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Journal articles on the topic 'Self-actualization (Psychology) Developmental psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Bland, Andrew M., and Eugene M. DeRobertis. "Maslow’s Unacknowledged Contributions to Developmental Psychology." Journal of Humanistic Psychology 60, no. 6 (2017): 934–58. http://dx.doi.org/10.1177/0022167817739732.

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Few readily identify Maslow as a developmental psychologist. On the other hand, Maslow’s call for holistic/systemic, phenomenological, and dynamic/relational developmental perspectives in psychology (all being alternatives to the limitations of the dominant natural science paradigm) anticipated what emerged both as and in the subdiscipline of developmental psychology. In this article, we propose that Maslow’s dynamic systems approach to healthy human development served as a forerunner for classic and contemporary theory and research on parallel constructs in developmental psychology that provi

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2

Ivtzan, Itai, Hannah E. Gardner, Izra Bernard, Mandeep Sekhon, and Rona Hart. "Wellbeing through self-fulfilment: Examining developmental aspects of self-actualization." Humanistic Psychologist 41, no. 2 (2013): 119–32. http://dx.doi.org/10.1080/08873267.2012.712076.

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3

Brennan, Thomas P., and Michael M. Piechowski. "A Developmental Framework for Self-Actualization." Journal of Humanistic Psychology 31, no. 3 (1991): 43–64. http://dx.doi.org/10.1177/0022167891313008.

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4

Ford, Gary G., and Mary E. Procidano. "THE RELATIONSHIP OF SELF-ACTUALIZATION TO SOCIAL SUPPORT, LIFE STRESS, AND ADJUSTMENT." Social Behavior and Personality: an international journal 18, no. 1 (1990): 41–51. http://dx.doi.org/10.2224/sbp.1990.18.1.41.

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The previously unexplored relationship of self-actualization to life stress and perceived social support from family and from friends was investigated. Measures of all variables were administered to 54 female and 52 male adult undergraduate students (age range of 18–81 years). The relationship of each variable to psychological adjustment (depression) also was assessed. As predicted, correlational results revealed self-actualization to be related positively to perceived social support and inversely to depression and life stress. Social support was inversely related to depression, and life stres

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Rivero, Lisa. "Progressive digressions:Home schooling for self‐actualization." Roeper Review 24, no. 4 (2002): 197–202. http://dx.doi.org/10.1080/02783190209554180.

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6

Roeper, Annemarie. "Education towards self‐actualization and interdependence." Roeper Review 15, no. 4 (1993): 246–47. http://dx.doi.org/10.1080/02783199309553517.

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Wasylyshyn, Karol M. "On the full actualization of psychology in business." Consulting Psychology Journal: Practice and Research 53, no. 1 (2001): 10–21. http://dx.doi.org/10.1037/1061-4087.53.1.10.

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Hadori, Mohamat. "AKTUALISASI-DIRI (SELF-ACTUALIZATION); SEBUAH MANIFESTASI PUNCAK POTENSI INDIVIDU BERKEPRIBADIAN SEHAT (Sebuah Konsep Teori Dinamika-Holistik Abraham Maslow)." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 9, no. 2 (2015): 207–20. http://dx.doi.org/10.35316/lisanalhal.v9i2.92.

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Self - actualization is the highest level in Holistic Dynamics theory to be achieved of an individual has already gets some basic requirements below. Maslow subsequently extended the idea to include his observations of humans' innate curiosity. His theories parallel many other theories of human developmental psychology, some of which focus on describing the stages of growth in humans. Maslow used the terms hierarchy of needs; physiological needs, safety needs, love and belonging needs, self - esteem needs ,self - actualization . Maslow also mentioned that a healthy person is a person able to a

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Karomat Klicheva, Gavkhar Klicheva, Khilola Nikadambaeva,. "The Concept of Self - Actualization in the 21st Century." Psychology and Education Journal 58, no. 2 (2021): 304–8. http://dx.doi.org/10.17762/pae.v58i2.1760.

