Academic literature on the topic 'Self-actualisation'
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Journal articles on the topic "Self-actualisation"
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Shipova, Natalia S. "Self-actualisation of learners with intellectual disabilities in the educational sphere." Perspectives of Science and Education 57, no. 3 (July 1, 2022): 441–55. http://dx.doi.org/10.32744/pse.2022.3.25.
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Problem and purpose. Self-actualisation is a topical and socially significant subject, meeting the demands of the society and the state, oriented towards achieving every citizen’s benefit. The issue of self-actualisation of persons with atypical developmental disabilities is particularly complex and understudied. Learning is a critically important area for young people having disabilities relative to formation of adult identity and gaining basic qualification; therefore, the presented research addresses the problem of specifics of self-actualisation in people with developmental disabilities in the domain of learning. The purpose is identifying the specifics of self-actualisation in individuals with developmental disabilities in learning. Materials and methods. The sample encompasses 204 respondents and comprises two groups with different health status. The study uses the methodological tools covering a number of relevant test methods (S. Maddi’s viability test; the author’s questionnaire based on S.I. Kudinov’s Judgment test of personality self-actualisation; Lyubomirsky’s Subjective happiness scale; G. Perue-Badu’s Subjective well-being scale; K. Neff’s Self-compassion scale; Carver’s express test; Ryan & Frederick’s Subjective vitality scale) as well as interviewing by the author. The research used data processing statistical methods: descriptive statistics, Mann-Whitney’s U-test, correlation and regression analysis. Results. The research revealed the lowest performance rates in self-actualisation of individuals with atypical development in the educational sphere (M=55.11; SD=20.69) relative to other spheres of self-realisation. The learners with impairment had significantly lower self-actualisation scores in learning compared to normatively developing peers (p=0.045). The authors identified certain differences in self-actualisation parameters for individuals with typical and atypical development (activity (p=0.002), internality (p=0.0002), externality (p=0.03), self-orientation (p=0.007), conservatism (p=0.009), productivity (p=0.024), destructivism (p=0.048), general motivation (p=0.017), self value (p=0.005), meaning of self-actualisation (p=0.003)). Based on the interviewing data, barriers and resources of successful self-actualisation were identified. The method of frequency analysis with subsequent ranking revealed that the barriers include own laziness (75%) and other activities, most often – entertainment (54%). The undertaken correlation analysis revealed no links between self-actualisation in learning, on the one part, and resilience and general level of happiness, on the other part. No correlation was as well revealed between academic self-actualisation, on the one part, and subjective well-being and life satisfaction. Certain correlations were found with the parameters of plaintive attitude to one’s self. The specificity of correlations depending on the learners’ health status was noted: in case of impaired development, correlation with the parameter “benevolence to one’s self” (p=0.04) was recorded, while in case of normal development – with the parameter “accord with the humanity” (p=0.04). Predictive specificity depending on the respondents’ health status was revealed. Discussion and conclusion. The research proved certain specificity of self-actualisation of individuals with atypical development in the learning sphere. Some differences in self-actualisation parameters of individuals with typical and atypical development were identified. Predictive specificity of self-actualisation in the learning sphere, depending on respondents’ health status, was revealed.
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Calmon, Clive. "Self-actualisation in profound handicap." Nursing Standard 3, no. 31 (April 29, 1989): 29–31. http://dx.doi.org/10.7748/ns.3.31.29.s51.
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Fletcher, Sarah. "Attaining Self-actualisation Through Mentoring." European Journal of Teacher Education 21, no. 1 (January 1998): 109–18. http://dx.doi.org/10.1080/0261976980210110.
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Bochenek, Anna. "Actualising the Requirements and Abilities of the Students of Physical Education." Polish Journal of Sport and Tourism 18, no. 2 (June 1, 2011): 134–39. http://dx.doi.org/10.2478/v10197-011-0011-9.
