Dissertationen: „Self psychology“

1

Comeau, Nicolas J. „Self-Compassion, Stress, and Self-Care in Psychology Graduate Students“. Thesis, The Chicago School of Professional Psychology, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261914.

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Psychology graduate trainees are exposed to a variety of stressors during their education, such as costly tuition, long hours of study, and demanding clinical work. There is a need for graduate institutions to help trainees build self-care skills; however, there is little agreement about the best approach for boosting these skills. The present study proposes that self-care training may benefit from helping students to build self-compassion (an attitude of warmth directed inward). To explore the possibility that self-compassion promotes student wellbeing, a sample of 122 mental health trainees was recruited from a large Midwestern training institution. Most participants were female (82.8%) and the mean age was 30.2 years. The sample was ethnically diverse. Over half identified as Caucasian (56.6%), with the reminder identifying as African American, Latino/a, Asian, Filipino, or American Indian or Alaska Native. All participants completed measures of three variables: self-compassion, self-care behavior, and perceived stress. The results showed that students with greater levels of self-compassion experience significantly lower levels of perceived stress (r = -.57, p < .001) and engaged in significantly more self-care behavior (r = .64, p < .001). Furthermore, self-care behavior partially mediated the effect of self-compassion on perceived stress, and this partial mediation effect was statistically significant (z = -3.42, p < .001). These findings indicate that greater self-compassion is associated with more self-care behavior, which, in turn, is associated with reduced stress levels. Therefore, graduate institutions that wish to promote student wellbeing can benefit from teaching students ways to build self-compassion.

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2

Hermann, Anthony D. „Strategic self-presentation and self-esteem : compensatory self-enhancement and compensatory self-protection“. Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261053351.

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3

Markham, Scott Alan. „Returning the Self to Professional Psychology“. Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370857863.

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4

Voyten, Karla Klein. „Construct validity of four self-concept constructs : self-esteem, self-efficacy, hardiness and instrumentality /“. Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242746405.

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5

Jordaan, Hendrina Jacoba. „Self-esteem, coping and the psychology of infertility“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020055.

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This exploratory-descriptive study, using multiple case studies, investigated the self-esteem, coping and psychology of infertility of a sample of individuals who have received infertility treatment at a privately managed health care unit. Infertility is a complex condition associated with the inability to conceive a child, frequently manifesting itself as a result of various biological factors. A literature review indicated that being on Artificial Reproductive Technology (ART) treatment significantly increases the stress in an individual. In an attempt to gain insight into the way patients undergoing infertility treatment find the strength to complete their treatment cycles, and to endure and overcome the pressures associated therewith, in order to continue their lives – in spite of a negative treatment/pregnancy result, the researcher found it necessary to investigate the self-esteem, coping and the psychology of patients undergoing infertility treatment. An exploratory descriptive research design was used and the participants were chosen by means of a non-probability purposive sampling procedure. The participants were given a package of questionnaires to complete under the supervision of the group facilitator and researcher, prior to, as well as after the intervention. The assessment consisted of a biographical questionnaire and two standardised paper and pencil measures. The participants’ self-esteem was explored using James Battle’s (1981) Culture-Free Self-Esteem Inventory; while the coping resources were explored using Hammer and Marting’s (1988) Coping Resource Inventory (CRI). Although these data were not analysable, due to the small sample size, it was utilised in a qualitative manner to support the findings from the qualitative data. The data were also gathered from the participants via a psychological intervention programme in the format of three focus group sessions. All the qualitative results were analysed, according to Tesch’s model of content analysis. The general finding was that the period of infertility treatment is experienced as both difficult and challenging by individuals, and that there is immense healing in the sharing of one’s narrative with other infertility patients. It also surfaced that selfesteem, especially one’s feelings of worth, is most affected by a diagnosis of infertility, as well as by going through the roller coaster of the emotions associated with the treatment and monthly cycle of infertility. It was evident from the narratives told by the participants that every domain of one’s self-esteem is affected by a diagnosis of infertility, and that the biggest challenge in maintaining a positive selfesteem seemed to be in finding a balance between one’s real self and one’s ideal self. Furthermore, this study found that the challenge related to coping for the participants in this study was to present a coherent life narrative to the ‘world’, despite intense feelings of being misunderstood by others, and being faced with the discourse of infertility, as part of one’s life script. The main coping responses utilized by participants included the re-channelling of one’s focus, using denial, seeking out familial and social support, bargaining with God, and nurturing hope and faith that this journey of infertility is merely just a journey and not a destination, with the destination that of being blessed with a biological child of one’s own.

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6

Lynch, Molly Ellen. „Self-handicapping and overachievement : two strategies to cope with self-doubt“. Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1232802565.

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7

Hung, I.-Ching Grace. „The mediating effect of self-awareness in the relations of self-compassion and training variables to therapist self-efficacy“. Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642568.

