processo de secularização da família contemporânea ocidental." Universidade Catolica de Salvador, 2014. http://ri.ucsal.br:8080/jspui/handle/prefix/413.
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A partir da noção da família contemporânea como um grupo social humano primário, constituído de uma plena relação social entre seus membros, como espaço de entrelaçamento entre o privado e o público, esta pesquisa procura identificar os impactos nela causados pelo processo de secularização como fenômeno cultural correspondente a um desenraizamento, correlato a um processo de laicização como fenômeno político, dentre os quais a pluralização das formas familiares, manifestada na legitimação social de novos modos de ser família, que tomam como referência, a ser reforçada ou combatida, uma estrutura latente baseada na tríade pai-mãe-filho, em que o amor é meio simbólico generalizado de intercâmbio, combinando em certo modo os elementos dom, reciprocidade, generatividade e sexualidade, tendo a dignidade da pessoa humana como macroprincípio jurídico fundador do princípio do livre desenvolvimento da pessoa humana. Como segundo objetivo, investiga os reflexos de tais fenômenos sobre o ordenamento jurídico, em especial se as intenções de valor dos grupos minoritários politicamente ativos incidentes sobre referida base de fato constituem poder a interferir no processo legislativo a ponto de convertê-las em norma jurídica. O terceiro objetivo é identificar, em meio à pluralização das formas familiares, se alguma delas possibilita maiores chances de duração e de êxito, a si própria e a seus membros.
Starting with the notion of contemporary family as a primary human social unit consisting of a complete social relationship among its members, and as space of entanglement between the private and the public, this research aims to identify the impacts on it by the secularization as a cultural process phenomenon corresponding to an uprooting, related to a laicization process as a political circumstance, among which the pluralization of the family forms revealed in the social legitimation of new modes about being family that use as reference — to be either reinforced of fought against — a latent structure based on the father-mother-child triad in which love is the generalized, symbolic means of exchange, somehow combining the four components or elements, namely gift, reciprocity generativity and sexuality, and the dignity of the human being as indeed a higher value and a founding principle the ensures free development of individuals. As a secondary endpoint, this work investigates the effect of such phenomena on the legal framework, notably whether the intention of value from politically active minorities impinging on the above base constitute power that interferes on the law-making process to the extent that they are turned into legal norms. The third endpoint is to identify among the pluralization of the family forms if there is anyone which is most likely to be successful and long-lasting regarding itself and its members.
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Sallnow, Theresa. "Faith in persons : a critical exploration of James Fowler's theory of faith-development, with special reference to personalist philosophy." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280725.
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Treiber, Danielle N. "Is It Who Am I or Who Do You Think I Am? Identity Development of Adolescents With Substance Use Disorders." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1561825820386228.
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Morra, Erica, and Lisa Zenker. "Chapter 1: In Search of Innate Leadership : Discovering, Evaluating and Understanding Innateness." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34622.
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Every individual is born with different natural competencies that can be honed by both voluntary and involuntary environmental stimuli. The response our genotype decides to make, if any, towards those stimuli, determines how well our competencies develop. Each person’s coding and variations of genes will result in unique qualities in their phenotype, or physical structure. As a result, a person has various traits that are displayed through their behavior. DNA is genetically shown to express itself through traits by up to 75%. This leaves a sort of buffer of around 25%. This region is available for us to adapt to our environmental stimuli. Your innate qualities will not reach their full potential without stimulation from the environment, in a leadership case, with education and training and therefore it can be argued that environmental exposure is necessary to fully expose the potentials and capabilities of an individual, rather than instill a new skill or develop a talent that was not existent before. Innate leadership is not a permanent state, on the contrary, it is a continuously adaptive situation demanding contextual evolutionary changes or resignation from the subject occupying the role. When the needs and demands of a society or era outweigh the relevance of the innate leaders' traits and competencies, an evolution of leadership is needed to maintain a positive relationship between all parties involved. As a result, the innate leader will begin to lose their innateness in their role and unless they evolve and adapt (because the two actions are not the same) to new contextual needs, their tenure as leader will begin to be detrimental and counter-functional. What we want to put forward is a real, universal and constructive understanding of what makes a human happy, motivated and productive and how an innate person in context is a much better solution in the short and long run, for those around them when put to a task.
