My thesis is focused on the analysis of job satisfaction in a particular firm considering motivation and employee loyalty. The diploma is divided into 4 parts. In the first chapter is defined the subject, goals and hypothesis. The second one is concerning with the theoretical knowledge of psychology, employee job satisfaction, motivation theories and their tools to increase the labour performance. The practical part is describing the company, its segmentation, policies and moreover the results of the research. On the basis of summarized theoretical and practical facts I suggest the system of arrangements, that could help to eliminate a low level of employee job satisfaction with the particular fields.

<p> <b>Scope of Study:</b> This study investigates the potential for a diagnosis of Internet Addiction and it&rsquo;s associated subtypes as a conditional diagnosis in future revisions of the DSM-5. This research collects, compiles, and analyzes the existing literature on Internet Addiction and each of its subtypes, as well as the multiple interrelated topics regarding the broad topic of addiction, the generalized topic of behavioral addictions, as well as specific representative behavioral addictions. This comprehensive analysis facilitates a deductive examination of the potential validity of Internet Addiction as a mental health disorder. This study also investigates the decision by the American Psychiatric Association (APA) to fundamentally alter the formally proposed diagnosis of Internet Addiction and insert instead Internet Gaming Disorder as a conditional diagnosis in the first edition of the DSM-5. </p><p> <b>Findings and Conclusions:</b> Over 1,000 peer-reviewed academic articles and books were found on the various topics investigated, nearly 500 of which were cited in the present study. The findings of this study indicate sufficient research for the APA to accept the broader diagnosis of Internet Addiction with subtypes into a revised DSM-5. The study closes with three possible speculative conclusions as to why the APA made the decision to deny the Internet Addition diagnosis in favor of its own Internet Gaming Disorder diagnosis in the current DSM-5.</p>

Social risk elicits an internal struggle between wanting to form significant relationships (i.e., connectedness goals) and avoiding rejection (i.e., self-protection goals). The current research tested an intervention designed to reduce perceptions of risk for low self-esteem individuals (LSEs). However, the intervention did not function as anticipated and regardless of self-esteem level, participants reported lower perceived acceptance and lower state self-esteem in the intervention condition compared to the control. In a post-session two weeks following the manipulation, high self-esteem individuals (HSEs) in the intervention appear to not only recover, but actually reported significantly more perceived regard and global self-esteem than HSEs in the control. A second study investigated the impact of the intervention in light of these surprising findings. Results suggest that viewing the intervention video in a socially risky situation caused both HSEs and LSEs to experience social threat. In contrast, the control video actually served to reduce social risk.

Social risk elicits an internal struggle between wanting to form significant relationships (i.e., connectedness goals) and avoiding rejection (i.e., self-protection goals). The current research tested an intervention designed to reduce perceptions of risk for low self-esteem individuals (LSEs). However, the intervention did not function as anticipated and regardless of self-esteem level, participants reported lower perceived acceptance and lower state self-esteem in the intervention condition compared to the control. In a post-session two weeks following the manipulation, high self-esteem individuals (HSEs) in the intervention appear to not only recover, but actually reported significantly more perceived regard and global self-esteem than HSEs in the control. A second study investigated the impact of the intervention in light of these surprising findings. Results suggest that viewing the intervention video in a socially risky situation caused both HSEs and LSEs to experience social threat. In contrast, the control video actually served to reduce social risk.

<p> The central topic of this research is an examination of the philosophical assumptions of depth psychology as they relate to splitting in depth psychology. The intention of the researcher was to examine this topic from multiple perspectives. The researcher utilized a qualitative methodology, dialogical hermeneutics, to compare the influences and assumptions of the differing schools of depth psychology. </p><p> Depth psychology is the study of mental functioning that includes and values unconscious mental processes. Over the past 100 years, numerous splits, dissensions, and modifications have occurred. Splits have occurred between individuals and between factions within institutes, resulting in an ever-increasing plurality of depth psychological training schools. Such infighting has resulted in an erosion of prestige, which has left the discipline in danger of dissolution. </p><p> The primary questions of this research were these: What are the fundamental philosophical assumptions underlying depth psychology in general and do these philosophical assumptions contribute to splitting within the field of depth psychology? </p><p> One of the most basic assumptions of depth psychology held that nature is dualistic and that human beings are divided within and amongst themselves, which led to a belief in the reality of opposites, an ever-present ontological struggle between polar forces. This assumption was consistently maintained in Jung's psychological system and present but inconsistently held by Freud. Jung believed that there was a fundamental unity in nature that was divided. Freud did not. Jung believed that the problem of the opposites could be transcended, leading to a higher level of integration and assimilation. Freud did not. Freud's influences flowed from objective, deterministic, and rational, materialistic assumptions, whereas Jung's epistemology was more influenced by the idealistic and romantic traditions, which emphasized a subjective, irrational, and teleological approach to knowledge. Freud understood splitting as simply conflictual, whereas Jung saw splitting as conflictual but also purposive, leading towards wholeness. Their positions reflected a philosophical split in the culture that has persisted since classical times, between objective and subjective approaches to understanding reality. Their respective personalities pulled them toward opposing sides of this classic ontological divide. </p><p> The researcher concluded that knowledge inevitably and necessarily develops through conflict, best approached with awareness and tempered with tolerance. </p>

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1994. / Source: Dissertation Abstracts International, Volume: 55-05, Section: B, page: 2015. Chair: Frances Campbell-LaVoie.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1996. / Source: Dissertation Abstracts International, Volume: 57-08, Section: B, page: 5357. Chair: Nancy Bliwise.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1999. / Source: Dissertation Abstracts International, Volume: 60-06, Section: B, page: 2947. Adviser: Anita L. Greene.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1999. / Source: Dissertation Abstracts International, Volume: 60-09, Section: B, page: 4897. Chair: Roger L. Greene.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1999. / Source: Dissertation Abstracts International, Volume: 60-11, Section: B, page: 5823. Chair: William J. Froming.