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Therapist self-awareness is widely regarded by educators and clinicians as an essential factor that allows psychotherapists to treat clients effectively (Ridley, Mollen, & Kelly, 2011b). Accordingly, a central goal of therapist training is to increase self-awareness, which is believed to lead to important training outcomes, such as stronger trainee self-efficacy in clinical abilities (e.g., Barnes, 2004; Daniel, Roysircar, Abeles, & Boyd, 2004). Despite this common belief, there is a scarcity of theory and research on the role of self-awareness in affecting therapist training outcomes (Pieterse, Lee, Ritmeester, & Collins, 2013). Using a Social Cognitive Model of Counselor Training (SCMCT; Larson, 1998) as a guiding theoretical framework, the present study examined therapist trainees' self-awareness as a mediator in the relations of trainees' person variable (self-compassion) and training variables (clinical experience and supervisory rapport) to trainees' counseling self-efficacy (CSE).

Path analysis was conducted to analyze data from a sample of 466 graduate-level therapist trainees. Results showed that self-awareness partially mediated the relations of clinical experience and self-compassion to CSE. The mediation effect was not significant for supervisory rapport, although supervisory rapport did directly predict CSE. Post-hoc moderation analyses suggested that self-awareness might play a more significant mediational role for trainees with more clinical experience compared to trainees with less experience, and for trainees with more supervisory rapport versus trainees with less supervisory rapport. These findings provide valuable empirical support for self-awareness as a crucial factor in facilitating desirable training outcomes in therapist trainees. The importance of advancing theory and research in this area is highlighted.

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8

Baylor, Janice. „Graduate Student Self-Efficacy during the Psychology Practicum Experience“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7530.

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There has been limited attention as to whether effective clinical supervisors help to build self-efficacy in clinical trainees by focusing on positive instances of their behavior during practicum. Trainees' may enter practicum with lower self-efficacy regarding their skills and having a supervisor that provides an experience that was positive would be expected to lead to higher self-efficacy. The purpose of this study was to quantitatively examine whether a relationship existed between self-efficacy and graduate students' experience in practicum training as measured by the role conflict subscale of the role conflict and role ambiguity inventory); working alliance inventory-supervisee; supervision evaluation questionnaire; and self-efficacy inventory. The study drew on Bandura's social cognitive theory to understand self-efficacy and make predictions about it based the working alliance, role conflict, and role ambiguity from the perspective of the trainee. It was hypothesized that there would be a relationship between graduate students' self-efficacy and supervision during practicum. Data collection included survey responses from 64 doctoral-level trainee in clinical psychology programs recruited through Facebook and Survey Monkey. Results from the quantitative, correlation study revealed a significant positive correlation between role ambiguity and self-efficacy. The remaining research questions did not yield significant results. Future recommendations include larger sample sizes and perhaps mixed methods approach to the research. The positive social change implications of this research indicated that when building positive relationships with trainees the more likely they would experience higher self-efficacy.

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9

Slaughter, Jean G. „Motives of Uncertainty: Accurate Self-Assessment or Self-Handicapping?“ W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625424.

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10

Grant, Susannah. „Connecting self, body and world : a counselling psychology perspective“. Thesis, City University London, 2014. http://openaccess.city.ac.uk/15158/.

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Children in England currently take part in a government-funded childhood weight surveillance and feedback initiative - the National Child Measurement Programme (NCMP). Limited research has been undertaken, predominantly using a positivist framework. This study explored the maternal experience of being told one’s child is overweight or obese as part of the NCMP. Semi-structured interviews were carried out with the eight participants, and the data were analysed using Interpretative Phenomenological Analysis (IPA). Three master themes emerged: ‘the Impacted Self’, ‘the Disempowered Self’ and ‘the Mother Self’. ‘The Impacted Self’ suggests that participants’ experiences changed over time: there was initial surprise and shock; subsequent uncertainty and rumination regarding whether or not the weight category ascribed to their child was appropriate and, if so, concern regarding their role in the event; and an evolving experience, where participants either were able to move on and reject the category, or move on and accept the category, or remain stuck within uncertainty. ‘The Disempowered Self’ suggests that participants felt their power, authority, or confidence was undermined or removed; being judged, blamed and shamed; being branded and reduced to a weight label; and being controlled by numerous others, such as professionals, the letter, and societal meanings. ‘The Mother Self’ suggests that being a mother was an integral part of the overall experience, specifically: being a nurturer and protector in relation to their child; experiencing a unique bond to their child both emotionally and biologically; and navigating complexity of varying motherhood ‘pulls’, both logistical and psychological. This research study provides an in-depth exploration of the lived experiences of some of those who are affected by the NCMP, which is absent from current literature. Possible implications for the future development of the NCMP and related programmes, and for future research, are discussed.

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11

Toussaint, L., J. R. Webb und Jameson K. Hirsch. „Self-Forgiveness, Self-Harm and Suicidal Behavior: Understanding the Role of Forgiving the Self in the Act of Hurting One’s Self“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/471.