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Salters, Gregory A. "A Phenomenological Exploration of Black Male Law Enforcement Officers' Perspectives of Racial Profiling and Their Law Enforcement Career Exploration and Commitment." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/877.
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This phenomenological study explored Black male law enforcement officers’ perspectives of how racial profiling shaped their decisions to explore and commit to a law enforcement career. Criterion and snow ball sampling was used to obtain the 17 participants for this study. Super’s (1990) archway model was used as the theoretical framework. The archway model “is designed to bring out the segmented but unified and developmental nature of career development, to highlight the segments, and to make their origin clear” (Super, 1990, p. 201).
Interview data were analyzed using inductive, deductive, and comparative analyses. Three themes emerged from the inductive analysis of the data: (a) color and/or race does matter, (b) putting on the badge, and (c) too black to be blue and too blue to be black.
The deductive analysis used a priori coding that was based on Super’s (1990) archway model. The deductive analysis revealed the participants’ career exploration was influenced by their knowledge of racial profiling and how others view them. The comparative analysis between the inductive themes and deductive findings found the theme “color and/or race does matter” was present in the relationships between and within all segments of Super’s (1990) model. The comparative analysis also revealed an expanded notion of self-concept for Black males – marginalized and/or oppressed individuals.
Self-concepts, “such as self-efficacy, self-esteem, and role self-concepts, being combinations of traits ascribed to oneself” (Super, 1990, p. 202) do not completely address the self-concept of marginalized and/or oppressed individuals. The self-concept of marginalized and/or oppressed individuals is self-efficacy, self-esteem, traits ascribed to oneself expanded by their awareness of how others view them. (DuBois, 1995; Freire, 1970; Sheared, 1990; Super, 1990; Young, 1990). Ultimately, self-concept is utilized to make career and life decisions.
Current human resource policies and practices do not take into consideration that negative police contact could be the result of racial profiling. Current human resource hiring guidelines penalize individuals who have had negative police contact. Therefore, racial profiling is a discriminatory act that can effectively circumvent U.S. Equal Employment Opportunities Commission laws and serve as a boundary mechanism to employment (Rocco & Gallagher, 2004).
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Hickey, Chris L. Sr. "The Phenomenal Characteristics of the Son-Father Relationship Experience." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366845575.
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DE, AMBROGI FRANCESCO PAOLO GUIDO. "RESILIENZA E DISADATTAMENTO LAVORATIVO. ASPETTI DI SVILUPPO LUNGO L'ARCO DI VITA, CLINICI, FORENSI E DI PERSONALITA'." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1330.
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Seguendo l’approccio metodologico della grounded theory sono stati esplorati i dati relativi a 32 relazioni psicodiagnostiche a fini peritali per casi di disadattamento lavorativo. I dati sembrano evidenziare ipotesi teoriche riguardanti dinamiche e caratteristiche intrapsichiche coinvolte nei processi di fronteggiamento degli eventi avversativi in ambito lavorativo, come ad esempio il mobbing. In particolare il costrutto di resilienza e le concettualizzazioni tipiche della psicologia dello sviluppo lungo l’arco di vita sembrano essere elementi teorici che integrati nelle tradizioni di ricerca sul disadattamento lavorativo tipiche della psicologia clinica, psicologia sociale e medicina legale possono apportare nuove prospettive, ipotesi di ricerca e proposte operative. Parallelamente viene presentato uno studio di caso singolo che comprende un arco temporale di osservazione di più di 3 anni dal termine di un mobbing fino a due anni dopo il termine di un percorso psicoterapeutico cognitivo-comportamentale.According to grounded theory methodology 32 psychodiagnostic assessments of compensation claimants who present with complaints of bullying, burnout or work related stress. Data analysis shows possible new theoretical hypothesis about intrapsychic dynamics and characteristics involved in coping with occupational stressor. Resilience and life-long developmental theories fit with data and emerging hypothesis. This theoretical development and traditional research approach in fields like clinical psychology, social psychology and forensic medicine, when integrated on each other give new prospectives, research hypothesis and working proposals. At the same time a single case study is analyzed. A 3 years long monitoring of a bullying victim started up at the end of the harassment and concluded 2 years after the end of a Cognitive and Behavioural Therapy.