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Actualising the Requirements and Abilities of the Students of Physical EducationIntroduction. One of the elements of a teacher's professional qualifications is the ability of actualisation of one's own requirements and opportunities. The objective of the present research was to study the tendencies behind self-actualisation of the physical education students and the attempt to determine the conditions accompanying the process. Material and methods. 1036 Physical Education students graduating from BA and MA studies, participated in the research. Diagnostic poll method utilising Witkowski AS-3 Self-actualisation Scale survey was conducted for the purpose of the research. Results. The highest results were achieved by the examined in the following scales: realistic approach, ability to experience ecstatic experiences, openness in emotional relationships, exclusion of social stigmas. The lowest self-actualisation was identified in task orientation, the need for seclusion, and inner-containment. Sex, the year of studies and hobbies, in terms of statistics, significantly differentiate the majority of self-actualisation dimensions. Conclusions. The graduating students undertake the effort of self-actualisation. However, many of them are at the beginning of the process. Women demonstrate a higher level of disposition towards self-actualisation than men. The tendency increases as the student progresses in his/her education but also grows in people with various hobbies.
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Antonovsky, Aleksandr Viktorovich, and Elena Vladimirovna Balakshina. "Teachers professional self-actualization." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2014): 92–98. http://dx.doi.org/10.51314/2073-2635-2014-3-92-98.
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This article is dedicated to the results of empirical research of features of self-actualisation of teachers of secondary schools. The comparative analysis in self-relation level, valuable orientations as important components of professional self-actualisation of teachers at different stages of professional formation is carried out.
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Opekina, Tatyana Petrovna, and Natalya Sergeevna Shipova. "Self-realisation, self-actualisation and self-efficacy concepts theoretical analysis." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (July 30, 2021): 7–15. http://dx.doi.org/10.34216/2073-1426-2021-27-2-7-15.
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This article presents the results of a theoretical study of self-realisation, self-actualisation and self-efficacy phenomena. The main aspects of understanding and correlating these phenomena in classical and modern Russian and foreign psychology are described. The highlighted concepts related to the phenomenon of self-realisation, both in the field of psychology and pedagogy. The similarities and differences of the self-realisation, self-actualisation, self-efficacy phenomena, as well as their correlation and comparison are presented. A comparative analysis of the studied concepts is given. According to the results of the theoretical analysis, the processes of self-realisation and self-actualisation are based on the inner motivation of a person to grow, develop personality, realise its potential. Both of these processes, due to their subjectivity, are difficult to observe and measure from the outside. We have highlighted the main differences, consisting in a greater awareness and orderliness of the process of self-realisation, as well as its predominantly "social" orientation, while self-actualisation is often associated with the struggle with external forces, the desire for self-realisation is rather approved and supported by the society. The concepts of self-realisation and self-efficacy are united by their inherent representation in the external plane of the life of the individual, as well as awareness, activity, goal-setting, and an orientation towards achieving success. In contrast to self-efficacy, self-release is a process rather than a sustainable phenomenon, and can be expressed both externally and internally through a connection with the value-semantic, motivational spheres of the individual.
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Mwaura, Samuel, and Florence K'Okul. "Influence of Individual Counselling on Self-Actualisation Of Students in Public Technical Colleges of Kisumu County, Kenya." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 289–94. http://dx.doi.org/10.31686/ijier.vol8.iss11.2747.
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Individual counselling is slowly gaining popularity as a measure for matching student’s sense of fulfilment with the general goals of technical and vocational education. The purpose of this study was to investigate the influence of individual counselling on self-actualisation of students in public Technical colleges.The study was conducted in public technical colleges in Kisumu county, Kenya. A sample size of 120 students was selected at random. The findings indicated that individual counselling has a significant beneficial influence on student self-actualisation tendencies at the p<.05 level [F(1, 366) = 30.221, p = 0.000]. This indicates that those who had less benefitted from individual counselling had a low self-actualisation tendency while those who had highly benefitted from individual counselling had higher self-actualisation tendency. Implications of this finding are discussed.
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Sherrill, C., L. Silliman, B. Gench, and M. Hinson. "Self-actualisation of elite wheelchair athletes." Spinal Cord 28, no. 4 (May 1990): 252–60. http://dx.doi.org/10.1038/sc.1990.32.
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Collins, Mick. "Engaging Self‐Actualisation through Occupational Intelligence." Journal of Occupational Science 14, no. 2 (July 2007): 92–99. http://dx.doi.org/10.1080/14427591.2007.9686589.