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Book Summary: The present volume is a ground-breaking and agenda-setting investigation of the psychology of self-forgiveness. It brings together the work of expert clinicians and researchers working within the field, to address questions such as: Why is self-forgiveness so difficult? What contexts and psychological experiences give rise to the need for self-forgiveness? What approaches can therapists use to help people process difficult experiences that elicit guilt, shame and self-condemnation? How can people work through their own failures and transgressions? Assembling current theories and findings, this unique resource reviews and advances our understanding of self-forgiveness, and its potentially critical function in interpersonal relationships and individual emotional and physical health. The editors begin by exploring the nature of self-forgiveness. They consider its processes, causes, and effects, how it may be measured, and its potential benefits to theory and psychotherapy. Expert clinicians and researchers then examine self-forgiveness in its many facets; as a response to guilt and shame, a step toward processing transgressions, a means of reducing anxiety, and an essential component of, or, under some circumstances a barrier to, psychotherapeutic intervention. Contributors also address self-forgiveness as applied to diverse psychosocial contexts such as addiction and recovery, couples and families, healthy aging, the workplace, and the military. Among the topics in the Handbook: An evolutionary approach to shame-based self-criticism, self-forgiveness and compassion. Working through psychological needs following transgressions to arrive at self-forgiveness. Self-forgiveness and health: a stress-and-coping model. Self-forgiveness and personal and relational well-being. Self-directed intervention to promote self-forgiveness. Understanding the role of forgiving the self in the act of hurting oneself. The Handbook of the Psychology of Self-Forgiveness serves many healing professionals. It covers a wide range of problems for which individuals often seek help from counselors, clergy, social workers, psychologists and physicians. Research psychologists, philosophers, and sociologists studying self-forgiveness will also find it an essential handbook that draws together the advances made over the past several decades, and identifies important directions for the road ahead.

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12

Kennett, Jeanette. „Agency and responsibility : a common-sense moral psychology /“. Oxford [u.a.] : Clarendon Press, 2001. http://www.loc.gov/catdir/enhancements/fy0610/00060671-d.html.

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13

Boddington, P. R. „Self-deception“. Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381766.

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14

Punter, E. „The rejected self : young people's experiences of self-hatred, self-harm and finding acceptance“. Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/20261/.

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The aim of this study was to investigate how individuals with a history of adolescent self-harm perceive their experience of repetitive self-harm. This study explores the experiences of young people who engaged in repetitive self-harm during adolescence but have subsequently stopped. Due to the lack of qualitative research on this topic and the potential for stigma relating to self harm, it was considered pertinent to focus on individuals’ lived experience. Seven female participants (aged 22 to 30 years old) gave accounts of their experiences via face-to-face semi structured interviews. The interview transcripts were then analysed using interpretative phenomenological analysis (IPA). Five superordinate themes emerged from the data: ‘Isolation’, ‘Others don’t understand’, ‘Rejection and Acceptance”, ‘Relationship with the self’ and ‘Autonomy’. Situated within these themes were subthemes capturing specific different facets of the experience, including certain transformations related to the cessation of their self-harm. The findings revealed that participants began to stop self-harming towards late adolescence when factors in their lives began to shift, particularly in the areas of acceptance and autonomy. The findings shed light on resolution of the behaviour. The findings support existing theoretical models of self-harm and previous research, and are discussed in the context of the developmental stage of adolescence. This study offers concluding thoughts around the implications of the findings in relation to the practice of counselling psychology, specifically when working therapeutically with adolescents who self-harm.

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15

Phillips, Julia Christman. „Research self-efficacy and the research training environment in counseling psychology“. Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261487088.

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16

Ryan, Anne E. „Victorian Fiction and the Psychology of Self-Control, 1855-1885“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1307669988.

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17

Galeucia, Andrea Lynne. „Cutting and self psychology an exploratory analysis : a project based upon an independent investigation /“. Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/1039.

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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 63-68).

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18

Hohlfelder, Jeni L. „A critical analysis of research related to the psychology of self-mutilation“. Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004hohlfelderj.pdf.

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19

Wilson, Frances Carol. „Self-Concept Uncertainty and Self-Esteem Liability: Vulnerability Factors for Depression?“ W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626139.

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20

Cheng, Clara Michelle. „Self-reference in mystery moods consequences for information processing and self-enhancement /“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1147729556.

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21

Thomas, Kyle. „The Psychology of Common Knowledge: Coordination, Indirect Speech, and Self-Conscious Emotions“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467482.

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The way humans cooperate is unparalleled in the animal kingdom, and coordination plays an important role in human cooperation. Common knowledge—an infinite recursion of shared mental states, such that A knows X, A knows that B knows X, A knows that B knows that A knows X, ad infinitum—is strategically important in facilitating coordination. Common knowledge has also played an important theoretical role in many fields, and has been invoked to explain a staggering diversity of social phenomena. However, no previous empirical work has directly explored the psychology of common knowledge. Paper 1 demonstrates that people represent common knowledge, distinguish it from lower levels of shared knowledge (e.g., A knows that B knows X, but nothing more), and that common knowledge facilitates coordination for mutual benefits. The paper reports results from four experiments in which groups of participants interacted in coordination games, with varying levels of knowledge and payoffs. Results showed that common knowledge facilitates coordination, and thus provides an important proof of concept. Paper 2 provides support from a large dyadic psychophysiology study for a recently proposed theory of strategic indirect speech, in which common knowledge plays a central role. Participants’ affective reactions to different types of illicit propositions were consistent with predictions from the theory, as were their responses to survey questions that asked what they would tell their friends about the propositions. By supporting the strategic theory of indirect speech, these results provide indirect evidence that common knowledge plays an important role in explaining certain kinds of indirect speech. Paper 3 provides evidence from two experiments that the self-conscious emotions of embarrassment, shame, and guilt are sensitive to the distinction between common knowledge and lower levels of shared knowledge. In the first experiment, participants read fictional scenarios that might induce these emotions, and reported that they would feel them more strongly if a transgression was common knowledge than if it was merely shared knowledge. In the second experiment, participants performed a karaoke song for a panel of judges, and reported higher levels of embarrassment when their performance was common knowledge than shared knowledge.
Psychology

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22

Belding, Jennifer Nicole. „The Role of Elaboration in Self-Control“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429798886.

