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Journal articles on the topic 'Psychological theories'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Drndarević, Nikola. "Psychological theories of aggression." Zbornik instituta za kriminološka i sociološka istraživanja XL, no. 2-3 (December 31, 2021): 91–104. http://dx.doi.org/10.47152/ziksi202123026.

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This paper aimed to provide a short exposition of the main theories of aggression. The choice of the theories reflected, in part, the historical progression and rising complexity of the theories over time. A brief overview of the following theoretical perspectives on aggression was presented: Freud’s psychoanalytic theory; Lorenz’s ethological theory; Behaviorist theory; Frustration-aggression hypothesis; Cognitive neo-association theory; and Social learning theory. These theories are representatives of the traditional perspective, which posits that by piecing together fragments of data gained through research, we arrive at the truth about aggression. A radically different perspective was offered through the constructivist perspective, which argues that any theory is just one way of organizing the data. Drawing from personal construct theory, a different psychological perspective on aggression was proposed.

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Penlington, Chris, Monika Urbanek, and Sarah Barker. "Psychological Theories of Pain." Primary Dental Journal 7, no. 4 (May 2018): 24–29. http://dx.doi.org/10.1177/205016841800700407.

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While pain has traditionally been understood within a medical model that equates pain to tissue damage or disease, this understanding is not consistent with everyday observations of pain or with clinical examples of persistent pain where there is often very little correlation between pain experienced and physical findings. This article considers psychological and multidimensional theories of pain, which are described within the historical context within which they were developed, including behavioural, cognitive, contextual and functional theories. Research into the multifactorial nature of persistent pain has tended to focus on mechanisms of pain development and maintenance or on the function of pain. Psychological approaches, which have focused on mechanism traditionally use disability, mood and quality of life measures to assess outcome, claiming little or no impact on pain intensity itself. By contrast, functional approaches include an explicit goal of reducing pain intensity, which is therefore measured as a key treatment outcome. Strong evidence exists from a range of sources of the important contribution of psychological and social factors to the experience of pain. However, evidence is still lacking about the specific mechanisms of change that are targeted by biopsychosocial interventions and about what treatment approach is likely to work best for whom.

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3

Wernher, Iris, and Martin S. Lipsky. "Psychological theories of aging." Disease-a-Month 61, no. 11 (November 2015): 480–88. http://dx.doi.org/10.1016/j.disamonth.2015.09.004.

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Turner, Kelly, and Amanda J. Lehning. "Psychological Theories of Poverty." Journal of Human Behavior in the Social Environment 16, no. 1-2 (December 2007): 57–72. http://dx.doi.org/10.1300/j137v16n01_05.

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5

Hernandez, Maria Y. "Psychological Theories of Immigration." Journal of Human Behavior in the Social Environment 19, no. 6 (September 8, 2009): 713–29. http://dx.doi.org/10.1080/10911350902910898.

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6

King, Bryn. "Psychological Theories of Violence." Journal of Human Behavior in the Social Environment 22, no. 5 (June 26, 2012): 553–71. http://dx.doi.org/10.1080/10911359.2011.598742.

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Nisha K P, Nisha K. P. "Understanding Psychological Theories and Etiology of Child Sexual Abuse." Paripex - Indian Journal Of Research 3, no. 8 (January 15, 2012): 166–68. http://dx.doi.org/10.15373/22501991/august2014/49.

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8

No authorship indicated. "Review of Entwicklungstheorien: Psychologische Theorien der Menschlichen Entwicklung (Developmental Theories: Psychological Theories of Human Development)." Contemporary Psychology: A Journal of Reviews 36, no. 2 (February 1991): 169–70. http://dx.doi.org/10.1037/029467.

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9

Earnest, William R. "Critical theories of psychological development." New Ideas in Psychology 10, no. 2 (July 1992): 261–63. http://dx.doi.org/10.1016/0732-118x(92)90036-y.

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10

Obersteiner, Andreas, Kristina Reiss, and Aiso Heinze. "Psychological Theories in Mathematics Education." Journal für Mathematik-Didaktik 39, no. 1 (March 26, 2018): 1–6. http://dx.doi.org/10.1007/s13138-018-0134-3.

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11

Hollander, Jocelyn A., and Judith A. Howard. "Social Psychological Theories on Social Inequalities." Social Psychology Quarterly 63, no. 4 (December 2000): 338. http://dx.doi.org/10.2307/2695844.

