That people should take responsibility for their health is a prominent contemporary idea. But what does such responsibility actually entail, and what demands are being put on people? The objective of the dissertation is to describe and critically examine various ideas on personal responsibility for health. In the first step, I identify and describe a wide variation of uses of responsibility and in the second step, I problematize them. The analyzed material consists of Swedish government reports and various types of health advice literature, including medical books and alternative medicine literature. I employ a framework of philosophical, social scientific, and developmental psychology theories on responsibility to critically examine the material. The study shows that taking responsibility involves both body and mind. Common ideas are that it requires maintaining a healthy lifestyle and managing one's self-care. But it is also considered important to take responsibility for beliefs and emotions and to adopt an accepting attitude. Another idea is that spiritual insights expand the scope of responsibility. Some important abilities required to take responsibility are conscious healthy choices, self-knowledge, and critical thinking. The view of responsibility is also influenced by individual factors, cultural beliefs about health and disease, and social structures. In the literature, health responsibility is regarded both as a social duty and as a never-ending task performed by an active individual. Finally, I use Robert Kegan's theory of adult development to show that taking responsibility imposes psychological demands on people's awareness. The demands are often higher than many people can manage. Some of the stress and poor health that people experience may be the product of an inability to manage all of life's demands. The developmental perspective also asserts that people can develop the requisite capacity. One conceivable conclusion of the study is that if we want people to take more responsibility, we should not only invest resources in health information, but also in measures that generate self-knowledge, reflection, and personal development.

En ce début du XXIème siècle, un nombre d’auteurs sans cesse plus important développe un véritable enthousiasme pour des thématiques féminines. Plus précisément, il s’agit pour eux de mettre en exergue la quête identitaire des femmes dans notre société. Cette littérature révèle une omniprésence du corps et de la sexualité en lien étroit avec la société et les schémas culturels imposés tenant ainsi un discours novateur sur les femmes. Le but de cette recherche est de montrer comment un discours littéraire, en reprenant les discours socioculturels, féministes et psychanalystes du moment, conçoit la question de la femme et quelle représentation de la femme il produit. Face à cette réflexion sur la question de la femme et son identité, cette thèse centre son étude sur les romans de trois auteurs, Virginie Despentes, écrivain français, Lucía Etxebarria, écrivain espagnol et Maïssa Bey, écrivain algérien francophone. L’être femme est représenté dans un rapport avec la violence masculine mais aussi avec sa propre violence, dans son rapport au corps et à la sexualité, par des relations humaines conflictuelles ainsi que par une aliénation sociale et culturelle. Le personnage féminin est un personnage seul, enfermé dans une identité dans laquelle il ne se reconnaît plus et qu’il rejette. La quête de soi et de la reconnaissance de soi laisse apparaître leurs aspirations, en contradictions avec leurs attributions. A la fin de chaque roman, l’individualisation de la femme est envisagée par la reprise de parole. La reconstruction de soi ne peut être permise que par la maîtrise de la parole sur soi, et la quête d’individualisation doit se poursuivre / In our early 21th century, an increasingly number of writers gets a real enthusiasm for woman-related themes. More precisely, their purpose is to underline the identity quest of women in our society. This kind of literature uncovers a constant involvement of body and sexuality closely linked to society and to cultural schemes that society imposes - thus leading these authors to hold an innovative discourse about women. Our research aims to show how a literary discourse, drawing from actual sociocultural, feminist and psychoanalytic discourses, conceives the Woman issue and which representation of woman it can create. At the hands of this reflection about the Woman issue and her identity, the study focuses on three female authors’ novels, Virginie Despentes, a french writer, Lucia Extebarría, a spanish writer and Maïssa Bey, an algerian French-speaking writer. The woman being is portrayed in her relations with male violence but also with her own violence linked to her relation to body and sexuality, and through human struggles and a social and cultural alienation. The female character is lonely, confined to an identity in which she does not recognize herself anymore and that she rejects. The quest for self-knowledge and for self-recognition lets its longings emerge, in contradiction with their remit. In the end of each novel, woman’s individualization is imaged through a takeover of speech. Self-reconstruction can only be possible thanks to a control of speech about oneself and the individuation quest has to keep going