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Trimble, Abby J. "Exploring the Flynn Effect: A Comprehensive Review of the Causal Debate." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/270.
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Since its discovery in 1984, psychological investigators have continued to explore the Flynn Effect, the phenomenon of consistent and secular IQ gains within industrialized nations approximating 0.3 points per year. The most contentious debate within this field of research surrounds the purported cause of the Effect, and yet the research literature lacks a synthesis of the leading causal theories and the evidence supporting them. The principal hypothesized causal mechanisms – psychometric artifact, educational intervention, environmental changes, nutrition, genetics, gene-environment interaction model, medical improvements, and the multiplicity hypothesis – are reviewed and analyzed within the larger breadth of Flynn Effect scholarly literature. Flynn Effect causal investigation has not yielded any decisive results, and the unproductive postulation of causal theories has recently stagnated, so researchers must accept a necessary shift in the focus of their research toward a more collaborative and holistic understanding of the Effect in order to effectively determine its causes. Extensive social implications of the Effect within the scopes of special education and judicial policy necessitate the expedited revitalization of Flynn Effect research such that contemporary society may be better able to appropriately incorporate the Effect into public policy.
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Foster, Hiram S. "Functions of Mentoring as Christian Discipleship." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.
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Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
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Amoah, Maame A. "FASHIONFUTURISM: The Afrofuturistic Approach To Cultural Identity inContemporary Black Fashion." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent15960737328946.
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Nicholson, Michelle A. "“To be men, not destroyers”: Developing Dabrowskian Personalities in Ezra Pound’s The Cantos and Neil Gaiman’s American Gods." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2628.
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Kazimierz Dabrowski’s psychological theory of positive disintegration is a lesser known theory of personality development that offers an alternative critical perspective of literature. It provides a framework for the characterization of postmodern protagonists who move beyond heroic indoctrination to construct their own self-organized, autonomous identities. Ezra Pound’s The Cantos captures the speaker-poet’s extensive process of inner conflict, providing a unique opportunity to track the progress of the hero’s transformation into a personality, or a man. American Gods is a more fully realized portrayal of a character who undergoes the complete paradigmatic collapse of positive disintegration and deliberate self-derived self-revision in a more distilled linear fashion. Importantly, using a Dabrowskian lens to re-examine contemporary literature that has evolved to portray how the experience of psychopathology leads to metaphorical death—which may have any combination of negative or positive outcomes—has not only socio-cultural significance but important personal implications as well.
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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
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Haile, Yohannes. "Sustainable Value And Eco-Communal Management: Systemic Measures For The Outcome Of Renewable Energy Businesses In Developing, Emerging, And Developed Economies." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459369970.
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Armstrong, Carolyn Sue. "A moral development theory : a synthesis from selected moral development theories, a spiral progression model of human development, and ego-state personality theory." Thesis, 1991. http://hdl.handle.net/1957/36864.
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Controversy regarding moral development research has given rise
to a proliferation of theories competing for acceptance. For all
these researchers, the work of Lawrence Kohlberg is the pivot point
for comparisons, contrasts, and discussions. Still, no theories to
date adequately describe and document a theoretically complete conception
of moral judgment and behavior. The contention in this thesis is
that Kohlberg's moral development theory should remain the base-camp
for further exploration but concepts from the past as well as new components
from other fields should be added to construct a better model
of human moral thinking and behaving. This thesis formulates a comprehensive
and more adequate moral development theory which fits
existing data. Pertinent aspects of past and present moral theories
are summarized. Theories are evaluated in light of knowledge gained
from past thinkers and recent research. Inadequacies are discussed.
New pieces from psychological personality theories are presented to
replace the normally accepted concept of a unitary ego theory. A more
realistic model of growth as a spiral development process is presented.