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12

Warrenburg, Lindsay A. "Comparing musical and psychological emotion theories." Psychomusicology: Music, Mind, and Brain 30, no. 1 (March 2020): 1–19. http://dx.doi.org/10.1037/pmu0000247.

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13

Brewin, Chris R., and Emily A. Holmes. "Psychological theories of posttraumatic stress disorder." Clinical Psychology Review 23, no. 3 (May 2003): 339–76. http://dx.doi.org/10.1016/s0272-7358(03)00033-3.

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14

Waggoner, John E. "Interaction Theories of Metaphor: Psychological Perspectives." Metaphor and Symbolic Activity 5, no. 2 (June 1990): 91–108. http://dx.doi.org/10.1207/s15327868ms0502_3.

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15

Bergmann, Werner. "Psychological and sociological theories of antisemitism." Patterns of Prejudice 26, no. 1-2 (January 1992): 37–47. http://dx.doi.org/10.1080/0031322x.1992.9970083.

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16

Vozniuk, A. "Psychological Theories of Explanation of Corruption." Ûridična psihologìâ 25, no. 2 (2019): 7–15. http://dx.doi.org/10.33270/03192502.7.

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17

Vannicelli, M. "Psychological Theories of Drinking and Alcoholism." Journal of Studies on Alcohol 48, no. 4 (July 1987): 394. http://dx.doi.org/10.15288/jsa.1987.48.394.

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18

Sternberg, Robert. "Applying Psychological Theories to Educational Practice." American Educational Research Journal 45, no. 1 (March 2008): 150–65. http://dx.doi.org/10.3102/0002831207312910.

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Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as reading or mathematics. The latter approach is more widely used. But it fails to provide a unified model of learning and instruction. One of the greatest challenges facing modern research in learning and instruction is devising and then empirically testing domain-general theories. This article describes efforts to devise and test one such model, the theory of successful intelligence.

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19

Smedslund, Geir. "Some Psychological Theories are not Empirical." Theory & Psychology 7, no. 4 (August 1997): 529–44. http://dx.doi.org/10.1177/0959354397074005.

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20

Moore, Megan. "Psychological Theories of Crime and Delinquency." Journal of Human Behavior in the Social Environment 21, no. 3 (April 29, 2011): 226–39. http://dx.doi.org/10.1080/10911359.2011.564552.

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21

Boyd, Reiko K. "Psychological Theories and Low-Wage Work." Journal of Human Behavior in the Social Environment 24, no. 1 (November 22, 2013): 16–25. http://dx.doi.org/10.1080/10911359.2014.843389.

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22

Edwards, Griffith. "Psychological theories of drinking and alcoholism." Behaviour Research and Therapy 25, no. 5 (1987): 441. http://dx.doi.org/10.1016/0005-7967(87)90039-8.

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23

Finore, Enzo. "Relationships Give Coherence to Psychological Theories." RIVISTA DI PSICOLOGIA CLINICA, no. 2 (January 2023): 84–91. http://dx.doi.org/10.3280/rpc2-2022oa14834.

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The ability to allow unitary meaning to emerge from the fragmentation of theoretical approaches in psychology may come from posing methodological attention to one facet of observed behaviors, that of relationships. The author aims at creating opportunity for establishing a thought process for the reader on the ongoing enactment of separating the objective from the subjective nature in psychological inquiry and theoretical formulations within the field. This written contribution can be seen as a participation in a dialogue with other authors in response to the position paper of the current issue by advocating for a meta-theory that unifies diverse theories and observations while also attributing relevance to specialized areas of study and intervention in psychology that partake in a recursive relationship with each other. In conclusion, the author also articulates ideas on the stance that a unitary meta-theory in psychology grounded on the relevance of intersubjectivity can offer to current collective or societal crises.

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24

Yoo, Hyun-Joo. "Telling Trauma: Studies in Trauma Theories." Institute of British and American Studies 10, no. 1 (June 30, 2022): 59–94. http://dx.doi.org/10.25093/ibas.2022.55.59.

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Most literary trauma scholars have depended exclusively on the psychological theory of trauma, which was developed by Freud, and have interpreted trauma, from a homogenous and one-dimensional perspective, as unrepresentable, inherently pathological, timeless, repetitious, unknowable, and unspeakable. This traditional interpretation has served as a dominant, popular model of trauma. However, expanding beyond traditional, essentialist concepts of identity, experience, and remembering, trauma scholars are producing alternative, pluralistic theories of trauma. Given this, this paper first will introduce the traditional psychological model of trauma. To deepen and enrich the discussion of trauma beyond that of the disease-driven paradigm based on pathological essentialism, it will also introduce more recent, detailed, and sophisticated trauma theories. This study is expected to help us better understand the multifaceted functions and effects of traumatic experiences occurring at both the personal and the societal levels.