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23

Şimşek, Erdi. „Anxiety and L2 self-images : the anxious self“. Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55280/.

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This thesis brings together three studies, beginning with a preliminary qualitative study to survey the scene, and expanding by means of corroboration by an actual survey with a questionnaire, in order to investigate the mechanisms of foreign language anxiety (FLA). Surveying the scene by collecting exploratory qualitative and quantitative data from anxious learners, for gaining new insights from these individuals' perspectives, provided first the insight and then the necessary evidence that reframing anxiety as the "anxious self" - anxious about what to do in L2 classes or L2 spoken environments, about how others will respond and about the likelihood of taking successful action in L2 when necessary - might offer a useful approach to link anxiety research to other areas of second language acquisition (SLA), where the importance of the self-concept has been recognised, as well as to clinical psychology, which has long employed relaxation, guided-imagery and systematic de-sensitization in shaping the self-concept of the individual. A five-week intervention programme, based on this new approach, was designed with the purpose of reducing learners' anxiety levels. Using a combination of quantitative and qualitative measures, the impact of the programme on Turkish learners of English was documented, and results indicated that participants showed significantly lower levels of language anxiety, neuroticism, L2 (second language) stage fright, safety-seeking behaviours and quitting tendencies at the end of the programme. The findings also confirmed that visualisation training helped learners to improve their anxious self images, which resulted in increased levels of self-confidence and resilience to anxiety. The employment of relaxation techniques was shown to effectively relieve the somatic symptoms of language anxiety. The use of systematic de-sensitization activities showed positive results over the course of the study, supporting participants' ability to remain relaxed in anxiety-provoking situations. Co-operation and rapport in the classroom had also improved by the end of the programme and findings confirmed that conceptualising anxiety as a dimension of self could be a productive and effective approach, offering rich pedagogical implications.

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24

Silver, Joanna. „The shamed self“. Thesis, City University London, 2011. http://openaccess.city.ac.uk/1176/.

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25

Tasleem, Damji Budhwani. „Acculturative and marital stress: The moderating roles of spousal support, linguistic self-confidence and self-esteem“. Thesis, University of Ottawa (Canada), 1998. http://hdl.handle.net/10393/20979.

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26

Cates, Darcy Leanne. „Knowledge of Nonsuicidal Self-Injury in Populations That Self-Injure“. TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/206.

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Archived data was utilized for the present study which examined knowledge about non-suicidal self-injury, or NSSI, in individuals who engage in various degrees of the behavior and those who do not self-injure. Knowledge about NSSI was measured in three groups of respondents: those with no history of self-injurious behavior (no NSSI group), those with more limited experience with NSSI who reported 1-30 incidences of NSSI (limited NSSI group), and those with an extensive history (extensive NSSI group) who reported over 30 incidences of NSSI. To measure knowledge, participants were asked level of agreement with myths and facts about NSSI using Jeffery and Warm’s (2002) knowledge measure. It was hypothesized that the knowledge base would be higher in individuals with more extensive histories of NSSI. Further, individuals with limited histories of NSSI were predicted to have more knowledge than those who have never self-injured. Additionally, this study also hypothesized that the individual item response will vary; depending on extent of NSSI behavior. Group mean scores on the measure were analyzed for differences using a one-way analysis of covariance (ANCOVA) while controlling for the differing group demographic variables of age, sexual orientation, and education level. Results indicated that individuals who have more extensive histories of NSSI evidenced higher mean scores on the measure when controlling for age, sexual orientation and educational level. Individuals with limited histories of NSSI evidenced lower mean scores, and those with no history of NSSI evidenced the lowest scores. In regard to individual item response, items were correlated with seven levels of NSSI (no NSSI, one incident of NSSI, 2-4 incidences, 5-10 incidences, 11-20 incidences, 21-30 incidences and more than 30 incidences). It was found that accuracy was significantly correlated with degree of self-injurious behaviors, with the exception of one item. This item and three additional items also produced weak correlations with other items on the measure. Each item is discussed with regard to group item performance and possible deletions in order to strengthen the measure. Overall, the results of this investigation supported the reliability and validity of the Jeffery and Warm (2002) knowledge measure for use with individuals who self-injure. Results are discussed in relation to the need for accurate knowledge about NSSI, the importance of refining and strengthen the measure for this use, and additional research directions.

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27

Conklin, Erin Marie. „An empirical examination of the relationship between self-regulation and self-control“. Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49052.

