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Объектом исследования являлись копинг-стратегии и самосознание. Предмет исследования: копинг-стратегии и самосознание (самооценка, самоотношение, локус контроля) у студентов, осуществляющих выбор индивидуальной образовательной траектории. Магистерская диссертация состоит из введения, двух разделов, заключения, списка литературы (109 источников) и приложений. Объем магистерской диссертации 157 страниц, на которых размещены 34 рисунка и 11 таблиц. Во введении раскрывается актуальность проблемы исследования, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы и эмпирическая база, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя теоретический анализ психологических особенностей личности. Представлены подразделы, посвященные исследованию феноменов: копинг-стратегий, самосознания, а также самоотношения, локуса контроля и самооценки, как компонентов самосознания, феномену выбора в психологической науке, и психологическим особенностям организации профессиональной подготовки с применением индивидуальных образовательных траекторий. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: опроснику «Способы совладающего поведения» (Р. Лазарус, С. Фолкман), опроснику субъективной локализации контроля (С. Р. Пантелеев, В. В. Столин), опроснику самоотношения (С. Р. Пантелеев, В. В. Столин), тест-опроснику «Определение уровня самооценки» (С. В. Ковалев). Также во второй главе представлен описательный, сравнительный и корреляционный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was coping strategies and self-awareness. Subject of study: coping strategies and self-awareness (self-esteem, self-attitude, locus of control) among students who choose an individual educational trajectory. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (109 sources) and appendices. The volume of the master's thesis is 157 pages, which contain 34 figures and 11 tables. The introduction reveals the relevance of the research problem, sets the goal and objectives of the research, defines the object and subject of research, formulates hypotheses, indicates methods and empirical base, scientific novelty, theoretical and practical significance of the work. The first chapter includes a theoretical analysis of the psychological characteristics of the individual. The subsections devoted to the study of phenomena are presented: coping strategies, self-awareness, self-attitude, locus of control and self-esteem as components of self-awareness, the phenomenon of choice in psychological science, and psychological features of the organization of vocational training using individual educational trajectories. The conclusions of the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods of the study and the results obtained by all the methods used: the questionnaire "Methods of coping behavior" (R. Lazarus, S. Folkman), the questionnaire of subjective localization of control (S. R. Panteleev, V. V. Stolin), the questionnaire of self-attitude (S. R. Panteleev, V. V. Stolin), the test-questionnaire "Determining the level of self-esteem" (S. V. Kovalev). The second chapter also presents a descriptive, comparative and correlation analysis of the results of the study. The conclusions of Chapter 2 include the main results of an empirical study. In conclusion, the results of the theoretical and empirical parts of the work are summarized, as well as conclusions on the hypotheses put forward, the practical significance of the study is substantiated and possible prospects for further development of this problem are described.

Do all conscious states structurally necessitate self-consciousness? For many, the answer is affirmative: self-consciousness is an inherent property of phenomenal consciousness. I refer to this family of theses under the denomination of Strong Subjectivity Claim (SSC). However, reports of DIED (Drug-Induced Ego Dissolution) and MIED (Meditation-InducedEgo Dissolution) seem to suggest otherwise: there are at least some extraordinary circumstances under which no sense of self contributes to the resulting phenomenology. Similarly, subjectivity is altered in depersonalisation, a condition whereby the subject feels detached from oneself. I argue that different varieties of self-consciousness are altered or missing in concomitance with ego dissolution and depersonalisation. Nonetheless, I speculate that depersonalisation per se does not involve a lack of basic self-consciousness — while some reports of ego dissolution indicate that even the most minimal formulation of phenomenal self-consciousness is not adequately present. I identify two modalities —boundlessness