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25

Levy, Florence. "Theories of Autism." Australian & New Zealand Journal of Psychiatry 41, no. 11 (November 2007): 859–68. http://dx.doi.org/10.1080/00048670701634937.

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The purpose of the present paper was to review psychological theories of autism, and to integrate these theories with neurobiological findings. Cognitive, theory of mind, language and coherence theories were identified, and briefly reviewed. Psychological theories were found not to account for the rigid/repetitive behaviours universally described in autistic subjects, and underlying neurobiological systems were identified. When the developing brain encounters constrained connectivity, it evolves an abnormal organization, the features of which may be best explained by a developmental failure of neural connectivity, where high local connectivity develops in tandem with low long-range connectivity, resulting in constricted repetitive behaviours.

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26

Martin, Jack. "Psychological research as the formulation, demonstration, and critique of psychological theories." Journal of Theoretical and Philosophical Psychology 16, no. 1 (1996): 1–18. http://dx.doi.org/10.1037/h0091149.

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27

Fletcher, David, and Mustafa Sarkar. "Psychological Resilience." European Psychologist 18, no. 1 (January 2013): 12–23. http://dx.doi.org/10.1027/1016-9040/a000124.

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The purpose of this paper is to review and critique the variety of definitions, concepts, and theories of psychological resilience. To this end, the narrative is divided into three main sections. The first considers how resilience has been defined in the psychology research literature. Despite the construct being operationalized in a variety of ways, most definitions are based around two core concepts: adversity and positive adaptation. A substantial body of evidence suggests that resilience is required in response to different adversities, ranging from ongoing daily hassles to major life events, and that positive adaptation must be conceptually appropriate to the adversity examined in terms of the domains assessed and the stringency of criteria used. The second section examines the conceptualization of resilience as either a trait or a process, and explores how it is distinct from a number of related terms. Resilience is conceptualized as the interactive influence of psychological characteristics within the context of the stress process. The final section reviews the theories of resilience and critically examines one theory in particular that is commonly cited in the resilience literature. Future theories in this area should take into account the multiple demands individuals encounter, the meta-cognitive and -emotive processes that affect the resilience-stress relationship, and the conceptual distinction between resilience and coping. The review concludes with implications for policy, practice, and research including the need to carefully manage individuals’ immediate environment, and to develop the protective and promotive factors that individuals can proactively use to build resilience.

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28

Cohen, Bernard P. "Creating, Testing, and Applying Social Psychological Theories." Social Psychology Quarterly 66, no. 1 (March 2003): 5. http://dx.doi.org/10.2307/3090137.

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29

van Prooijen, Jan-Willem, and Mark van Vugt. "Conspiracy Theories: Evolved Functions and Psychological Mechanisms." Perspectives on Psychological Science 13, no. 6 (September 19, 2018): 770–88. http://dx.doi.org/10.1177/1745691618774270.

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Belief in conspiracy theories—such as that the 9/11 terrorist attacks were an inside job or that the pharmaceutical industry deliberately spreads diseases—is a widespread and culturally universal phenomenon. Why do so many people around the globe believe conspiracy theories, and why are they so influential? Previous research focused on the proximate mechanisms underlying conspiracy beliefs but ignored the distal, evolutionary origins and functions. We review evidence pertaining to two competing evolutionary hypotheses: (a) conspiracy beliefs are a by-product of a suite of psychological mechanisms (e.g., pattern recognition, agency detection, threat management, alliance detection) that evolved for different reasons, or (b) conspiracy beliefs are part of an evolved psychological mechanism specifically aimed at detecting dangerous coalitions. This latter perspective assumes that conspiracy theories are activated after specific coalition cues, which produce functional counterstrategies to cope with suspected conspiracies. Insights from social, cultural and evolutionary psychology provide tentative support for six propositions that follow from the adaptation hypothesis. We propose that people possess a functionally integrated mental system to detect conspiracies that in all likelihood has been shaped in an ancestral human environment in which hostile coalitions—that is, conspiracies that truly existed—were a frequent cause of misery, death, and reproductive loss.