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Self-regulation and self-control are motivational constructs involved in the process of goal pursuit (Karoly, 1993). Although investigators within and across various fields of psychology have used the terms interchangeably (e.g., Hofmann, Rauch, & Gawronski, 2007; Lord, Diefendorff, Schmidt, & Hall, 2009; Wood, 2005), theoretical work stemming from the clinical field suggests that they are distinct yet related constructs (e.g., F. Kanfer, 1970, 1977; F. Kanfer & Karoly, 1972). However, until now, the relationship between self-regulation and self-control had not been investigated empirically. In the current program of research, I delineated their relationship in two ways. First, I developed and evaluated new self-report measures that better match theoretical models of self-regulation and self-control. Participants (N = 199) completed a battery of self-report questionnaires regarding personality, motivation, self-regulation, and self-control. The new measures had acceptable internal consistency and test-retest reliabilities, and displayed relationships expected for convergent and discriminant validity. Modeling techniques indicated that self-control and self-regulation are not strongly enough associated to fall under one higher-order factor, and that the relationship between the two constructs was best represented by a model in which self-control was associated with the self-regulatory stage of goal striving. Second, I evaluated the efficacy of a training session that included self-control techniques in addition to self-regulation skills, and compared outcomes to those from a self-regulation only training group, and a control group. One sample of undergraduate students (N = 49) and one sample of day-shift employees (N=41) were included. Participants completed questionnaires twice daily for a period of three weeks to report sleep-wake behavior, fatigue, affect, and productivity. Objective sleep measures also were obtained through the use of actigraphs, which monitor sleep-wake activity. The self-regulation training groups showed better goal adherence following the intervention compared to the control group, and the combined training groups had even better goal adherence than the self-regulation group. Positive affective changes were also reported among the training groups following the study period. The development of new measurement and training techniques, which better align with the theoretical formulations of self-regulation and self-control, will help to advance the theoretical work concerning these constructs, and could lead to improvement in workplace outcomes.

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28

Hosmer, William. „The phenomenology of self -injurious behavior“. ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/703.

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Self-injurious behavior (SIB; e.g., wrist-cutting, burning) is a pervasive coping phenomenon that may be indicative of dysfunctional affect regulation and complex developmental trauma. Previous research findings identify the incidence rate of SIB to be approximately 10% to 15% of the general population with 5% to 10% of those engaging in repetitive or recurring SIB. Other sources identify approximately 2 million individuals active in this behavior within the United States; 70% of those individuals are female. However, limited research has used internet technology as a data gathering tool to access individuals who have engaged in SIB and are apprehensive to participate in face-to-face interviews. The purpose of this qualitative study was to examine the fundamental nature of SIB using an interpretive-phenomenological methodology via internet interviews. Data were gathered from a convenience sample of 18 adult female participants with a reported history of SIB recruited through SIB oriented websites. The data were analyzed through a phenomenological interpretive approach using axial and thematic coding. Results indicated that SIB is a method of coping with stress and emotions as well as a way to regulate and control affect from perceived historical trauma. These findings may advance empirical evaluation of SIB by expanding research designs and informing practitioners about how those who have engaged in SIB view therapeutic treatment. The positive social change implications include generating knowledge useful for program developers, educators, psychologists, and other invested professionals who search for sound, innovative ways to address SIB among women based on the words and experiences of survivors; potential long-term outcomes include improved coping strategies, reduced incidences of bodily harm and improved self-concepts.

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29

Schlegel, Rebecca J. Arndt Jamie. „To discover or to create metaphors and the true self /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6784.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 26, 2010). Thesis advisor: Dr. Jamie Arndt. Vita. Includes bibliographical references.

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30

Arruda, A. T. M. „Self-deception and freedom“. Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371592.

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31

Lee, Anthony. „The self in autism“. Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299996.

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32

Farrar, Stephanie. „The role of the self and self-imagery in eating disorders“. Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/358505/.

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The importance of the self-concept in eating disorders has become increasingly more recognised and recent cognitive models have incorporated a central role for self-schemas in the development and maintenance of this disorder (Cooper, Wells, & Todd, 2004; Waller, Kennerley, & Ohanian, 2007). In the first section of this thesis, the literature investigating the role of core beliefs and schema processes in this clinical population is reviewed. Although hampered by methodological weaknesses, in accordance with the models, there is evidence to suggest that self-schemas may influence the development and maintenance of eating disorder symptomology. The importance of incorporating techniques that modify these schema-level beliefs into existing treatment protocols is discussed and preliminary evidence regarding the use of imagery rescripting to modify core beliefs is explored. The findings suggest that imagery interventions may be a powerful way to access and modify the self-concept, and highlight the importance of further exploring the relationship between imagery and the self in this population. The empirical paper aims to develop current literature by exploring the role of self-imagery in eating disorders. The study investigated the effect of retrieving differently valenced self-images on different aspects of the self-concept (self-esteem and self-concept clarity) in a sample of individuals with high body dissatisfaction. In accordance with the proposal that self-images represent an individual’s current working self (Hulme, Hirsch, & Stopa, 2012), holding positive and negative self-images in mind was associated with the retrieval of different self-concepts. Specifically, negative self-imagery retrieval resulted in a decrease in state self-esteem, self-concept clarity, body satisfaction and affect. In comparison, positive imagery retrieval resulted in an improvement in self-esteem, body satisfaction and affect. The potential role of negative self-imagery in the maintenance of eating disorder pathology and the clinical implications regarding the use of positive self-imagery interventions with this client group are discussed.

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Pritchard, Barbara Ellen Angelo. „The self-preoccupation of depressives“. Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185141.

