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1	Spring Comes to the Wasteland\| A Psychological Study of Peter S. Beagle's The Last Unicorn Cordry, Christopher S. 22 April 2014 (has links) <p> This thesis considers Peter S. Beagle’s 1968 novel <i>The Last Unicorn</i> from the perspective of the analytical psychology of Carl G. Jung. A review of published criticism on the novel leaves major questions regarding its psychological meaning and potential clinical implications. Making use of the Jungian school of depth psychology’s unique hermeneutic approach, the novel’s major symbols are amplified in terms of their mythological, religious, and literary contexts and parallels. This leads to a preliminary psychological interpretation of the novel and a discussion of its possible applications in clinical practice. Major themes include trauma, alienation, the wounded feeling function, and the mythology of the wasteland and the wounded Fisher King.</p>
2	UNDERSTANDING ETHNICITY: THE RELATION AMONG ETHNIC IDENTITY, COLLECTIVISM, AND INDIVIDUALISM IN AFRICAN AMERICANS AND EUROPEAN AMERICANS Acevedo, Ignacio David 01 January 2003 (has links) This study examined the relation among ethnic group membership, ethnic identity, collectivism and individualism in a sample of European American and African American college students. Findings suggest that African Americans are more collectivist than European Americans only in reference to their ethnic group. There were no significant differences between ethnic groups in collectivism toward friends, family, strangers or colleagues. Contrary to findings of previous research, there was no significant moderating effect of gender on collectivism differences between ethnic groups. In congruence with previous research, ethnic identity mediated the relation between ethnic group membership and collectivism toward the ethnic group. African Americans were also significantly higher on overall individualism when compared to European Americans and this relation was not mediated by ethnic identity. In addition to these findings, discussion focuses on issues regarding the measurement of individualism, collectivism, and ethnic identity.
3	Outside looking in : case studies of the effects of study abroad on female African American university students' identities Sol, Nicole January 2014 (has links) In the 2010-2011 academic year, Black university students comprised only 4.8% of all study abroad students in the United States, despite being 14.5% of all university students. In an attempt to better foster the experiences of these students, this thesis seeks to understand the evolution of Black women’s self-concept from studying abroad. This qualitative empirical research focuses on the individual experiences of five U.S. Black university women who studied outside of the United States for one term or academic year during 2011-2012. These case studies gathered data through interviews and field texts, including oral history interviews prior to the participants’ departure, field texts collected while the students were on their abroad experiences, and a follow-up interview after their repatriation back to the United States. Too often, academics seek refuge of analysis in conventional theorists to look for new connections and understandings. Using these frameworks with marginalised communities does a disservice to these individuals. We cannot hope to understand the experience of alternative ways of being if we presume that all people fall into mainstream cultural theory. Therefore this study uses African American psychologists (instead of White psychologists) to examine the participants’ understanding of their identity. Specifically I utilise intersectionality and Africentric theory to understand how these women regard themselves in relation to their family structure, nationality, and religion. Black feminist thought is also employed to analyse the participants’ understanding of their gender with regards to sexualised imaging, physical appearance, and hair. I examine academic achievement (including personal and professional advancement, as well as racial contribution) through a Black psychological lens. This research found that study abroad does indeed have a powerful impact on Black women’s identities. All five women expressed higher self-confidence and shifts in how they understood the various aspects of their identities. Yet the shifts that occurred varied for the individual woman, which I attribute not only to the different destinations where these women studied abroad, but also to the complex and unique identities (and individual understanding of those identities) that each woman carried with her into her study abroad experience. These differences indicate that study abroad practitioners should be attentive in offering custom support to every student to allow him or her to reap the most growth from their time abroad. 378.1
4	Understanding the Sunrise Ceremony as a repository of cultural traditions and values: an exploration of ritual as a means for studying the health of the Apache people Witt, Michelle Pambrun, Witt, Michelle Pambrun January 1996 (has links) The intent of this exploratory study was to discover the cultural significance of an Apache ritual, the Sunrise Ceremony, as it relates to the physical, mental, and emotional well-being of the Apache individual, family, and community at large. The ethnographic methodology was used to gather data because this design provided the most systematic and flexible process to generate the widest range of information necessary for describing this culture from the native's point of view. Four culturally relevant domains were developed and analyzed to reveal five cultural themes, including "It's my strength," "Women are the core of living here," "It Tells You the Story of the Beginning," and "Change is Sad--Alcohol is Bad." The findings suggest that because the Sunrise Ceremony is central to the Apache way of life, its values and culture, an understanding of the Sunrise Ceremony can assist in the development of accurate nursing assessments and successful interventions to improve the collective health and well being of the Apache people. Additionally, recommendations for nursing practice and further research are proposed. San Carlos Apache Tribe. White Mountain Apache Indian Tribe. Changing Woman Ceremony (Apache rite) Indians, North American -- psychology. Ethnopsychology. Acculturation. Culture. Transcultural Nursing.