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30

Gorgievski, Marjan J., Jonathon R. B. Halbesleben, and Arnold B. Bakker. "Expanding the boundaries of psychological resource theories." Journal of Occupational and Organizational Psychology 84, no. 1 (February 23, 2011): 1–7. http://dx.doi.org/10.1111/j.2044-8325.2010.02015.x.

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31

Lauder, William, Isobel Anderson, and Aileen Barclay. "Sociological and psychological theories of self-neglect." Journal of Advanced Nursing 40, no. 3 (November 2002): 331–38. http://dx.doi.org/10.1046/j.1365-2648.2002.02374.x.

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32

Linke, Sarah E., Cody J. Robinson, and Dorothy Pekmezi. "Applying Psychological Theories to Promote Healthy Lifestyles." American Journal of Lifestyle Medicine 8, no. 1 (May 2, 2013): 4–14. http://dx.doi.org/10.1177/1559827613487496.

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33

Lenz, Thomas L. "Developing Lifestyle Medicine Tools From Psychological Theories." American Journal of Lifestyle Medicine 8, no. 1 (October 16, 2013): 28–30. http://dx.doi.org/10.1177/1559827613507038.

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34

Kugelmann, Robert. "Review of Critical theories of psychological development." New Ideas in Psychology 12, no. 1 (March 1994): 89–94. http://dx.doi.org/10.1016/0732-118x(94)90060-4.

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35

Paris, Scott G. "Leaping From Psychological Theories to Educational Practices." Contemporary Psychology: A Journal of Reviews 37, no. 12 (December 1992): 1296–97. http://dx.doi.org/10.1037/031709.

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36

Pepitone, Albert, and Harry C. Triandis. "On the Universality of Social Psychological Theories." Journal of Cross-Cultural Psychology 18, no. 4 (December 1987): 471–98. http://dx.doi.org/10.1177/0022002187018004003.

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37

Haslam, Nick, Brock Bastian, Paul Bain, and Yoshihisa Kashima. "Psychological Essentialism, Implicit Theories, and Intergroup Relations." Group Processes & Intergroup Relations 9, no. 1 (January 2006): 63–76. http://dx.doi.org/10.1177/1368430206059861.

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38

Douglas, Karen M., Robbie M. Sutton, and Aleksandra Cichocka. "The Psychology of Conspiracy Theories." Current Directions in Psychological Science 26, no. 6 (December 2017): 538–42. http://dx.doi.org/10.1177/0963721417718261.

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What psychological factors drive the popularity of conspiracy theories, which explain important events as secret plots by powerful and malevolent groups? What are the psychological consequences of adopting these theories? We review the current research and find that it answers the first of these questions more thoroughly than the second. Belief in conspiracy theories appears to be driven by motives that can be characterized as epistemic (understanding one’s environment), existential (being safe and in control of one’s environment), and social (maintaining a positive image of the self and the social group). However, little research has investigated the consequences of conspiracy belief, and to date, this research does not indicate that conspiracy belief fulfills people’s motivations. Instead, for many people, conspiracy belief may be more appealing than satisfying. Further research is needed to determine for whom, and under what conditions, conspiracy theories may satisfy key psychological motives.

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Levinsson, Anna, Diana Miconi, Zhiyin Li, Rochelle L. Frounfelker, and Cécile Rousseau. "Conspiracy Theories, Psychological Distress, and Sympathy for Violent Radicalization in Young Adults during the COVID-19 Pandemic: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 18, no. 15 (July 24, 2021): 7846. http://dx.doi.org/10.3390/ijerph18157846.

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The COVID-19 pandemic has spread uncertainty, promoted psychological distress, and fueled interpersonal conflict. The concomitant upsurge in endorsement of COVID-19 conspiracy theories is worrisome because they are associated with both non-adherence to public health guidelines and intention to commit violence. This study investigates associations between endorsement of COVID-19 conspiracy theories, support for violent radicalization (VR) and psychological distress among young adults in Canada. We hypothesized that (a) endorsement of COVID-19 conspiracy theories is positively associated with support for VR, and (b) psychological distress modifies the relationship between COVID-19 conspiracy theories and support for VR. A total of 6003 participants aged 18–35 years old residing in four major Canadian cities completed an online survey between 16 October 2020 and 17 November 2020, that included questions about endorsement of COVID-19 conspiracy theories, support for VR, psychological distress, and socio-economic status. Endorsement of conspiracy theories was associated with support for VR in multivariate regression (β = 0.88, 95% confidence interval (CI) 0.80–0.96). There is a significant interaction effect between endorsement of COVID-19 conspiracy theories and psychological distress (β = 0.49, 95% CI 0.40–0.57). The magnitude of the association was stronger in individuals reporting high psychological distress (β = 1.36, 95% CI 1.26–1.46) compared to those reporting low psychological distress (β = 0.47, 95% CI 0.35–0.59). The association between endorsement of COVID-19 conspiracy theories and VR represents a public health challenge requiring immediate attention. The interaction with psychological distress suggests that policy efforts should combine communication and psychological strategies to mitigate the legitimation of violence.