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The study of depression has recently focused on interpersonal aspects of the disorder. Specifically, it has been suggested that depressed persons may engage in behavior which has an aversive impact on others. The social psychology literature has found that self-preoccupation, largely manifested in inappropriately high self-disclosure, results in being viewed negatively by others. The present study was an attempt to link these two areas by assessing whether depressed persons are self-preoccupied, and if so, whether such self-preoccupation has a negative interpersonal impact. Three groups of female subjects, composed of depressed outpatients, nondepressed outpatients, and normal controls (N = 36), engaged in face-to-face dyads with randomly selected females. Behavioral and observer ratings of self-preoccupation were taken, as well as self-report measures of interpersonal impact. Depressives were found to be excessively self-preoccupied. However, this behavior did not have the expected aversive impact on others. Possible explanations for these findings were discussed. Directions for future research were presented.

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Shobbrook, Luke. „Context and complexity : counselling psychology, deliberate self-harm and substance misuse“. Thesis, City University London, 2008. http://openaccess.city.ac.uk/8610/.

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This study aimed to explore the lived experience of the hidden population of young adult males in managing their deliberate self-hann. Semi-structured inten"iews were conducted either face-to-face (n=5) or online (/1=3) with male participants aged between 18 and 26 years old recruited from self-harm message boards online and a newspaper advertisement. Transcripts of the interviews were subjected to an interpretative phenomenological analysis which revealed four superordinate themes reflecting a journey from negative self-evaluation to self-acceptance: the invalidated self, the struggle for control, validation of the selfby others and learning to live with a new self Participants' experiences reflected the use of deliberate self-harm as a means of emotional regulation, however the management of deliberate self-harm appeared problematic from the outset. Despite the behaviour's subjective benefits it also served to increase participants' emotional distress and increase the likelihood of further self-harm. While gender was not an explicit concern participants nevertheless appeared to make an effort to maintain an illusion of self-control to confonn to a male stereotype. Their struggle to manage their own behaviour met with limited success however and it was not until they were able to seek help and support from others that most were able to manage it more effectively. Despite the hidden nature of the behaviour empathic and validating relationships of support and especially reciprocal relationships were a core feature of all accounts. Even after abstinence from the behaviour was achievedparticipants appeared reluctant to abandon the behaviour altogether and keen to maintain self-harm as a last resort if necessary. Participants' experiences appear to reflect the tension between professional priorities and the needs of those who self-harm for autonomy and responsibility for their own behaviour. The study provides a unique insight into the lived experience of young men in managing self-harming behaviour that may help inform counselling psychologists who encounter male self-harm in their practice.

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Silcock, Caroline. „Trauma, borderline personality disorder, and self-harm : a counselling psychology perspective“. Thesis, City University London, 2010. http://openaccess.city.ac.uk/8705/.

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This research study aims to explore how self-harm is being constructed within available discursive resources in contemporary western society. A Foucauldian Discourse Analysis was conducted on a sample of professional documents on self-harm and interview transcripts: these included 6 interviews with people who self-harm (or have self-harmed in the past), and a focus group with 5 health professionals working within a residential unit for people who self-harm. The analysis generated three major discursive themes in relation to the object of self-harm within expert text and discourse: pathology (external ‘other’ and internal dysfunction); risk and danger; and choice, addiction and morality. Participants who self-harmed were seen to struggle within available discourses, most notably between utilising a discourse of confession and keeping the behaviour secret within a wider moral discourse of recovery. Using psychological discourses provided a valid reason for self-harm, constructing it as genuine as opposed to attention-seeking, and resulted in more compassionate behaviour from others; but it also created a tension when it resulted in being attached to the person as a label, and as indicative of permanent internal dysfunction and damage. Finally, constructions of self-harm as risk and danger were strongly resisted by participants; however, they were also utilised to construct the behaviour as needing to be taken seriously by health professionals, therefore ‘genuine’, subsequently allowing access to treatment. The struggles evident in the participants’ constructions of their self-harm behaviour were strongly apparent, resulting in a constant shifting between discourses, as each subsequent position was found to be disempowering. Ideas for future research and developments with Counselling Psychology practice are discussed in light of this analysis: particularly the need for psychology to adopt a depathologising approach to therapeutic care and distress, by paying more attention to the social and contextual factors involved, and develop a critical awareness of the powerful impact that language can have upon people’s experiences.

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Swann, Catherine Jane. „Psychology and self-reported PMS : an evaluation of different research strategies“. Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294792.

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37

Cefus, Jon M. „THE DISINTEGRATION OF THE SELF: HOW EASTERN THOUGHT HAS INFLUENCED WESTERN PSYCHOLOGY“. Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1305028856.

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38

Renfro, Carol Jean 1943. „Self-esteem and self-perception of adolescent mothers“. Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291790.

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The purpose of this study was to evaluate the ratings of self-esteem and self-perception by adolescent mothers who participated in an adolescent parent program. Self-esteem and self-perception were measured prior to participation in the program and again upon completion. The population for this study consisted of adolescent mothers between the ages of 15 and 20, none of which had completed high school. The two instruments utilized in the study were the Rosenberg Self-Esteem Scale (1985) and the Harter Self-Perception Scale for Adolescents (1988). Self-esteem and scholastic competence scores increased to a statistically significant degree after participation in the program. The values represented a 12.8% increase in self-esteem scores and an 18.2% increase in scholastic competence scores. Although not statistically significant, all other subscales increased between 5.4% and 12.2%, with an average of 9.2%.

