Global ETD Search

61	A gestalt theoretical perspective on domestic violence in middle-childhood Kemp, Rochshana 30 November 2004 (has links) The purpose was to give a theoretical perspective on domestic violence in middle-childhood. The aim was therefor to explore and describe domestic violence in middle-childhood from a Gestalt perspective with guidelines for play therapists to utilise with middle-childhood children experiencing domestic violence. Due to the nature of qualitative research triangulation was used where firstly an in-depth literature study on middle-childhood, the Gestalt approach and domestic violence. Secondly semi-structured interviews in the empirical research in example a self-developed questionnaire. Together with this mediums and techniques of Gestalt play therapy for the main purpose of obtaining more information from the respondents. The literature was utilised from a explorative and descriptive nature of the research to refine concepts through semi-structured interviews with six children as respondents. This information is given graphically and applied for guidelines from Gestalt perspective to play therapists to assist these children. The objectives of the study have thus being achieved. / Philosophy, Practical and Systematic Theology / M. Diac. Gestalt approach Developmental phase Middle-childhood developmental phase Violence Domestic violence Environment Family Child Play therapy Awareness 616.858223 Family violence Gestalt psychology Play therapy Child abuse Abused children Victims of family violence
62	Gestaltspelterapie as ondersteuning vir die emosionele bewustheid van die laerskoolkind Croukamp, Welhelmina Elizabeth 30 November 2004 (has links) This study was aimed at the description of how to support the emotional awareness of the primary school child through Gestalt Play Therapy. The research strategy enclosed case studies. A supportive literature study was done with regard to awareness, emotional awareness, emotional intelligence, emotional skills, social skills, self-esteem, the primary school child and Gestalt Play Therapy. In the implementation of the research study two case studies were described. The sampling method was based on a non-probability sampling technique. The criteria of the respondents were emotional and social inadequate functioning. Case study one functioned emotional and social inadequately as a result of the family moving. Case study two was involved in bullying activities at the school. Respectively ten and eleven therapeutic sessions of one hour each over a period of ten and eleven weeks were conducted. Both children did benefit from the Gestalt Play Therapeutic intervension. Their awareness with regard to themselves and their own experience brought them in contact with themselves, which is necessary for healthy child development. / Social Work / M.Diac.(Play Therapy) / Text in Afrikaans Self-esteem and social skills Personal development Primary school child Gestalt Play Therapy Healthy child development Emotional skills Emotional intelligence Emotional awareness Awareness 618.92891653 Play therapy Child psychotherapy Gestalt psychology Emotions in children
63	Textmedierade virtuella världar : Narration, perception och kognition / Textually Mediated Virtual Worlds : Narration, perception and cognition Pettersson, Ulf January 2013 (has links) This thesis synthezises theories from intermedia studies, semiotics, Gestalt psychology, cognitive linguistics, cognitive psychology, cognitive poetics, reader response criticism, narratology and possible worlds-theories adjusted to literary studies. The aim is to provide a transdisciplinary explanatory model of the transaction between text and reader during the reading process resulting in the reader experiencing a mental, virtual world. Departing from Mitchells statement that all media are mixed media, this thesis points to Peirce’s tricotomies of different types of signs and to the relation between representamen (sign), object and interpretant, which states that the interpretant can be developed into a more complex sign, for example from a symbolic to an iconic sign. This is explained in cognitive science by the fact that our perceptions are multimodal. We can easily connect sounds and symbolic signs to images. Our brain is highly active in finding structures and patterns, matching them with structures already stored in memory. Cognitive semantics holds that such structures and schematic mental images form the basis for our understanding of concepts. In cognitive linguistics Lakoff and Johnsons theories of conceptual metaphors show that our bodily experiences are fundamental in thought and language, and that abstract thought is concretized by a metaphorical system grounded in our bodily, spatial experiences. Cognitive science has shown that we build situation models based on what the text describes. These mental models are simultaneously influenced by the reader’s personal world knowledge and earlier experiences. Reader response-theorists emphasize the number of gaps that a text leaves to the reader to fill in, using scripts. Eye tracking research reveals that people use mental imaging both when they are re-describing a previously seen picture and when their re-description is based purely on verbal information about a picture. Mental spaces are small conceptual packets constructed as we think and talk. A story is built up by a large number of such spaces and the viewpoint and focus changes constantly. There are numerous possible combinations and relations of mental spaces. For the reader it is important to separate them as well as to connect them. Mental spaces can also be blended. In their integration network model Fauconnier and Turner describe four types of blending, where the structures of the input spaces are blended in different ways. A similar act of separation and fusion is needed dealing with different diegetic levels and focalizations, the question of who tells and who sees in the text. Ryan uses possible worlds-theories from modal logic to describe fictional worlds as both possible and parallel worlds. While fictional worlds are comparable to possible worlds if seen as mental constructions created within our actual world, they must also be treated as parallel worlds, with their own actual, reference world from which their own logic stems. As readers we must recenter ourselves into this fictional world to be able to deal with states of affairs that are logically impossible in our own actual world. The principle of minimal departure states that during our recentering, we only make the adjustments necessary due to explicit statements in the text. intermediality virtual worlds possible worlds fictional worlds storyworlds reader response semiotics Gestalt psychology cognitive linguistics cognitive psychology cognitive poetics reading process mental models situation models schemata scripts narratology diegetic levels focalization transactional theory iconicity immersion aesthetic illusion gaps concretization mental places integration network models blending conceptual metaphors Intermedialitet läsprocess mentala bilder mentala modeller möjliga världar fiktionsvärldar virtuella världar mentala platser semiotik kognitionsforskning kognitiv semantik kognitiv lingvistik kognitiv poetik narratologi fokalisering diegetiska nivåer luckor schemata scripts estetisk illusion ikonicitet
64	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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