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This article considers the theoretical aspects of the self-actualization of personality, as represented by domestic and foreign scientists: A. Maslow, K. Rogers, G. Alport, K. Horney, E. Fromm, F. Perles, D. Bigenthal, R. May, L. A. Korosteleva, and others. It is characterized by a rapid pace of chaotic social and economic changes, which mainly have the character of self-destruction and degradation at all levels of the social body, a lack of a clear understanding in all segments of society of the drivers and strategy for overcoming the crisis, the possible direction and pace of development of

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10

Reiss, Steven, and Susan M. Havercamp. "Motivation in Developmental Context: A New Method for Studying Self-Actualization." Journal of Humanistic Psychology 45, no. 1 (2005): 41–53. http://dx.doi.org/10.1177/0022167804269133.

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11

Eustice-Corwin, Alexander Christopher. "Toward a Neo-Nietzschean Theory of Human Development." Human Development 64, no. 2 (2020): 68–82. http://dx.doi.org/10.1159/000510971.

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The 19th century philosopher Friedrich Nietzsche placed great emphasis on the notion of becoming and although contemporary Nietzsche scholars have paid considerable attention to Nietzsche’s psychology, little attention has been paid to Nietzsche’s notion of becoming as a theory of human development. This is not surprising given the aphoristic and unsystematic presentation of Nietzsche’s ideas. Drawing on his own familiarity with Nietzsche’s work, the author explores the literature on Nietzsche’s conception of becoming, placing particular emphasis on the notion of becoming what one is. In lieu

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12

Lewis, Joan D., Frances A. Karnes, and Harold V. Knight. "A study of self-actualization and self-concept in intellectually gifted students." Psychology in the Schools 32, no. 1 (1995): 52–61. http://dx.doi.org/10.1002/1520-6807(199501)32:1<52::aid-pits2310320109>3.0.co;2-p.

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13

Et al., Abdul Gaffar. "Self Actualization According to Bediuzaman Said Nursi (1877-1960) in Risale-I Nur." Psychology and Education Journal 58, no. 2 (2021): 141–53. http://dx.doi.org/10.17762/pae.v58i2.1064.

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Bediuzzaman Said Nursi is one of the thinkers and reformers from Turkey who emerged as a figure of Sufism, the savior of faith and Islam in the 19th century. This research found a formulation of the self-actualization process that was different from the concepts of other scientists. According to Said Nursi, humans' self-concept consists of several natures: the rabbani nature, the nafsani nature, the spiritual nature, the physical nature, the tafakkur nature, and the tadhabbur nature. Some of these natures depend on the characteristics of the human soul journey, which cannot be separated from t

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14

Trop, Jeffrey L., and Robert D. Stolorow. "Defense analysis in self psychology: A developmental view." Psychoanalytic Dialogues 2, no. 4 (1992): 427–42. http://dx.doi.org/10.1080/10481889209538943.

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15

Beitel, Mark, Samantha Bogus, Aida Hutz, Dovid Green, John J. Cecero, and Declan T. Barry. "Stillness and motion: An empirical investigation of mindfulness and self-actualization." Person-Centered & Experiential Psychotherapies 13, no. 3 (2013): 187–202. http://dx.doi.org/10.1080/14779757.2013.855131.

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16

Klicperova-Baker, Martina, and Jaroslav Koštál. "Post-communist democracy vs. totalitarianism: Contrasting patterns of need satisfaction and societal frustration." Communist and Post-Communist Studies 50, no. 2 (2017): 99–111. http://dx.doi.org/10.1016/j.postcomstud.2017.05.002.

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Frustration/satisfaction under the post-Communist democracy and under the pre-1989 Communist authoritarianism were studied in the Czech Republic in 2008 using a nationwide sample of 1093 respondents and an original Societal Frustration inventory. The patterns of frustration were contrastingly opposite: The past was dominated by the memory of oppression, of curtailed self-actualization yet fulfilled basic needs. In contrast, current democracy allowed for free self-actualization but the intensity of the current frustrations has exceeded the past frustrating memories. Main current complaints incl

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17

Nichols, Shaun, and Stephen Stich. "Reading One's Own Mind: Self-Awareness and Developmental Psychology." Canadian Journal of Philosophy Supplementary Volume 30 (2004): 297–339. http://dx.doi.org/10.1080/00455091.2004.10717609.