This spiral model allows features of the invariant stage
sequence and step-wise hierarchial development process, critical to
Piaget's cognitive development theory and to Kohlberg's justice-oriented
moral development theory, to exist while couched in a broader
growth process that encompasses the pertinent additional features of
other researchers' works. The newly constructed theory is presented.
Documented case materials and portions of counseling sessions are used
to show some adequacy-of-fit of aspects of this theory.Graduation date: 1992
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Palik, Laura Emily. ""Image of God" and object relations theory of human development : their integration and mutual contribution to development of God-images, God-concepts, and relationship with God /." 2004. http://wwwlib.umi.com/dissertations/fullcit/3114175.
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Desai, Fahrial. "Relationship between personality traits and team culture." Diss., 2010. http://hdl.handle.net/10500/3817.
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The general aim of this study was to investigate the relationship between personality traits and team culture, establish whether this relationship changed over time and determine if there were significant differences between the research groups in their personalities and team cultures from a before to an after assessment.
The study was conducted on a sample from the South African Police Services and assessments utilising the Basic Traits Inventory (BTI) and the Team Emotional and Social Intelligence survey (TESI) were analysed at the onset and completion of the participants' training. The results indicated a slight relationship between personality and team culture and significant differences were detected from the before to after phases of the study. The findings of the study contribute to an understanding of personality as amenable to a specific occupational setting and of team culture as a more stable variable, which is established early in the team‟s development.Industrial and Organisational Psychology
M.A. (Industrial and Organisational Psychology)
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Desai, Fahrial. "Relationsip between personality traits and team culture." Diss., 2010. http://hdl.handle.net/10500/3817.
Full textAbstract:
The general aim of this study was to investigate the relationship between personality traits and team culture, establish whether this relationship changed over time and determine if there were significant differences between the research groups in their personalities and team cultures from a before to an after assessment.
The study was conducted on a sample from the South African Police Services and assessments utilising the Basic Traits Inventory (BTI) and the Team Emotional and Social Intelligence survey (TESI) were analysed at the onset and completion of the participants' training. The results indicated a slight relationship between personality and team culture and significant differences were detected from the before to after phases of the study. The findings of the study contribute to an understanding of personality as amenable to a specific occupational setting and of team culture as a more stable variable, which is established early in the team‟s development.Industrial and Organisational Psychology
M.A. (Industrial and Organisational Psychology)
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Gabriel, Malcolm Preston. "Personality types as predictor of team roles." Diss., 2000. http://hdl.handle.net/10500/16822.
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The aim of this study was to determine whether personality types are predictors of team roles in order to make recommendations for the use of personality types, in conjunction with team roles, in selection and teambuilding. The study was conducted among 50 professionals and managers in Western Cape organisations. The data was collected by means of the Myers-Briggs Personality Type Indicator (MBTI) and the TearnBuilder Model of Team Roles. Supporting evidence, although not sufficient, indicates that the Extraversion (E) personality type is a positive predictor of the Driving Onward team role and a negative predictor of the Delivering Plans team role. The Introversion (I) personality type is not a predictor of any team role. The Sensing (S) personality type is a negative predictor of the Driving Onward team role and a positive predictor of the Delivering Plans team role. The Intuition (N) personality type is a positive predictor of the Driving Onward team role and a negative predictor of the
Delivering Plans team role. The Thinking (T) personality type is a positive predictor of the Controlling Quality team role. The Feeling (F) personality type is not a predictor of any team role. The Judging (J) personality type is a positive predictor of the Planning Ahead team role, and the Perceiving (P) personality type is a negative predictor of the Planning Ahead team role. It can be assumed that the full range of personality types will be a predictor of the full range of team roles, should a larger sample size and geographical sample group be included in the
study.Industrial and Organisational Psychology
M.A. (Industrial Psychology)
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Coetzee, Melinde. "The relationship between personality preferences, self-esteem and emotional competence." Thesis, 2005. http://hdl.handle.net/10500/2045.