5	Overcoming the ‘Chronic Doubt’: History of Psychology and Argentinian Psychologists’ Training and Education in the Context of Latin-American Psychology / Superando la ‘duda crónica’: Historia de la Psicología y formación de psicólogos argentinos en el contexto de la psicología latinoamericana / Surmonter le “doute chronique”: histoire de la psychologie et formation des psychologues argentins dans le contexte de la psychologie latino-américaine / Superando a “dúvida crônica”: História da Psicologia e Formação em psicologia em Argentina no contexto da psicologia latino-americana Fierro, Catriel 30 April 2018 (has links) (PDF) The present study presents an empirical analysis of the relevance of psychologists’ historical education within the framework of Latin American psychology. The ‘chronic doubt’ about the formative aim of historiography is first characterized. The ways in which such historiography is a central input in Latin American and Argentinian psychologists’ training and education is then described. The results of a descriptive, mixed socio-bibliometric analysis of the literature used as readings (n = 798) in undergraduate historical courses at Argentinian psychology programs are presented. Findings indicate a marked predominance of texts and scholarship by Argentinian authors, a marked scarcity of Latin American authors and themes, and a problematic depiction of psychology’s historical pluralism. We conclude on the implications of such results for a critical history in the Latin American psychologists’ education, and on the need to contextualize local history in regional history of science. / El presente estudio constituye un análisis empírico de la relevancia de la educación histórica de los psicólogos en el marco de la psicología latinoamericana. Se caracteriza la ‘duda crónica’ sobre el sentido formativo de la historiografía, describiéndose las formas en que dicha historiografía representa un insumo central en la formación de los psicólogos latinoamericanos y argentinos. Luego se exponen los resultados de un análisis cuantitativo y cualitativo descriptivo, de tipo socio-bibliométrico, sobre la literatura utilizada como bibliografía (n=798) en asignaturas históricas de carreras de psicología en Argentina. Los resultados indican un predominio marcado de literatura de autores argentinos, una escasez marcada de autores latinoamericanos y una representación en ocasiones problemática del pluralismo histórico de la disciplina. Se concluye sobre las implicaciones de tales resultados para una historia crítica en la formación de psicólogos latinoamericanos y sobre la necesidad de contextualizar la historia local en la historia regional de la ciencia. / La présente étude constitue une analyse empirique de la pertinence de l’éducation historique des psychologues dans le contexte de la psychologie latino-américaine. Le “doute chronique” sur le sens formatif de l’historiographie est caractérisé, en décrivant les manières dont cette historiographie représente un apport central dans la formation des psychologues latinoaméricains et argentins. Les résultats d’une analyse descriptive quantitative et qualitative, de type socio-bibliométrique, sur la littérature utilisée comme bibliographie (n = 798) dans le contenu des cours historiques de carrières en psychologie en Argentine sont présentés. Les résultats indiquent une prédominance marquée de la littérature écrite par des auteurs argentins, une pénurie marquée d’auteurs latino-américains et une représentation parfois problématique du pluralisme historique de la discipline. Il conclut sur les implications de tels résultats pour une histoire critique dans la formation des psychologues latino-américains et sur la nécessité de contextualiser l’histoire locale dans l’histoire régionale de la science. / O presente estudo constitui uma análise empírica da relevância da educação histórica dos psicólogos no quadro da psicologia latino-americana. É caracterizada a “dúvida crônica” sobre o sentido formativo da historiografia, descrevendo as formas pelas quais essa historiografia representa um aporte central no treinamento de psicólogos latino-americanos e argentinos. São apresentados os resultados de uma análise quantitativa e qualitativa descritiva, sócio-bibliométrica da literatura utilizada como bibliografia (n = 798) em disciplinas históricas de carreiras de psicologia na Argentina. Os resultados indicam uma marcada predominância da literatura dos autores argentinos, uma escassez marcada de autores latino-americanos e uma representação problemática do pluralismo histórico da disciplina. Conclui sobre as implica- ções de tais resultados para uma história crítica na formação de psicólogos latino-americanos e sobre a necessidade de contextualizar a história local na história regional da ciência. History Of Psychology Teaching Of Psychology Education In Psychology Critical Thinking Latin-American Psychology Historia De La Psicología Enseñanza De La Psicología Formación En Psicología Pensamiento Crítico Psicología Latinoamericana Histoire De La Psychologie Enseignement De La Psychologie Formation En Psychologie La Pensée Critique Psychologie Latino-Américaine História Da Psicologia Ensino De Psicologia Treinamento Em Psicologia Pensamento Critico Psicologia Latino-Americana