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The idea that we have special access to our own mental states has a distinguished philosophical history. Philosophers as different as Descartes and Locke agreed that we know our own minds in a way that is quite different from the way in which we know other minds. In the latter half of the twentieth century, however, this idea carne under serious attack, first from philosophy (Sellars 1956) and more recently from developmental psychology. The attack from developmental psychology arises from the growing body of work on “mindreading,” the process of attributing mental states to people (and other

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18

Stutler, Susan Lee. "Gifted Girls’ Passion for Fiction: The Quest for Meaning, Growth, and Self-Actualization." Gifted Child Quarterly 55, no. 1 (2010): 18–38. http://dx.doi.org/10.1177/0016986210383979.

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19

Osofsky, joy D. "The Essentiaol Other: a Developmental Psychology of the Self." Journal of the American Psychoanalytic Association 46, no. 1 (1998): 301–4. http://dx.doi.org/10.1177/000306519804600121.

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20

Bixler, Sarah Ann. "Reframing the Self(ie)." Journal of Youth and Theology 16, no. 1 (2017): 25–45. http://dx.doi.org/10.1163/24055093-01601003.

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Based on developmental psychology, youth ministry has often regarded the adolescent self in terms of a search for identity. The selfie demonstrates this psychosocial attempt to discover one’s self and receive affirmation for it. While developmental theory is helpful and relevant for youth ministry, theology offers a more desirable foundation on which to build youth ministry practices. Thomas Merton’s theological understanding of the self addresses this dilemma, whereby the self finds the adolescent. This perspective can help us reframe youth ministry’s assumptions based on developmental psycho

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21

CRUMPTON, LISA M. "Psychotherapy, Adolescents, and Self-Psychology." Journal of the American Academy of Child & Adolescent Psychiatry 32, no. 5 (1993): 1087–88. http://dx.doi.org/10.1097/00004583-199309000-00043.

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22

Fraley, Stephen E. "From Self-Blame to Self-Acceptance: Benefits of Learning Psychology in a Prison Undergraduate Program." Teaching of Psychology 18, no. 4 (1991): 234–35. http://dx.doi.org/10.1207/s15328023top1804_9.

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I am an inmate graduate psychology student. In this article, I discuss how I applied education in psychology to my own rehabilitation and explain why I believe that virtually any motivated inmate student can find significant moral and ethical growth and development in a serious approach to psychology. A few major developmental theories are mentioned in relation to my life. My journey from self-blame to self-acceptance is recounted, with brief examples of my personal growth as a student and as a mature human being. Suggestions about what it takes to be a successful psychology student are mentio

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23

Lockwood, Adam B., John Mcclure, Karen Sealander, and Courtney N. Baker. "MEASURING SCHOOL PSYCHOLOGY TRAINEE SELF-EFFICACY." Psychology in the Schools 54, no. 6 (2017): 655–70. http://dx.doi.org/10.1002/pits.22016.

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24

Walton, Eric J., and Robert E. Wood. "Self-regulation in Organisational Psychology." Applied Psychology 41, no. 2 (1992): 154–59. http://dx.doi.org/10.1111/j.1464-0597.1992.tb00694.x.

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25

Noam, Gil G. "Self‐complexity and Self‐integration: Theory and Therapy in Clinical‐Developmental Psychology." Journal of Moral Education 17, no. 3 (1988): 230–45. http://dx.doi.org/10.1080/0305724880170307.

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26

Pufal‐Struzik, Irena. "Self‐actualization and other personality dimensions as predictors of mental health of intellectually gifted students." Roeper Review 22, no. 1 (1999): 44–47. http://dx.doi.org/10.1080/02783199909553997.