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The factors that hinder or help the development of emotionally competent behaviour in leaders appear to be varied and complex. The role of personality variables such as personality preferences and self-esteem in influencing the development and demonstration of emotional competent behaviour has not yet been well researched. The general aim of this research was to investigate whether a relationship exists between personality preferences, self-esteem and emotional competence, and to determine whether the variables personality preferences and self-esteem can predict the demonstration of emotional competence.
Personality preferences were studied from the Analytical Psychology paradigm. Jung's Psychological Types and the Myers-Briggs Type Indicator theory of Personality Types provided a theoretical understanding of individual differences in emotional response behaviour. Based on the Humanistic and Social Psychology paradigms, the construct self-esteem was explored from a multi-dimensional perspective with particular emphasis on individuals' self-evaluative views and feelings of self-worth, self-acceptance, sense of belonging and sense of psychological well-being within the particular socio-cultural domain in which these aspects manifest themselves.
Emotional competence was studied from the paradigmatic perspectives of the Cognitive Social Learning theories. Emotional competence was viewed as the workplace application of emotional intelligence abilities, which are developable and can be learned. In this regard, emotional competence was described as the demonstration of self-efficacious behaviour in emotion-eliciting social transactions. Emotional competence implies a sense of psychological well-being (a positive inner state of being) and an ability to skillfully, creatively and confidently adapt in an uncertain, unstructured and changing socio-cultural environment.
An empirical investigation was conducted to analyse the responses of a randomly selected sample of 107 South African leaders in the manufacturing industry to measures of these three constructs. The Myers-Briggs Type Indicator (MBTI), the Culture-free Self-esteem Inventories for Adults (CFSEI-AD), and the 360° Emotional Competency Profiler (ECP) were administered. The MBTI extraverted-thinking and extraverted-intuitive personality preferences were associated with the CFSEI-AD social, general and total self-esteem scales. In terms of the ECP emotional competence self-evaluations, self-motivation was associated with the MBTI extraverted-judging, extraverted-thinking and extraverted-intuitive preferences, while interpersonal relations was associated with the extraverted-intuitive and extraverted-feeling preferences. The MBTI introverted-sensing, introverted-judging and introverted-thinking preferences were associated with the ECP emotional literacy scale, and the introverted-judging, introverted-sensing and introverted-thinking preferences were associated with interpersonal relations in terms of the emotional competence other evaluations. The MBTI introverted-thinking preference was associated with the ECP self-esteem/self-regard other evaluations and the CFSEI-AD personal self-esteem scale. The ECP total emotional competence scale was associated with the MBTI extraverted-intuitive preference (in terms of the self-evaluations) and the introverted-judging and introverted-thinking preferences in terms of total emotional competence other evaluations.
The CFSEI-AD general, personal and total self-esteem scales were associated with the ECP change resilience, self-motivation, self-esteem/self-regard, interpersonal relations and total emotional competence scales. Furthermore, the findings suggest that the ECP emotional competence construct is closely related to the affective component of the CFSEI-AD self-esteem construct, particularly one's sense of psychological well-being which is related to feelings of self-worth. The empirical results confirmed the effect of self-esteem on the self-evaluations of raters exposed to multi-rater assessments such as the 360° Emotional Competency Profiler, namely that self-raters with very high self-esteem may tend to over-inflate their self-evaluations. The CFSEI-AD total self-esteem scale also appears to be a more reliable predictor of emotional competence than the MBTI personality preferences. The results contributed new knowledge about the relationship between individuals' self-esteem, personality preferences and emotional competence and added perspective on the interpretation of individuals' self-ratings, particularly with regard to 360° emotional competence assessments.
Recommendations for Industrial and Organisational Psychology practices regarding leader development are formulated, as well as recommendations for future research in the field.Industrial and Organisational Psychology
D.Litt. et Phil. (Industrial and Organisational Psychology)
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Kruger, J. W. "'n Impakstudie van 'n lewensvaardigheidsprogram gerig op gemeenskaps/persoonsverryking deur die uitbouing van selfkennis." Thesis, 2008. http://hdl.handle.net/10210/1245.