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Santoso, Erick Setiawan, and Dwi Setiawan. "Is It Too Late? Exploring Self-Actualisation of a Self-Proclaimed Artist in a Restrictive Chinese-Indonesian Family." K@ta Kita 8, no. 2 (October 28, 2020): 161–68. http://dx.doi.org/10.9744/katakita.8.2.161-168.
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Self-actualisation is an interesting topic to be talked about in Indonesia, as Indonesian families still uphold filial piety very highly. Thus, the concept of putting forwards one’s dreams and wishes for one’s own future and brushing aside one’s parents’ wants and plans is mostly unheard of. I made this creative work, in form of a novel, to highlight this highly-relevant phenomena and initiate the talk between parents and their descendants. This story is written from the perspective of the son of a family who wants to be an artist, but faces hurdles in the form of his chasing tiger mother and how that affected him and his decision-making in relation of becoming the best version of himself.Keywords: Artistry, Chinese-Indonesian, Filial piety, Poetry, Realistic fiction, Self-actualisation.
Dissertations / Theses on the topic "Self-actualisation"
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Reid, Corinne. "Tending the flame: Personality, self-actualisation and the Olympic journey." Thesis, Reid, Corinne (2005) Tending the flame: Personality, self-actualisation and the Olympic journey. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/29351/.
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Pierre de Coubertin (1863-1937), father of the modem Olympics believed that sport was about 'making men1', a test of 'arete' or virtue, the ability to make the most of your physical gifts through will, wisdom, courage, self-control, and through moral maturity as evidenced in the notion of fair play. He believed that Olympism was primarily a forum to demonstrate characterological excellence rather than physical and that it offered the opportunity for others to observe the qualities that accompanied greatness in men. The aim of this. thesis is to take up this opportunity, to explore the personal characteristics, more specifically, the personalities, that enable those who achieve this highest mantle of sporting excellence and which differentiate them from the many others identified as having the potential to do so. What has emerged through triangulation of data from several studies of Olympians and potential Olympians, using both quantitative and qualitative methodologies, speaks to both personality structure and processes. Firstly, many elite sportsmen and women seem to have a personality structure operating in the sporting domain that is quite different from that operating in their non-sporting life - that is, they have a sporting personality and a non-sporting, or life personality - different 'contextual selves'. Secondly, that success at the highest level seems crucially dependent upon the dispositional propensity to survive chronic stress and its acute corollaries. Thirdly, that there is more than one dispositional pathway with the power to ameliorate the potentially debilitating affects of these stressors - indeed there are even characteristics that seem to enable stress to become a formative experience. Two quite different stress- adaptive forces identified in this series of studies are hardiness (or openness) in one's approach to the sporting endeavour and mental toughness in the face of pressure or adversity. Both hardiness and mental toughness seem to be related to resilience but each relates differentially to traits such as optimism, commitment and need for control, among others. Mental toughness itself seems to take two forms: for some individuals such stress endurance is driven by a high need for achievement (Type I); for others it is more the result of energy associated with the directed, adaptive, expression of psychological vulnerabilities such as high anxiety (Type II). In some cases such expression may involve conscious or unconscious defense mechanisms to protect the individual from a full awareness of the pressures they are confronting. However, such defenses also seem to constitute an Achilles' heel once at the elite sporting level. In the absence of hard-won resilience, such psychological vulnerabilities seem to increasingly compromise further achievement. Finally, personality in this population seems to be an emergenic, dynamic force. A significant challenge in adapting to stress seems to be sustaining a balance adaptive forces identified in this series of studies are hardiness (or openness) in one's approach to the sporting endeavour and mental toughness in the face of pressure or adversity. Both hardiness and mental toughness seem to be related to resilience but each relates differentially to traits such as optimism, commitment and need for control, among others. Mental toughness itself seems to take two forms: for some individuals such stress endurance is driven by a high need for achievement (Type I); for others it is more the result of energy associated with the directed, adaptive, expression of psychological vulnerabilities such as high anxiety (Type II). In some cases such expression may involve conscious or unconscious defense mechanisms to protect the individual from a full awareness of the pressures they are confronting. However, such defenses also seem to constitute an Achilles' heel once at the elite sporting level. In the absence of hard-won resilience, such psychological vulnerabilities seem to increasingly compromise further achievement. Finally, personality in this population seems to be an emergenic, dynamic force. A significant challenge in adapting to stress seems to be sustaining a balance between the tendency toward growth (or self-actualisation) and the need for recovery (or systemic homeostasis through tension reduction). In seeking to understand the role of the Olympian personality as a complex, dynamic entity, a new framework is presented - one which merges two divergent psychological traditions, trait personology and personcentred personality theories - uniquely drawing together the key structural and process elements of elite sporting personality. Evaluation of this framework is begun. Implications for the practice of psychology in sport are discussed as are the implications for the wider study of human exceptionality. between the tendency toward growth (or self-actualisation) and the need for recovery (or systemic homeostasis through tension reduction). In seeking to understand the role of the Olympian personality as a complex, dynamic entity, a new framework is presented - one which merges two divergent psychological traditions, trait personology and personcentred personality theories - uniquely drawing together the key structural and process elements of elite sporting personality. Evaluation of this framework is begun. Implications for the practice of psychology in sport are discussed as are the implications for the wider study of human exceptionality.