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40

Ferguson, Christopher J., and Moritz Heene. "A Vast Graveyard of Undead Theories." Perspectives on Psychological Science 7, no. 6 (November 2012): 555–61. http://dx.doi.org/10.1177/1745691612459059.

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Publication bias remains a controversial issue in psychological science. The tendency of psychological science to avoid publishing null results produces a situation that limits the replicability assumption of science, as replication cannot be meaningful without the potential acknowledgment of failed replications. We argue that the field often constructs arguments to block the publication and interpretation of null results and that null results may be further extinguished through questionable researcher practices. Given that science is dependent on the process of falsification, we argue that these problems reduce psychological science’s capability to have a proper mechanism for theory falsification, thus resulting in the promulgation of numerous “undead” theories that are ideologically popular but have little basis in fact.

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41

van Rooij, Iris, and Mark Blokpoel. "Formalizing Verbal Theories." Social Psychology 51, no. 5 (September 2020): 285–98. http://dx.doi.org/10.1027/1864-9335/a000428.

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Abstract. We present a tutorial for formalizing verbal theories of psychological phenomena – social or otherwise. The approach builds on concepts and tools from the mathematics of computation. We use intuitive examples and illustrate the intrinsic dialectical nature of the formalization process by presenting dialogues between two fictive characters, called Verbal and Formal. These characters’ conversations and thought experiments serve to highlight important lessons in theoretical modeling.

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42

Conway, Lucian Gideon, and Mark Schaller. "On the Verifiability of Evolutionary Psychological Theories: An Analysis of the Psychology of Scientific Persuasion." Personality and Social Psychology Review 6, no. 2 (May 2002): 152–66. http://dx.doi.org/10.1207/s15327957pspr0602_04.

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Evolutionary psychological theories have engendered much skepticism in the modern scientific climate. Why? We argue that, although sometimes couched in the language of unfalsifiability, the skepticism results primarily from the perception that evolutionary theories are less verifiable than traditional psychological theories. It is more difficult to be convinced of the veracity of an evolutionary psychological theory because an additional layer of inference must be logically traversed: One not only has to be persuaded that a particular model of contemporary psychological processes uniquely predicts observed phenomena, one must also be persuaded that a model of deeply historical processes uniquely predicts the model of psychological processes. This analysis of the psychology of scientific persuasion yields a number of specific suggestions for the development, testing, and discussion of evolutionary psychological theories.

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43

Robinaugh, Donald J., Jonas M. B. Haslbeck, Oisín Ryan, Eiko I. Fried, and Lourens J. Waldorp. "Invisible Hands and Fine Calipers: A Call to Use Formal Theory as a Toolkit for Theory Construction." Perspectives on Psychological Science 16, no. 4 (February 16, 2021): 725–43. http://dx.doi.org/10.1177/1745691620974697.

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In recent years, a growing chorus of researchers has argued that psychological theory is in a state of crisis: Theories are rarely developed in a way that indicates an accumulation of knowledge. Paul Meehl raised this very concern more than 40 years ago. Yet in the ensuing decades, little has improved. We aim to chart a better path forward for psychological theory by revisiting Meehl’s criticisms, his proposed solution, and the reasons his solution failed to meaningfully change the status of psychological theory. We argue that Meehl identified serious shortcomings in our evaluation of psychological theories and that his proposed solution would substantially strengthen theory testing. However, we also argue that Meehl failed to provide researchers with the tools necessary to construct the kinds of rigorous theories his approach required. To advance psychological theory, we must equip researchers with tools that allow them to better generate, evaluate, and develop their theories. We argue that formal theories provide this much-needed set of tools, equipping researchers with tools for thinking, evaluating explanation, enhancing measurement, informing theory development, and promoting the collaborative construction of psychological theories.

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44

Maksymenko, S. D. "General psychological theories of development, study and education." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (June 29, 2018): 221–35. http://dx.doi.org/10.33531/farplss.2018.3.28.