6	Shaping the field Perlina, Anna 18 November 2016 (has links) Die vorliegende wissenschaftliche Arbeit rekonstruiert die Entwicklung der deutschen Psychologie zwischen der Eröffnung des ersten psychologischen Labors in 1879 und der Gleichschaltung durch das Nazi-Regime in den 1930er Jahren. Die Dissertation stellt den konzeptuellen und methodologischen Rahmen der psychologischen Disziplin anhand von drei Generationen von Pionierforschung dar. Hierbei wird herausgearbeitet, wie sich die frühe experimentelle Psychologie einen eigenen Platz zwischen den Natur- und Geisteswissenschaften kreiert. Die gestaltpsychologische Schule spielt darin eine entscheidende Rolle. Der zentrale Fokus der Arbeit liegt in der historischen Periode zwischen 1922 und 1936, über welche sich Kurt Lewins Untersuchungen zur Handlungs- und Affektpsychologie erstrecken. In dieser deutschen Schaffensperiode wurden der theoretische und methodologische Rahmen, sowie praktische experimentelle Designs erschaffen, welche die amerikanische Arbeit Lewins entscheidend prägten. Der Aufbau von Lewins berühmter Feldtheorie wird im Detail rekonstruiert. Die Dissertation zeigt auf, wie Lewin originelle psychologische Konzepte aus interdisziplinärer Erfahrung formte, und wie experimentelle Praktiken der Zeit die Entstehung eines immer komplexer werdenden Konzeptgerüstes herbeiführten. Anschließend wird die Bedeutung des Gestalt-Lewin-Falles für die Psychologiegeschichte erörtert. In die langfristige Wissenschaftsgeschichte ist Lewins Arbeit nicht etwa als gebündeltes Forschungsgebiet eingegangen. Stattdessen ist sie in so unterschiedliche Bereiche wie Entwicklungs- und Persönlichkeitspsychologie, Soziologie und Wirtschaftsmanagement eingeflossen und hat diese geprägt. / This dissertation represents a historical reconstruction of the development and transformation of German experimental psychology between the emergence of the first experimental laboratory in 1879 and its Gleichschaltung by the Nazi regime in the 1930s. It traces the evolution of the conceptual as well as the experimental framework of psychology over the course of these years following three generations of experimental research. Hereby, the work attempts to grasp how early experimental psychology negotiated its place between the humanities and the natural sciences. The project’s major focus lies in the period between 1922 and 1936, in which Kurt Lewin’s Berlin Experimental Program on Action and Emotions took place. The work specifically investigates the process of constitution of Lewin’s field theory, a system of concepts coined by Lewin in order to study psychological processes underlying human conduct. The dissertation shows how Lewin’s concepts emerged out of interdisciplinary sources, and how experimental practices in psychology triggered the emergence of new knowledge. Eventually, it is shown how the investigated historical case of Gestalt psychology in Berlin fits into and plays a decisive role in the long-term development of experimental psychology. Verhalten Behaviorismus Wissenschaftsgeschichte Sozialpsychologie Feldtheorie Feld Lewin Kurt Lewin Gestalt Gestaltpsychologie Geschichte der Psychologie Gestaltschule experimentelle Psychologie Interdisziplinarität Gestalttheorie Koffka Wertheimer Köhler Wolfgang Köhler Kurt Koffka Max Wertheimer Tamara Dembo Bluma Zeigarnik Amerikanische Psychologie behavioristische Psychologie Stimulus-response Berliner Experimentalprogramm experimentelles Labor interaktives design interaktives Experiment Weimar Republik Handlungspsychologie Affektpsychologie Verhaltenspsychologie Konzeptsystem Wissenstransformation Psychologiegeschichte behaviorism Weimar Republic history of science Field theory field Lewin Kurt Lewin Gestalt Gestalt psychology history of psychology Gestalt school experimental psychology interdisciplinarity action and emotions Gestalt theory Koffka Wertheimer Koehler Wolfgang Koehler Kurt Koffka Max Wertheimer Tamara Dembo Bluma Zeigarnik American psychology behaviorist psychology stimulus-response Berlin Experimental Program experimental laboratory interactive design interactive experiment human conduct transformation of knowledge system of concepts social psychology 900 Geschichte CM 2000 ddc:900

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