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27

Fivush, Robyn. "Storying the Self: A View on Autobiography from Developmental Psychology." a/b: Auto/Biography Studies 32, no. 2 (2017): 243–46. http://dx.doi.org/10.1080/08989575.2017.1288022.

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28

Wesseling, Elisabeth. "Judith Rich Harris: The Miss Marple of Developmental Psychology." Science in Context 17, no. 3 (2004): 293–314. http://dx.doi.org/10.1017/s0269889704000146.

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ArgumentThis paper contributes to inquiries into scientific personae by employing a rhetorical approach. It analyzes the persuasive strategies of Judith Rich Harris in The Nurture Assumption: Why Children Turn Out the Way They Do (1998). Rhetorical analysis of Harris' self-fashioning in this remarkable best-seller and the reactions of the press to her persona demonstrates the resilience of specific archaic cultural repertoires for constructing scientific identities. While historical studies investigate how repertoires for scientific self-fashioning evolve through time, rhetoric reveals how ide

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29

Hartmann, Hans-Peter. "Psychoanalytic Self Psychology and Its Conceptual Development in Light of Developmental Psychology, Attachment Theory, and Neuroscience." Annals of the New York Academy of Sciences 1159, no. 1 (2009): 86–105. http://dx.doi.org/10.1111/j.1749-6632.2009.04476.x.

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30

Harrison, Alexandra. "Using Self Psychology in Child Psychotherapy." Journal of the American Academy of Child & Adolescent Psychiatry 36, no. 6 (1997): 864–65. http://dx.doi.org/10.1097/00004583-199706000-00029.

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31

Curtis, Homer C. "Clinical Perspectives on Self Psychology." Psychoanalytic Quarterly 54, no. 3 (1985): 339–78. http://dx.doi.org/10.1080/21674086.1985.11927109.

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32

STERN, ROBERT. "Comparing Psychoanalytic Psychotherapies: Developmental, Self, and Object Relations, Self Psychology, Short-Term Dynamic." American Journal of Psychiatry 150, no. 2 (1993): 343—a—345. http://dx.doi.org/10.1176/ajp.150.2.343-a.

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33

Makarevičs, Valērijs, and Dzintra Iliško. "THE CONCEPT OF AN IDEAL PERSON IN WORKS OF ARISTOTLE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 150–59. http://dx.doi.org/10.17770/sie2021vol4.6306.

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The issue of a human person, and his/her development, and particularly in connection with a social sphere is extremely relevant for our times. In psychology, this issue has been developed through developmental periods, theories of personality identity and conditions that contribute to a self-actualization of an individual. In this regard, interest is how these ideas evolved in the process of cultural and historical development of humankind, how they were understood by previous generations of scientists and philosophers, how theoretical views of past generations are interpreted by the researche

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34

Zelazo, Philip David, and Douglas Frye. "Consciousness and control: The argument from developmental psychology." Behavioral and Brain Sciences 22, no. 5 (1999): 788–89. http://dx.doi.org/10.1017/s0140525x99602187.

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Limitations of Dienes & Perner's (D&P's) theory are traced to the assumption that the higher-order thought (HOT) theory of consciousness is true. D&P claim that 18-month-old children are capable of explicitly representing factuality, from which it follows (on D&P's theory) that they are capable of explicitly representing content, attitude, and self. D&P then attempt to explain 3-year-olds' failures on tests of voluntary control such as the dimensional change card sort by suggesting that at this age children cannot represent content and attitude explicitly. We provide a bett

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35

Choy, Winnie C. W., and Giovanni B. Moneta. "The Interplay of Autonomy and Relatedness in Hong Kong Chinese Single Mothers." Psychology of Women Quarterly 26, no. 3 (2002): 186–99. http://dx.doi.org/10.1111/1471-6402.t01-1-00002.