and centrelessness — whose implication seems to be crucial in experiences of total lack of self-consciousness. All things considered, I conclude that, while self-consciousness could be a frequent feature of our ordinary experience, SSC is not plausible. In the absence of phenomenal self-consciousness, what remains is the epistemic observation that experiences are self-bounded: no one can have access to each other’s experiences in a first-personal manner. This ontological fact, however, need not be accompanied by a corresponding “sense of self”. Finally, I propose an account explaining the conceivableness of selfless self-reports resting on the premise of the subject being conscious and on her dispositional ability for self-consciousness. / Kräver alla medvetna tillstånd strukturellt självmedvetenhet? För många är svaret jakande: självmedvetenhet är en inneboende egenskap hos fenomenalt medvetande. Jag hänvisar till denna familj av avhandlingar under benämningen Strong Subjectivity Claim (SSC). Rapporter om DIED (Drug-Induced Ego Dissolution) och MIED (Meditation-Induced Ego Dissolution) verkar dock antyda något annat: det finns åtminstone några extraordinära omständigheter när en brist av känsla av jaget bidrar till den resulterande fenomenologin. På liknande sätt förändrar depersonalisation subjektiviteten, ett tillstånd där subjektet känner sig fristående från sig själv. Jag hävdar att olika varianter av självmedvetande förändras ellersaknas i samband med ego upplösning och depersonalisering. Icke desto mindre spekulerar jag att depersonalisation i sig inte innebär brist på grundläggande självmedvetenhet – medan vissa rapporter om egoupplösning indikerar att även den mest minimala formuleringen av fenomenal självmedvetenhet inte är tillräckligt närvarande. Jag identifierar två modaliteter -gränslöshet och centerlöshet - vars implikation verkar vara avgörande i upplevelser av total avsaknad av självmedvetenhet. Sammantaget drar jag slutsatsen att även om självmedvetenhet kan vara ett vanligt inslag i vår vanliga upplevelse, är SSC inte rimligt. I frånvaro av fenomenal självmedvetenhet, kvarstår den epistemiska observationen att upplevelser är självbundna: ingen kan ha tillgång till varandras upplevelser på ett förstapersonligt sätt. Detta ontologiska faktum behöver dock inte åtföljas av en motsvarande "känsla av jaget". Slutligen föreslår jag en redogörelse som förklarar tänkbarheten av osjälviska självrapporter som vilar på premissen att subjektet är medvetet och på hennes dispositionsförmåga till självmedvetenhet.

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Globally and nationally in Sweden, we see an increased awareness of the interconnectedness of sustainability challenges and an understanding that no single actor or sector possesses the resources, knowledge or creativity needed to develop and implement holistic solutions to bring about disruptive transformations of the currently unsustainable system. This has led to an increased demand for collaborative governance and values-based responsible leadership. Despite this growing interest, we identify a gap in research regarding what leadership approach and competencies are needed to harness the potential of collaboration. The purpose of this study is to understand individual leaders’ perspectives on responsible leadership in collaborative governance aimed at systemic sustainable development. By gathering qualitative data through semi-structured interviews with 9 leaders active in collaborative governance in Sweden we contribute with research on internal competencies in leadership. We analyze the individual leaders’ reflections in relation to three concepts from responsible leadership: ethics and values, self-awareness and stakeholder relations. Through this study we find that responsible leadership provides a suitable holistic approach to address the complex challenges of collaborative governance aimed at systemic sustainable development. In addition, we find that the three internal competencies in focus for this study are deeply interconnected and create synergies when applied in collaborative governance. Lastly, we identify that leaders’ self-awareness reflects an interconnectedness between the leaders’ perception of their own inner sustainability and the sustainability of the outer world consisting of stakeholder relations and the societal system they strive to change through their leadership. Through our findings we identify a need for further qualitative research applying an integrated approach to responsible leadership studies through which the synergies and interconnections of competencies can be better understood.