1 Coubertin was referring to 'men' in the literal sense however throughout this dissertation, gender terms will be used interchangeably except where clearly stated. It is the observation of the author after more than a decade working with Olympians, that gender is not a particularly salient psychological characteristic in this sphere. This is also an impression offered by elite sporting coaches such as Richard Charlesworth, an Olympian himself and coach of female Olympian hockey players for nearly a decade (Charlesworth, 2001).
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Melrose, Andrew Denis. "The self-actualisation of the black Natal Parks Board employee." Thesis, University of Zululand, 1999. http://hdl.handle.net/10530/1137.
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Submitted to the Faculty of Education in fulfillment of the requirements for the Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 1999.In essence The study revolved around the following: • The level of illiteracy of black Natal Parks Board employees. • . actors which contribute to the level of illiteracy of Natal Parks Board employees. • To determine in the light of the findings obtained, certain guidelines towards the route to be followed by illiterates and semi-illiterates, in attaining a state of literacy. The research was specifically directed at the problems confronting adult illiterates and semi-illiterates in their striving for literacy. Both the factors influencing educational progress and the best route to be taken to attain to literacy were studied. For the purpose of the empirical investigation a self-structured questionnaire was utilised. The respondents were selected at random from rural areas throughout KZN, from the learners from seven classes who have graduated from the basic Zulu, advanced Zulu and basic English classes and from people who are still awaiting incorporation into the adult literacy programme. A summary was presented and based on the findings of this study, the following recommendations were made: • Although there is already an ABET system and a bursary scheme currently operating in the NPB, it is nevertheless recommended that the NPB and other like-organisations should: reprioritise their goals from conservation of species to the development of staff, draw up clear education policies, identify current educational levels, all skills training courses should comply with the National Qualification Framework and that the individual's current knowledge, skills and experience should be recognised and certificated. • In order to fully update staff on educational and training possibilities in the NPB and other similar organisations it is recommended that employees should have a say in educational and skills training and courses should be regularly advertised throughout the organisation and education and training needs should be discussed with individual staff members. In a climate where the employer realises and accepts his obligations, the organisation's budget should reflect that education and skills training have a very high priority rating.
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Harris, Philine S. "Exploring the immediate affective and cognitive consequences of self-affirmation." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/69465/.
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Self-affirmation has been shown to alter individuals' reactions to a wide range of threats, yet comparatively little is known about its cognitive and affective consequences, especially in the immediate aftermath of self-affirmation. This thesis explored these effects and the role of trait self-esteem in moderating them. In relation to cognition, in Study 1 (Chapter 2, N = 83), self-affirmation improved performance on two tasks (testing working memory and inhibition) related to executive function; Effects were not moderated by self-esteem. In Study 2 (Chapter 3, N = 107), self-affirmation decreased performance on a different working memory task among high self-esteem individuals. In relation to affect, a systematic review (Chapter 4) indicated that self-affirmation is not consistently associated with positive affect, despite the fact that positive affect has received much attention as a possible mediator of self-affirmation effects. Study 4 (Chapter 5, N = 161) showed that self-esteem moderated the effects of self-affirmation on positive affect: high self-esteem individuals reported more positive affect after self-affirming. Study 5 (Chapter 6, N = 270) revealed that self-affirmed (vs control) participants used more positive affective language. Participants in Study 6 (Chapter 6, N = 73) were randomised to a positive mood, self-affirmation or control condition, and read about the health consequences of fruit and vegetable consumption. At one-week follow-up, self-affirmed participants reported highest consumption, but positive affect did not mediate this effect. Overall, the findings show some support for an impact of self-affirmation on executive function, providing a useful link between the diverse areas which self-affirmation has been known to affect. They also support the notion that positive affect can be an immediate product of self-affirmation, especially for those high in self-esteem. However, they do not support the view that positive affect is the mechanism underlying the effect of self-affirmation on the processing of self-relevant threatening information.