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The mediating effects of autonomy and relatedness on the relationship between self-esteem and life satisfaction were investigated among 49 single mothers. Among all tested variables in the dimension of relatedness, only network orientation (propensity to utilize one's available social support) was a mediator of the positive relationship between self-esteem and life satisfaction. No variable in the dimension of autonomy was a mediator. Three components of self-actualization contributed to the model: self-regard mediated the relationship between self-esteem and network orientation, spontaneity c

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36

Dvoinin, A. M. "Psychology of Religion in Russia: On the Way to Self-determination." Cultural-Historical Psychology 15, no. 3 (2019): 13–21. http://dx.doi.org/10.17759/chp.2019150302.

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The author outlines his concept of the historical development of psychology of religion in Russia and articulates the current tasks of this scientific field. He focuses on the recent formation of topical areas and methodological orientations in Russian psychology of religion and the processes of self-identification and consolidation of researchers that have launched as well. Two following two theses are put forward: the history of psychology of religion in Russia is (1) more determined by external factors than by internal ones and 2) is more relevant to the history of religious studies than to

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37

Nagle, Yashwant Kumar. "Guest Editorial." Defence Life Science Journal 3, no. 4 (2018): 315. http://dx.doi.org/10.14429/dlsj.3.13417.

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In the modern era of emerging trends and technologies, the psychology has received further attention which played an imperative role in lives of human beings, their development and overall well-being in emerging society. The rising trend in varied fields of psychology such as health psychology, positive psychology, military psychology, clinical psychology, industrial psychology, organisational behaviour and counseling reflect the pace of growth of the subject in the country. In India, Defence Research and Developmental Organisation (DRDO) established under the aegis of ministry of defence is d

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38

Croft, Gillian, Wanda Boyer, and Geoffrey Hett. "Self-actualization: The Heart and Soul of a Potential-based Life Skills Program for a Child with Multiple Disabilities." Early Childhood Education Journal 37, no. 1 (2009): 43–49. http://dx.doi.org/10.1007/s10643-009-0328-x.

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39

Hart, Daniel, and William Damon. "Developmental Trends in Self-Understanding." Social Cognition 4, no. 4 (1986): 388–407. http://dx.doi.org/10.1521/soco.1986.4.4.388.

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40

King, Elizabeth. "Possibility Spaces." International Journal of Game-Based Learning 1, no. 2 (2011): 34–51. http://dx.doi.org/10.4018/ijgbl.2011040103.

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Interactive technologies provide today’s youth a low stakes sandbox to collect experiences (Gee, 2004) and try tasks and identities (Gee, 1991) that push the boundaries of “known” and open up the world of possibility. Pairing affordances of video games with the possible selves framework (Markus & Nurius, 1986), research involved using The Sims 2 life-simulation properties to encourage a friendship group of teenage males to create simulations of their hoped for and feared potential selves. While all participants reported increased crystallization (Super, 1981) of characteristics within thei

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41

Mirvish, Adrian. "Sartre, Developmental Psychology and Burgeoning Self-Awareness: Ricocheting from Being to Nothingness." Journal of the British Society for Phenomenology 46, no. 3 (2015): 181–94. http://dx.doi.org/10.1080/00071773.2015.1009725.

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42

Boyatzis, Chris J. "Let the Caged Bird Sing: Using Literature to Teach Developmental Psychology." Teaching of Psychology 19, no. 4 (1992): 221–22. http://dx.doi.org/10.1207/s15328023top1904_5.

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Reading lists of developmental psychology courses are replete with scientific theory and research. Narrative material from literature can supplement this theory and research by elucidating psychological concepts with real-life examples, while deepening students' appreciation for the complexity and diversity of development. In several courses I have used Maya Angelou's (1969) I Know Why the Caged Bird Sings, which is highly effective at illustrating many child development topics: development of self-concept and self-esteem, ego resilience, industry versus inferiority, effects of abuse, parentin

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43

Ermolaeva, M. V., and D. V. Lubovsky. "The concept of encounter in psychotherapy and developmental psychology." Консультативная психология и психотерапия 23, no. 3 (2015): 105–16. http://dx.doi.org/10.17759/cpp.2015230308.