The aim of this study is to determine the influence of personality type as described by Jungian personality theory on marriage problems and to determine the usability of the Myers-Briggs Type Indicator to solve problems in the understanding and appreciating of individual personality differences. The research depicts the importance of self-awareness to maintain significant relationships. Self-awareness is conceptualised as an integral part of personality psychology. Accurate personality assessment is described as a means to gain accurate self-awareness. A literature study is done on personality theories to discover what role they play in marriage counselling. The question - where does the personality theory of Jung fit into personality psychology and marriage counselling - is answered. The Myers-Briggs Personality Type Indicator® as an application of Jungian personality theory and an assessment technique to gain accurate self-awareness is discussed. A literature study of different marriage counselling approaches is presented and the focus of these approaches is discussed. None of these approaches used personality theory explicitly. A marriage counselling approach is developed which integrates the Myers-Briggs Type Indicator. The approach has five pillars: 1. Developing mutual trust 2. Recognizing and accepting individual differences 3. Giving and receiving feedback 4. Solving problems 5. Letting go of the past The research presents case studies, which confirm that the Myers-Briggs Type Indicator does help individuals and couples to become self-aware and develop awareness of the differences between their personality types. This self-awareness helps to rebuild marital relationships. / Practical Theology / DTH (PRACTICAL THEOLOGY)

The fact that an understanding of the self determines one's self-esteem and that self-esteem is an important contributor to one's achievements is seemingly undisputed. Self-esteem is not only a product of how others evaluate an individual but also, and most importantly, how an individual evaluates himself or herself. At times people tend to evaluate themselves unrealistically while at other times they evaluate themselves realistically. Unrealistic self-evaluation is mostly a characteristic of adolescence and if this is not managed properly it can have a dire consequence for the adolescent's future. Adolescence is an important but also a difficult stage in the development of an individual. During this stage profound physical, emotional, psychological and cognitive changes occur. It is a period during which decisions about careerpaths and the demands that such decisions will place on the individual are made. It is therefore during this stage that realistic self-evaluation becomes critical. This research study was undertaken in order to determine how the Venda-speaking adolescents evaluate themselves and whether such self-evaluation is realistic or not. The research was motivated by an observation that the school drop-out rate is high and that an increasing number of girl learners fall pregnant before completing Grade 12. It is assumed that these tendencies and behaviours are a product of the learners' self-evaluation. A theoretical background on self-evaluation was then given through a literature review. In the process a link was established between self-evaluation and constructs such as self-concept, self-esteem, self worth, self-identity as well as personality. Different theories used to explain present and expected future behaviour were also discussed. After this review question items were drawn and compiled into questionnaires to be administered to randomly selected learners, teachers and parents. The question items, sixty in number, were categorised into the following dimensions of self-evaluation: * Physical self * Academic self * Social self * Value self * Family self * Psychological self Each dimension was covered by ten question items which were tested for validity and reliability. The research study came up with the following findings: * Parents and teachers agree in their evaluation of adolescents regarding the dimensions mentioned above * Adolescents rate themselves significantly more favourably than teachers and parents evaluate them. * Venda-speaking adolescents evaluate themselves unrealistically. It is hoped that the findings and recommendations of this research will be beneficial to schools, policy-makers and parents. Learning areas such as Life Orientation can be used to help learners evaluate themselves more realistically. Programmes can also be developed to ensure that adolescent self-evaluation is congruent with present behaviour. / Educational Studies / D. Ed (Psychology of Education)