El objetivo del estudio fue determinar la relación entre las habilidades sociales y el autoconocimiento en adolescentes institucionalizados por situación de desprotección. El diseño de la investigación fue predictivo y correlacional, participaron 171 adolescentes de 12 a 17 años (hombres = 54%), se utilizaron la Escala de habilidades sociales de Goldstein (Tomás & Lescano, 2003) y la dimensión Autoconocimiento de la escala Arc-inico de autodeterminación (Requena, 2018); ambos con adecuadas propiedades psicométricas. Los resultados muestran correlaciones positivas y moderadas entre las dimensiones de habilidades sociales y autoconocimiento. Asimismo, las habilidades prosociales, de comunicación y proamicales son plausibles predictoras del autoconocimiento (R2=0.47). Por último, el rango promedio de las habilidades prosociales, relacionadas a los sentimientos y alternativas a la violencia, aumentan en función del tiempo de permanencia en la institución. Se concluye que las habilidades sociales se relacionan con el autoconocimiento y tienen un valor predictivo sobre la misma. / This research aimed to determine the relationship between social skills and self-awareness in institutionalized adolescents admitted due to vulnerable situation. A predictive and correlational design was used, there were 171 participants of both sexes from 12 to 17 years old (men = 54%). For data collection was used the Goldstein Social Skills Scale (Tomás & Lescano, 2003) and the Self-awareness dimension of the Arc-inico Self-Determination Scale (Requena, 2018). Appropriate psychometric properties were obtained from both instruments. Results shows positive and moderate correlations between all dimensions of social skills and self-awareness. Likewise, Prosocial, communication and pro friendly skills could predict self-awareness (R2=0.47). The mean rank of Prosocial skills, feelings related skills and alternative skills to violence increases in relation of the permanency time in the institution. It is concluded there is a relationship between social skills and self-awareness. Prosocial, communication and pro friendly skills better predict self-awareness. / Tesis

This study explores career maturity, self knowledge and career knowledge and how they influence career decision-making processes among psychology honours students at a South African institution of higher learning. A mixed method approach was used to collect data among (N=62) students who were asked to fill in two career development questionnaires namely, the Career Decision-making Difficulties Questionnaire (CDDQ) and the Career Development Questionnaire (CDQ). 10 scales were measured using the CDDQ. Analysis of the CDDQ revealed moderate difficulties on the General Indecisiveness, Dysfunctional Beliefs and Occupational Information scales. Pertaining to the CDQ, 5 distinct scales which explore the levels of Self information (Self knowledge), Decision making, Career information (Career knowledge), Integration of self information and career information, and Career planning were assessed. Analysis of the CDQ revealed that respondents had adequate levels of career maturity. The results of the content analysis on the qualitative data indicate clinical psychology to be the most popular in relation to other fields of study, followed by research psychology counselling psychology and psychometry. / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

This study explores career maturity, self knowledge and career knowledge and how they influence career decision-making processes among psychology honours students at a South African institution of higher learning. A mixed method approach was used to collect data among (N=62) students who were asked to fill in two career development questionnaires namely, the Career Decision-making Difficulties Questionnaire (CDDQ) and the Career Development Questionnaire (CDQ). 10 scales were measured using the CDDQ. Analysis of the CDDQ revealed moderate difficulties on the General Indecisiveness, Dysfunctional Beliefs and Occupational Information scales. Pertaining to the CDQ, 5 distinct scales which explore the levels of Self information (Self knowledge), Decision making, Career information (Career knowledge), Integration of self information and career information, and Career planning were assessed. Analysis of the CDQ revealed that respondents had adequate levels of career maturity. The results of the content analysis on the qualitative data indicate clinical psychology to be the most popular in relation to other fields of study, followed by research psychology counselling psychology and psychometry. / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