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Jefferson, Sean G. „Developing a Self-Respect Instrument to Distinguish Self-Respect from Self-Esteem“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011788/.

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Throughout the scientific literature, researchers have referred to self-respect and self-esteem as being the same construct. However, the present study advocated that they exist as two distinct constructs. In this quantitative study, an instrument was developed to measure self-respect as a construct, and subsequently distinguish that self-respect is distinct from the construct of self-esteem. Exploratory factor analyses (EFA) indicated 32.60% of the variance was accounted for by the 11-item Jefferson Self-Respect instrument (JSR), which measured self-respect as a unidimensional construct. The reliability estimate of the scores from the JSR reached an acceptable α = .82. Fit indices (RMSEA = .031, SRMR = .037, CFI = .982, and TLI = .977) from the confirmatory factor analyses (CFA) signified a well-fitted hypothesized model of self-respect that existed as a unidimensional construct. Additionally, the CFA revealed that the construct of self-respect, and self-esteem was generally distinct, and the strength of the correlation between the two constructs was moderately positive (r = .62).

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Findley, Danielle. „Self-Concept Clarity and Self-Esteem in Adolescence: Associations with Psychological, Behavioral, and Academic Adjustment“. Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4485.

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Self-concept clarity reflects the consistency or structure of self-concepts, and is distinct yet related to self-esteem or valence of feelings towards the self. However, research on self-concept clarity is novel and mostly conducted in adults only; studies on self-concept clarity in adolescence are limited. In the present study, self-concept clarity was examined as a related yet distinct construct from self-esteem in middle school. Factor structure and criterion validity of self-concept clarity and self-esteem was established by using factor analysis and examining associations with self- and teacher-reported psychological, behavioral, and academic indices of adjustment. Moreover, mean level gender, grade, and ethnic differences are discussed. Overall, results suggest that assessing both structure (self-concept clarity) and valence (self-esteem) of self-concepts allows for the most thorough understanding of adolescent adjustment. Specifically, self-concept clarity and self-esteem emerged as separate factors with unique associations with the adjustment indices. Findings are expected to extend past research on self-concept clarity to adolescence, and contribute to the study of sense of self and adjustment in middle school.

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Samardzic, Radinka Jurosevic. „RELATIONSHIP BETWEEN SELF-EFFICACY AND ATTITUDES TOWARD EVIDENCE-BASED PRACTICE IN PSYCHOLOGY“. Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1532533007702286.

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42

Harlowe, Jodie Camilla. „The impact of self-imagery on the self-concept in eating disorders“. Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/381740/.

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43

von, Zagorski Zagorski Emma. „Gender and Modification of Self-Traits in Online Dating: The Impact of Anonymity, Social Desirability, and Self-Monitoring“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1088.

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Modification of self-traits is defined as a user's modification of his or her physical self-description between real life and online dating profiles. Personality traits may impact this modification in online dating. The purpose of this study was to examine the relationship of gender and modification of self-traits on measures of anonymity, social desirability, and self-monitoring to identify factors that contributed to deception in online dating. The theoretical framework used in this study was Paulhus' social desirability model to explain changes in social interactions with the inclusion of anonymity and the desire to be perceived in a favorable light. The research questions concerned the differences in anonymity, social desirability, and self-monitoring between men and women, and the differences in anonymity, social desirability, and self-monitoring between high- and low-level modified self-traits. Archival data of 80 participants were obtained from a 2008 study conducted by Toma, Hancock, and Ellison. A factorial MANOVA was employed to determine the significance of gender and level of modified self-traits on anonymity, social desirability, and self-monitoring. Nonsignificance was found in anonymity, social desirability, and self-monitoring between gender and high- and low-level modified self-traits. Educators could benefit from the result of this study by informing new online daters of the existing digital landscape to include risky and questionable online dating conditions and predators. Likewise, law enforcement officers could benefit from this study by identifying and pursuing deceptive online daters who commit criminal acts or civil crimes against other online daters.

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Williamson, Rosanna. „Exploring the therapeutic self“. Thesis, City University London, 2013. http://openaccess.city.ac.uk/2393/.

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The majority of research looking at the role of the therapist's self in psychotherapy is quantitative. The emphasis on quantitative methods in health care settings has led to a focus on therapeutic method, and a marginalisation of the importance of the therapist's self in psychotherapeutic processes. There has been very little qualitative research that looks to explore the therapist's subjective experiences of self in their professional work. In response to this dearth of research, particularly within Counselling Psychology, this study aims to investigate Counselling Psychologists' experiences of self in their professional work. The study is conducted using semi-structured interviews, and analysed using the qualitative methodology of IPA. Participants were eleven Chartered Counselling Psychologists all with at least one year of post-qualification experience. Three superordinate themes emerged from the data: constructing self in relationship; negotiating the relationship between self and other, and the self observed. The overall finding from this study, reflected in each of the three superordinate themes, is of the self being understood and made meaningful through the presence of a relationship with an other. The theme 'constructing the self in relationship', highlights how participants understand their self as an integral part of the relationships they form with their clients. 'Negotiating relationships between self and other' reflects how participants continually negotiate the boundaries between their self and the client. The final theme 'the self observed', pertains to the idea of self being the object of observation, both from an internal and external perspective. Overall the findings reveal the existence of complex internal negotiations present in the therapist, that can enter into and interact with the therapeutic process. This study provides a complex and practice-based insight into the role of the therapist's self in psychotherapy, that is not reflected by current literature. These insights can be incorporated into Counselling Psychology training programmes, particularly addressing the areas of practitioner self- awareness and personal development. This study argues that future research is needed to further elaborate our understanding of the role of the therapist's self in psychotherapy.