This research intended to explore and describe a self-injuring adolescent girl‘s experiences of using graphic symbolic analogue drawings as an alternative coping skill for emotional expression and a creative adjustment with regard to her problems. This study investigated concepts/themes from literature, regarding the phenomenon of self-injuring in adolescents; and explored theoretical aspects of the use of art/analogue drawing as part of a Gestalt therapeutic process. Data was collected by means of semi-structured interviews before and after the therapeutic drawing interventions, by observation and feedback from the participant. Data was analysed and interpreted against the background of the participant‘s problems, focusing on themes described in literature and experiential moments of awareness/reframing. Conclusions and recommendations are made; indicating shortcomings as well. This research may contribute to the knowledge base with regard to drawing techniques as alternative therapeutic intervention and also the value thereof for finding of immediate emotional release for patients. / Hierdie navorsing het beoog om ‗n selfbeserende adolessente meisie se ervaring van die gebruik van grafiese, simboliese analogiese-tekeninge as hanteringsvaardigheid vir uitdrukking van emosionele probleme en alternatiewe kreatiewe aanpassingstegniek te ondersoek en te beskryf. Die studie het konsepte/temas oor die fenomeen van selfbeserende gedrag by adolessente in die literatuur; asook teoretiese aspekte in die gebruik van kuns/analogiese-tekeninge as deel van ‗n Gestaltterapeutiese proses ondersoek. Data is versamel by wyse van semi-gestruktureerde onderhoude voor en na die tekenintervensies, deur observasies en ook terugvoer vanaf die deelnemer. Data is geanaliseer en geïnterpreteer teen die agtergrond van die deelnemer se persoonlike probleme met die fokus op temas in die literatuur en momente van eksperiële bewuswording en herformulering. Gevolgtrekkinge en aanbevelings is gemaak; insluitend tekortkominge in die studie. Die navorsing mag bydra tot die bestaande kennisbasis met betrekking tot teken-tegnieke as alternatiewe intervensies en ook die waarde daarvan vir onmiddellike emosionele verligting vir pasiënte. / Social Science / M. Diac. (Play Therapy)

本研究旨在重建弗雷勒的批判意識概念，重建工作計有四個部份，六項步驟。首先是問題意識之釐析，藉由整理國內外學界關於弗雷勒思想的反省與爭議，指出弗雷勒思想的既有侷限與問題，以說明重建之必要與方向。第二部份則依據「人—世界」關係取向之詮釋框架，將弗雷勒批判意識概念，重建為三個基本向度：1.以批判性的自我覺察為前提，2.對於存在處境的整體性反思，3.超越界限處境以朝向人性化的越界行動。第三部份的兩項步驟，則分別藉助世界現象學、哲學詮釋學和批判理論、女性主義等當代主要哲學、社會、政治思想，來釐清並豐富這個概念架構所涉及的思想內涵，建立起一個更能處理當代核心問題的概念架構。第四部份亦分為兩項步驟，首先以此重建後的概念架構，反思台灣社區大學運動之知識解放理念，並透過一門課程的實踐經驗，詳細解析有助於學習者發展批判意識之課程結構、教材選擇以及教學方法；第二項步驟則是將批判意識概念三個基本向度，及其重建後的概念內涵，融入於「聆聽」這個人與自身以及世界的批判性互動，以提供一個發展批判意識的一般性實踐方案，如此方能從社大辦學整體的層次，探究有哪些重要的學習經驗，有助於學習者與自己以及與世界的關係的連結與深化，以說明就社大辦學的整體而言，其批判意識之實踐的方向與可能性。 / This study is aiming at the reconstruction of Freire’s idea of critical consciousness. There have been four parts and six steps in this reconstruction. In the first part, some fundamental limitations of Freire’s thought have been identified, and the need of this reconstruction work and its orientation are thereby clarified. In the next, Freire’s idea of critical consciousness is reconstructed as three basic dimensions based on the framework of human-world relation as follows: 1. presupposed with critical self-awareness. 2. reflection of the totality of the existing situations. 3. limit-actions to transcend the limit-situations in order toward humanization. In the third part, there are two steps to discuss contemporary philosophical, political and social thought, such as the phenomenology of world, philosophical hermeneutics, critical theory and feminism, for the clarification of the meaning involved in this reconstructed framework of critical consciousness. The last part also has two steps. At first, the dispute regarding the fundamental spirit of Taiwan’s community university movement--emancipation of knowledge, is reviewed and settled via the reconstructed framework of critical consciousness. Based on this review, the practice of a curriculum--“Taiwan’s colonial experiences during Japan period”, is analyzed to demonstrate the principle and method for the design of curriculum, the selection and organization of teaching material, and the teaching method for the learner to develop critical consciousness. At last, the three basic dimensions of critical consciousness are combined into a critical way of human-world interaction—listening, as a general guideline for the practice in the community university. According to this general guideline, there are some learning experiences which are helpful to foster learner’s critical consciousness and can be created in all curriculum and learning activity. Therefore, it is possible for the community university to develop the critical consciousness in all their practices and this reconstruction work has provided clear elucidation.