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Text in Afrikaans / Die objek van studie in hierdie proefskrif is ietwat ongewoon. Die studie is outobiografies en is gegrond op die aanname dat daar tussen die psigoterapeut, sy geskiedenis, die wetenskap (etnografie en tweede-orde kubernetika) en die klient(e) 'n unieke patroonverband bestaan. Die psigoterapeut in die platteland het weens afstand of finansies nie altyd die voorreg om supervisie van 'n eksterne supervisor te ontvang nie. In so 'n situasie kan selfsupervisie, deurdat dit 'n proses van selfontdekking is, 'n belangrike rol in die psigoterapeut se selfontwikkeling speel. Selfsupervisie plaas die klem op die psigoterapeut as persoon en as terapeut; oor wie hy is, waar hy vandaan kom en waarheen hy binne die psigoterapeutiese proses op pad is. Vir enige psigoterapeut is dit belangrik om na 'n hoer vlak van psigoterapie te streef. Hierdie strewe impliseer 'n proses van selfondersoek, delwing, selfevaluasie en disseksie. Hierdie proses is aan die hand van dagboekinskrywings gedoen, waar die psigoterapeut sy daaglikse ervarings en gebeurtenisse vanuit die verlede interpreteer het. Dit plaas die psigoterapeut as hoofspeler, met sy familiegeskiedenis en huidige interpersoonlike opset as inherente deel van sy mondering, op die voorgrond. In hierdie proses word die psigoterapeut sentraal geplaas met die klem op eie verantwoordelikheid met betrekking tot die proses van selfsupervisie. Die probleme wat deur hierdie persoonlik gekleurde, wetenskaplike studie aangespreek word, is probleme wat die psigoterapeut deur middel van sy selfsupervisie ge1dentifiseer het. So 'n selfondersoek lei tot 'n diepere selfkennis wat die psigoterapeut tot voordeel van homself, sy gesinsisteem en klientsisteem kan gebruik. Hierdie studie is 'n poging om 'n nuwe wyse van navorsing te identifiseer. Dit is omvattend en lei tot persoonlike vervulling asook diepere selfkennis en is 'n man waardeur ander psigoterapeute ook hulself en hul werelde kan ontdek. Dit is 'n stadige en pynlike proses. Hoofstukke 1 tot 4 is die teoretiese, wetenskaplike beredenering van die studie en hoofstukke 5 tot 12 is 'n uitbeelding van die geskiedenis van die psigoterapeut. Hoofstuk 13 plaas selfsupervisie as selfevalueringsmetode binne die psigoterapeutiese beroep. / The object of this study somewhat unusual. The study is an autobiography based on the assumption that there exists an unique patterned connection between the psychotherapist, his history, science (ethnography and second-order cybernetics), and his clients. Due to distance or financial problems, a rural psychotherapist cannot experience the privilege of supervision with an external supervisor. In such a situation selfsupervision could play an important role in the self-development, because it includes a search of self that will lead to more effectiveness in psychotherapy. Self-supervision focuses on the psychotherapist as a person and therapist, who he is, where he comes from, and in what direction he, as a psychotherapist, is developing within the psychotherapeutic process. It is important to any psychotherapist to strive towards a higher level of psychotherapy. This implies a process of selfinvestigation, dissection and self-evaluation. This process was conducted by means of diary entries in which the psychotherapist interpreted his daily experiences and events in terms of his past. This places the psychotherapist, with his family history and current interpersonal situation, as intrinsic parts of himself, in the foreground. In this process the psychotherapist takes centre stage with emphasis on his responsibility concerning the process of self-supervision. The problems addressed by this personally coloured, scientific study, are problems that the psychotherapist identified through the process of self-supervision and introspection. Such introspection leads to a deeper personal knowledge which the psychotherapist can use to his own benefit but also to the benefit of his family and client system. This study is an attempt to identify a new way of research. It is comprehensive and leads to personal fulfilment and deeper self-knowledge and is also a method by which other psychotherapists could discover themselves and their worlds. It is a slow and painful process. Chapters 1 to 4 comprise of the theoretical rationale of the study and chapters 5 to 12 depict the history of the psychotherapist. Chapter 13 situates self-supervision as a method of self-evaluation in the profession of psychotherapy. / Psychology / D. Litt. et Phil.