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M.A.1. Introduction Internationally there has been a paradigm shift towards a developmental and preventative approach in social work. Also, the cost-effectiveness of programs aimed at community development has been noted. 2. Goal of the study The main aim of the study was to evaluate the impact of a life skills program aimed at personal / community enrichment through the extension of self-knowledge according to the themes of temperament, early childhood experiences, transactional analysis, self-presentation and cognitive reconstruction and presented according to experiential instruction methods. 3. Objectives of the study In order to come to a conclusion regarding the impact of the abovementioned program, the following objectives were identified: - Has the program empowered the respondents to enhance their self-knowledge; - Has the program led the respondents to a better understanding of others; - Has the knowledge created a willingness to undertake necessary adjustments; - Respondents’ impressions of the program and the presentation thereof. 4. Methodology A qualitative grounded evaluative research design was used for the study. An availability sampling method was used: In this case the attendants at a workshop where the abovementioned program was implemented. 5. Data collection methods The following methods of data gathering were implemented: - The respondents had to give feedback on what they have realized or learned about each theme. - The theme on self-presentation was introduced by a brainstorming session on which aspects the respondents regarded as important aspects by which first impressions are formed. - Each respondent had to complete a questionnaire (enclosed as annexure 3) at the end of the workshop. - The results were compared with the literature overview. 6. Limitations of study - The researcher had no control over whether the faxed invitations to the workshop (enclosed as annexure 1) actually reached the intended population or not. - Although the invitation was intended for adults as well as teenagers, eventually only one teenager and nine adults were included in the sample. - The category: “Other”, was not included to the biographic questions. Because it was a small group which was known to the researcher, the question on marital status could be rectified and: “Divorced and remarried”, could be included for analysis. - The fact that some of the open ended questions in the questionnaire (annexure 3) didn’t require the respondents to motivate their answers, left a gap in the interpretation of those answers. - After the respondents named so many aspects attributing to first impressions, the researcher assumed that the topic was known so well, that the theoretic information wasn’t presented in full. When the results were analyzed, this seemed to be a wrong assumption, as more discussion was requested on this topic. - Despite the small sample, the results have been confirmed by the literature overview, which means that literature based on Western research also apply to the Afrikaans speaking case sample. 7. Goal achievements The abovementioned goals were conclusively achieved and can be summarized as follows: The life skills program for personal / community development presented according to experiential instruction methods and aiming at the extension of self-knowledge according to the themes of temperament, early childhood experiences, transactional analysis, self-presentation and cognitive reconstruction, has indeed: - Led to the enhancement of the respondents’ self-knowledge; - Created a better understanding for others; - Created a willingness to make adjustments; - As a whole been evaluated positively: As a dynamic, organized, understandable and effective presentation. 8. Recommendations The following recommendations were made: 8.1. Methodology - The program can be marketed as a personal-, marriage- family- or community enrichment program, and even as an employee assistance program (EAP). - Personal invitations, preparation and screening are recommended. - The questionnaire for completion at the end of the program, should be adapted to eliminate the limitations that were identified. 8.2 Program content and presentation - The program content can be perceived as effective for enhancing self-knowledge, to create a better understanding for others, as well as creating a willingness for change and adaptations. - Experiential instruction methods contribute to the success of the program and should be retained. - Do not deviate from the intended theory included in the program. - The participant manual (annexure 2) is a resourceful device which is also useful for future reference. - Permanent transparencies can be added to the program to enhance the efficiency thereof. - The five themes lend itself for presentation during five group sessions. 8.3 With regards to social work profession - This study proved that the case sample were more inclined to change and for adaptations once they got to know themselves better. Thus the social worker should experience less resentment or poor/lack of co-operation with helping programs. Indeed, the more the client gets to know himself, the more inclined should he be to accept responsibility for his own growth as a person in his social environment. - It would be unethical to leave a client who is ready for change and growth without further directions. Therefore the social worker should be capable to either present follow-up programs or to refer appropriately.
Prof. W.A. Mitchell
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Doss, Kristin L. "Change leadership predictions from Big Five Personality and constructive/developmental theory /." 2007. http://purl.galileo.usg.edu/uga%5Fetd/doss%5Fkristin%5F200705%5Fms.