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Presentation of the chapter from the book by Maksymenko, S.D. (2018). Psychology of human learning: genetically-modeling approach. Kyiv. The monograph considers the personality, its sources, structural components and its inward world in terms of genetic psychology. The principles for construction of experimental genetic and genetically-modeling methods as the most adequate for explanation of laws and mechanisms of appropriation, formation and development of human abilities and genesis of personality development are presented for the first time. Genetically-original units of various abilities and “needs” as sources for stimulating activity of individual (Latin: Vis vitalis - vital power), its deepness and initial unity (synthetic character) (Latin: Vis vitae - vital force) that constitutes the personality are presented. The following fundamental analysis is made: - theory of learning as a way for development and self-realization of personality; - study as a public form for management of learning and personality development; - learning as a direct and by-product of study. The following specific peculiarities for needs (in vital force or vital power) were found: - energy informative virtues of human in onto- and phylogenesis; - genetic psychological problems, as well as personality structure were fixed; - sources and driving forces of personality activity were proved (presented); - fundamentally new personality structure, its forecast for development and life way; life (existence) of human; realization of love and needs and motivational regulators for life way of personality inward space

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45

Baranova, A. V., and L. Sh Mustafina. "Philosophical analysis of psychological theories of self-concept." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 9, no. 2 (33) (June 30, 2021): 115–24. http://dx.doi.org/10.23888/humj20212115-124.

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The importance of philosophical methodology in the organization of scientific knowledge is recognized. The task of the analysis given in this article was the integration of knowledge on the study of the selfconcept as a psychological phenomenon, since the topic of this research is relevant not only in psychology, but also in philosophy. The history of the development of the self-concept unfolds within the framework of the study of the idea of «I», the consideration of the problems of which originates in ancient cultures and accompanies the entire path of development of philosophical thought, then emerging as a branch of psychological knowledge. Psychological research «I» continues the scientific search for the origins of this phenomenon from the standpoint of various theoretical schools. The study of self-concept is formed as an independent research direction and its central construct, starting with the works of W. James, who for the first time in psychology considers the aspect of considering the «I» by the subject of cognition itself. In subsequent studies, the self-concept is revealed most fully and independentlyin the K. Rogers' phenomenological approach in the mainstream of humanistic psychology.At present, the construction of the selfconcept is influenced by many other theories, both psychological and philosophical, such as Russian philosophical thought of the 20s, the work of transcendentalists and the views of other representatives of philosophy, starting with ideas about the «I» characteristic of the archaic cultures of the East and West.

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46

Crano, William D., Donald M. Taylor, and Fathali M. Moghaddam. "Theories of Intergroup Relations: International Social Psychological Perspectives." Political Psychology 17, no. 4 (December 1996): 815. http://dx.doi.org/10.2307/3792147.

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47

Kaibr, Kadhim Hatem, and Guo Jingjing. "Albee’s Plays in the Light of Psychological Theories." English Language Teaching 11, no. 4 (March 18, 2018): 70. http://dx.doi.org/10.5539/elt.v11n4p70.

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Albee’s plays are known for highlighting the daily suffering of American individuals and the material pressures exerted upon them by the “American dream” project, which pushes them into choosing between fulfilling their material requirements in exchange for the supreme human values and social relations that bind their community and refusing to face their reality in favor of retreating to a world of illusion. Albee’s plays have also touched upon the themes of suicide, departure, anxiety, insanity, fear of death, and fear of the unknown. Many critics and analysts have linked the premises in his plays with psychoanalytical theories that analyze the behavior and the relationship of individuals to their communities. This paper will attempt to focus on certain psychological theories that can explain the state of anxiety and sense of loss experienced by the theatrical characters created by Albee in three of his prominent plays.

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48

Dongin Yi. "Confucian Theories of Human Nature: Socio-psychological Research." Studies in Confucianism 25, no. ll (December 2011): 231–57. http://dx.doi.org/10.18216/yuhak.2011.25..008.

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49

Woodward, James. "Causation: Interactions between Philosophical Theories and Psychological Research." Philosophy of Science 79, no. 5 (December 2012): 961–72. http://dx.doi.org/10.1086/667850.

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50

Moan, Charles Edward. "Psychological Theories and AA-Based Treatment of Addiction." Contemporary Psychology: A Journal of Reviews 35, no. 1 (January 1990): 76–77. http://dx.doi.org/10.1037/028192.

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