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The article discusses possibilities for application of the concept of encounter in two areas of practical developmental psychology — in the work with the aesthetic experience gained by people in the perception of artworks and in relation to mental health services for older people, for whom one of the most important activities is the recollection of their life. Authors take as basic the understanding of the encounter proposed by W. Schutz, who showed psychological tools to achieve it in psychotherapy, and R. May, who applied this concept in the psychology of creativity. The authors clarify psyc

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44

Basten, Christopher, and Stephen Touyz. "Sense of Self: Its Place in Personality Disturbance, Psychopathology, and Normal Experience." Review of General Psychology 24, no. 2 (2019): 159–71. http://dx.doi.org/10.1177/1089268019880884.

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Sense of self (SOS) is a cornerstone of psychological inquiry and therapy and is a defining feature of a range of psychological conditions including borderline personality disorder, yet it is poorly understood. SOS is that continuous experience of being a complete and authentic person who feels in control of their own activities. It is a part of normal development of the self and, when weakened by trauma or developmental neglect, is a vulnerability for developing many different disorders, including depression and dissociative, personality, and eating disorders. This review aims to provide a wo

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45

DeRobertis, Eugene Mario. "The Humanistic Revolution in Psychology: Its Inaugural Vision." Journal of Humanistic Psychology 61, no. 1 (2020): 8–32. http://dx.doi.org/10.1177/0022167820956785.

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This article presents a textual analysis of the inaugural issue of the Journal of Humanistic Psychology. The analysis culminated in the creation of a composite narrative that expresses the character of the humanistic vision for psychological science, a historical snapshot of the evolving humanistic revolution circa 1961. The analysis showed humanistic psychology to have proposed a nonreactionary, inclusive, integrative approach to psychology. This approach was anchored in a radicalized image of humanity, one that would not rely wholly on theories and methods of research designed for nonhuman b

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46

Adams, Gerald R. "Understanding the Self: A Developmental Perspective." Contemporary Psychology: A Journal of Reviews 31, no. 11 (1986): 900–901. http://dx.doi.org/10.1037/024264.

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47

Prisbell, Marshall, and Judith M. Dallinger. "The Developmental Nature of Self-Disclosure." Psychological Reports 68, no. 1 (1991): 211–14. http://dx.doi.org/10.2466/pr0.1991.68.1.211.

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48

Rochat, Philippe. "The Ontogeny of Human Self-Consciousness." Current Directions in Psychological Science 27, no. 5 (2018): 345–50. http://dx.doi.org/10.1177/0963721418760236.

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Self-consciousness is an essential characteristic of what it means to be human and is arguably a unique adaptation of our species. Human self-consciousness is construed here as the propensity to perceive and be aware of oneself not only for oneself, but also through the evaluative eyes of other individuals. The origins and determinants of this characteristic remain wide-open questions. I propose a developmental account and suggest possible new directions in the investigation of genetic, brain, and cultural factors that play a role in the ontogeny of human self-conscious psychology.

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RIPLEY, JENNIFER S., EVERETT L. WORTHINGTON, DAVID BROMLEY, and STEPHANIE D. KEMPER. "Covenantal and contractual values in marriage: Marital Values Orientation toward Wedlock or Self-actualization (Marital VOWS) Scale." Personal Relationships 12, no. 3 (2005): 317–36. http://dx.doi.org/10.1111/j.1475-6811.2005.00118.x.

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50

Dunlop, William L., Grace E. Hanley, and Tara P. McCoy. "The narrative psychology of love lives." Journal of Social and Personal Relationships 36, no. 3 (2017): 761–84. http://dx.doi.org/10.1177/0265407517744385.

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Narrative identity is an internal and evolving story about the self. Individual differences in narrative identity have been found to correspond with several important constructs (e.g., well-being, health behaviors). Here, we examined the nature and correlates of participants’ love life narrative identities. In Study 1, participants provided autobiographical narratives from their love lives and rated their personality traits and authenticity within the romantic domain. In Study 2, participants again provided narratives from their love lives and completed measures assessing their attachment tend

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