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Rigazio-DiGilio, Sandra A. "Developmental theory and therapy: A preliminary investigation of reliability and predictive validity using an inpatient depressive population sample." 1989. https://scholarworks.umass.edu/dissertations/AAI8917392.
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This study investigated the reliability of the cognitive-developmental classifications derived from Ivey's Developmental Theory and the predictive validity of the intervention strategies designed in accordance with this therapeutic model. Further, the cognitive-developmental styles of long- and short-term depressives were also examined. Reliability and predictive validity were addressed by researching the following questions: (1) Can the cognitive-developmental level of patients be assessed reliably? (2) If a clinician asks a specific set of questions aimed at eliciting patient verbalizations at varying cognitive-developmental levels, do patients respond at the predicted levels? The data gathered were also analyzed to examine whether the two subgroups of depressed patients differed in their cognitive styles. Specifically, the questions researched were: (1) Do long- and short-term depressives differ in predominant cognitive-developmental style during the assessment phase of an interview? (2) Do short-term depressives respond more predominantly to intervention strategies designed to elicit movement through the eight cognitive-developmental levels espoused by Ivey? Theory and research from the major models of depression etiology and treatment were reviewed and integrated with the Developmental Therapy model. This review indicated that the concepts of the cognitive-developmental model are most compatible with cognitive models of depression and offer the potential of being useful tools in the treatment of these disorders. The sample population consisted of twenty, consecutively admitted, consenting inpatients with diagnoses of mood disorders or adjustment disorders with associated depressed features. Each patient was administered the Beck Depression Inventory, completed demographic data, and participated in a structured interview, the Standard Cognitive-Developmental Interview (SCDI), which is based on Ivey's model. Interview results, as categorized by the companion Cognitive Developmental Classification System (SCDCS), were analyzed using the Pearson product-moment coefficient for reliability, percentages for predictive validity, and t-tests of significance for differences between subgroups. The resulting data indicated that Ivey's model, as operationalized through the SCDI and the SCDCS, does possess strong reliability and predictive validity. The differences in cognitive styles between long- and short-term depressives were, however, not found to be significant. Implications and suggestions for future research and therapeutic utilization were discussed.
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Burkitt, Ian, and Paul W. Sullivan. "Embodied ideas and divided selves: revisiting Laing via Bakhtin." 2009. http://hdl.handle.net/10454/5899.
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In this article, we apply Mikhail Bakhtin's model of a 'divided self' to R.D. Laing's eponymous work on the lived experience of divided selves in 'psychosis'. Both of these authors offer intriguing insights into the fracturing of self through its social relationships (including the 'micro-dialogues' staged for oneself) but from uniquely different perspectives. Bakhtin (1984) uses Dostoevsky's novels as his material for a theory of self, centrally concerned with moments of split identity, crisis, and personal transformation, while Laing relies on his patient's accounts of 'psychosis'. We will outline how two key Bakhtinian divisions of the self (spirit/soul and authoritative/internally persuasive discourse) help to make sense of Laing's descriptions of his patient's experiences and micro-dialogues. Conversely, when refracted through Laing's phenomenology Bakhtin's account of the self becomes richer and somewhat darkened in terms of a double-edged ontology, which describes a maximally open self but one that is consumed by ideas, unable to manage their contradictions. The implications of this for managing the dilemmas of self-identity will be drawn out.
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Volfová, Kamila. "Role učitele v procesu utváření sebepojetí žáka." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-311088.
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Theoretical and empirical thesis "Teacher and his role in the process of pupil's self- conception forming" aims to explore the theme of self-conception from the perspective of those involved in the educational process. Primarily in terms of personal and social development, whose major component is the development of self-conception of pupil. The thesis explores the possibilities and limits of teaching experience and tries to find some starting points and recommendations that can help teachers better manage claims that contemporary society places on education of children. It also seeks to give teachers a tool that would simply and effectively determine the level of their work on self-development of their pupils.
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Armour, Jessie-Ann. "Associations entre les pratiques parentales et les caractéristiques du trouble de la personnalité limite à l'adolescence : la perspective de la théorie de l’auto-détermination." Thèse, 2019. http://hdl.handle.net/1866/22677.
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