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Robles, Carlos Karl Padilla. „The role of self-concordance on human growth“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527409.

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46

Gill, Frances E. „Self-determination as a goal of correctional counseling /“. free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012970.

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47

Toussaint, L., J. R. Webb und Jameson K. Hirsch. „Self-Forgiveness, Addiction, and Recovery“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/470.

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Book Summary: The present volume is a ground-breaking and agenda-setting investigation of the psychology of self-forgiveness. It brings together the work of expert clinicians and researchers working within the field, to address questions such as: Why is self-forgiveness so difficult? What contexts and psychological experiences give rise to the need for self-forgiveness? What approaches can therapists use to help people process difficult experiences that elicit guilt, shame and self-condemnation? How can people work through their own failures and transgressions? Assembling current theories and findings, this unique resource reviews and advances our understanding of self-forgiveness, and its potentially critical function in interpersonal relationships and individual emotional and physical health. The editors begin by exploring the nature of self-forgiveness. They consider its processes, causes, and effects, how it may be measured, and its potential benefits to theory and psychotherapy. Expert clinicians and researchers then examine self-forgiveness in its many facets; as a response to guilt and shame, a step toward processing transgressions, a means of reducing anxiety, and an essential component of, or, under some circumstances a barrier to, psychotherapeutic intervention. Contributors also address self-forgiveness as applied to diverse psychosocial contexts such as addiction and recovery, couples and families, healthy aging, the workplace, and the military. Among the topics in the Handbook: An evolutionary approach to shame-based self-criticism, self-forgiveness and compassion. Working through psychological needs following transgressions to arrive at self-forgiveness. Self-forgiveness and health: a stress-and-coping model. Self-forgiveness and personal and relational well-being. Self-directed intervention to promote self-forgiveness. Understanding the role of forgiving the self in the act of hurting oneself. The Handbook of the Psychology of Self-Forgiveness serves many healing professionals. It covers a wide range of problems for which individuals often seek help from counselors, clergy, social workers, psychologists and physicians. Research psychologists, philosophers, and sociologists studying self-forgiveness will also find it an essential handbook that draws together the advances made over the past several decades, and identifies important directions for the road ahead.

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Hennerdal, Erik. „Self-efficacy hos arbetslösa : Påverkas self-efficacy av långtidsarbetslöshet?“ Thesis, Mälardalen University, Department of Social Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-504.

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Sverige avsätter idag över en miljard kronor på att hjälpa arbetslösa att starta eget och därmed bli entreprenörer. Hög self-efficacy är en grundförutsättning för att lyckas som entreprenör och våra erfarenheter av att lyckas är den enskilt största källan till self-efficacy. Miljön som arbetslös är både fysiskt och psykiskt påfrestande och ofta kantad av motgångar, något som i teorin skulle kunna leda till sänkt self-efficacy. Studiens syfte var att undersöka om arbetslösas self-efficacy förändras med tiden de förblir arbetslösa. En enkätundersökning med 107 arbetslösa från en arbetsförmedling i Mellansverige genomfördes. Resultatet visade inte på något samband mellan långtidsarbetslöshet och sänkt self-efficacy. Studien visade däremot på flera intressanta skillnader i hur starkt de olika informationskällorna bidrog till self-efficacy.

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Marks, Lashley Feaster. „Clergy Self-Efficacy in Counseling Situations“. Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570404.

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The study examined the sense of self-efficacy that clergy experience while providing pastoral care by analyzing 104 pastors' responses to the Counselor Activity Self-Efficacy Scale (CASES). The variables that predicted higher self-efficacy scores included the number of years the participant worked as a pastor, the number of hours spent each week in counseling activities, and the number of counseling/pastoral care courses completed during seminary or pastoral training. Training with clinical pastoral education (CPE) and lay counseling activities, however, predicted lower CASES scores. This regression model accounted for 29% of the variance in CASES scores. Clergy reported significantly lower self-efficacy in their counseling skills in the Counseling Challenges factor of the CASES than in the Helping Skills and Session Management factors. This suggests that the pastors experience the lowest counseling self-efficacy (CSE) when faced with challenges such as severe psychopathology or manipulative individuals. The results carry implications for the training and continuing education that is offered to clergy. The study suggests that it could be beneficial with clergy training to focus on the areas in which CSE was lowest and on the variables that are associated with higher CSE.

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Moe, Aubrey M. „Schizophrenia and the Sense of Self“. Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333749648.

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Dissertationen zum Thema „Self psychology“

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