Although it is relatively easy to study and learn about a practice discipline in the safe environment of an academic institution, it is far more complex to make sense of what has been learned when faced with the real world of practice. Practitioners need to think on their feet and have to find new ways of managing complex problems which do not fit directly into the theoretical frameworks learned in a more formal setting. Knowledge of what the various disciplines say is not in itself sufficient, experiential knowledge is necessary. The key to learning in the experiential domain is critical reflective practice and emancipatory learning, which empower practitioners to explicate their implicit theories. If autonomy is the goal of professional education, the key is to help adult learners to distance themselves from their own values and beliefs in order to entertain more abstract modes of perception. The purpose of this inquiry was therefore, to construct a model for facilitation of critical reflective practice, based on thorough analysis of the main concepts (critical thinking and reflection), related viewpoints, models and theories; and the data gathered and analyzed during, the naturalistic inquiry. The inquirer sought to. develop each participant through Socratic & Learning Through Discussion (Dialogical) Technique, Critical Incident Reporting and participation in Critical Reflective Exercises. The constructed model for facilitation of critical reflective practice evolved from empirical observations, intuitive insights of the inquirer and from deductions combining ideas from several fields of inquiry. The model for facilitation of critical reflective practice postulates that practitioners have the inherent potential to change from auto-pilot practice to critical reflective practice. The purpose of the model is the facilitation of heightened awareness of the self, to enable health care professionals to consciously meet community needs and expectations. The desired outcome is transformative intellectuals who will strive to empower others to become critical reflective learners and practitioners. / Health Studies / D.Litt. et Phil. (Nursing Science)

Cette étude de philosophie comparée propose une herméneutique de l’idée de soi à partir d’une analyse de la dimension ascétique de la question « quel soi ? », qui se manifeste à travers les disciplines de libération mises en place par les traditions du Portique et du Zen. Déclinée sous différentes formes, cette question constitue la pierre angulaire des pratiques de soi propres aux deux traditions. Il apparaît que sa principale fonction est celle d’orienter l’idée de soi, eu égard à une polarité soi ↔ non-soi, afin de parvenir à la condition du sage, celle d’un accord libérateur avec une nature originelle commune à tous. Ainsi, au lieu de désigner simplement un fondement ontologique – réel ou supposé – l’idée de soi joue alors bien plutôt un rôle de vecteur, qui, selon son orientation,permet ou non d’actualiser cet accord. Par la prise en compte comparative du rôle de la négation (détachement) de soi, cette étude cherche donc à élargir le spectre des processus de subjectivation ou des pratiques de soi et, ainsi, de mettre au jour un aspect assez négligé par l’histoire occidentale de la subjectivité. Par là même, cette thèse permet de mieux comprendre comment une (méta)physique stoïcienne du plein peut être à même de penser la négation (détachement) de soi et, inversement, comment une métaphysique bouddhiste de la vacuité peut développer une pensée de la subjectivité morale et de la responsabilité / This study in comparative philosophy offers a hermeneutics of the idea of self. It explores the ascetic dimension of the question “what self?” apparent across the various disciplines of liberation developed by the Stoic and Zen traditions. In its diverse guises, this question is the cornerstone of specific practices of the self within these traditions. As such, its main function is to guide the idea of self, with regard to the polarity self ↔ non-self, in order to achieve the status of the sage, which represents a kind of harmony with an original nature that is common to all individuals. Therefore, rather than simply designating an ontological foundation – real or alleged – the idea of self has the role of a vector, which, depending on its orientation, allows one to actualise (or not) this harmony. Through comparative analysis of the role of negation (detachment) of the self, this study seeks to broaden the spectrum of the processes of subjectification or practices of the self and, thus, to bring to light an aspect that has been somewhat neglected by the Western history of subjectivity. In doing so, this thesis enables better understanding of how the full-bodied (meta)physics of the Stoics is able to think the negation (detachment) of the self and, conversely, of how the Buddhist metaphysics of emptiness can develop an idea of moral subjectivity and responsibility