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Moritz, Heather English Media & Performing Arts Faculty of Arts & Social Sciences UNSW. ""You are will to power and nothing besides": Nietzsche, Foucault, Yoga, and Feminist s/Self-Actualisation." Awarded by:University of New South Wales. English, Media, & Performing Arts, 2009. http://handle.unsw.edu.au/1959.4/44581.
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This thesis argues that Friedrich Nietzsche???s notion of world and self as ???will to power and nothing besides??? offers a highly productive interpretive lens or ???grid of intelligibility??? for understanding the ethical implications of Michel Foucault???s middle and late works on power and subjectivity. For if the late modern era is marked by a sustained and pervasive incredulity toward metanarrative, it is also the historical site for the reappearance and widespread acceptance of a very ancient metanarrative ??? the Heraclitean view of material reality as continual flux. Inasmuch as Nietzsche???s will to power philosophy is grounded in this Pre-Socratic worldview, his works and those of his devotee Foucault may serve as a productive foundation for a late modern ethics. The scholarly implications of reading Foucault???s middle and late works through the interpretive lens of Nietzschean will to power in its two key manifestations, domination and dynamism, are multiple. In addition to providing new insights into the value of Nietzschean-Foucauldian philosophy for advancing a late modern ethics, such an analysis also illuminates important continuities in Foucault???s theory of power and how his works simultaneously extend and critique Nietzschean views on the role of asceticism in culture. The thesis then turns to a more futuristic exploration of how Foucault???s final texts, feminist critiques and extensions of these texts, and works from the separate discipline of feminist moral theory may advance a feminist form of will to power ethics. Feminist reflection upon the dualistic philosophical basis of modern androcentric power invites further speculation upon the utility of the nondual philosophies of yoga, including those found in Ved??ntic texts like the Bhagavad G??t??, for such an endeavour. Because yoga utilises asceticism-based practices of the self as its primary means for moulding moral subjects, it is comparable to the Greco-Roman will to power ethics described in Foucault???s final works. On the other hand, yoga???s nondual telos may present certain ethical possibilities that dualistic constructs like the Greco-Roman model cannot. Indeed, by practicing nonduality through yoga, contemporary women and others may be engaging in a practice of freedom in the most essential sense.
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Dalgliesh, Bregham. "Enlightenment contra humanism : Michel Foucault's critical history of thought." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/1725.
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In this dissertation I claim that Michel Foucault is a pro-enlightenment philosopher. I argue that his critical history of thought cultivates a state of being autonomous in thought and action which is indicative of a kantian notion of maturity. In addition, I contend that, because he follows a nietzschean path to enlightenment, Foucault’s elaboration of freedom proceeds from his critique of who we are, which includes a rejection of humanism’s experiential limits. At the same time, and perhaps most importantly, I also suggest that Foucault articulates a posthumanist conception of finitude and being. To begin with, I show that on humanism’s path to edghtenment, which is established by Rousseau, Kant and Hegel and currently advocated by Rawls and Taylor, a philosophy of the autonomous subject who desires self-actualisation through recogrution precedes the epistemologcal and political critiques which generate humanism’s objective, normative and subjective axes of experience. On the basis of Foucault’s archzological, genealogical and, when they operate together, critical historical critiques of these conditions of possibility for autonomy and recogrution, I maintain that humanism fails to teach us how to think or act freelythat is, as critical thought that delivers enhghtenment-and that humanism’s knowledge of the world and its justice in politics necessitate the confined exclusion of those who are different and the submission of subjectivity of those who are normal. In response to the immaturity that is at the heart of humanism, I illustrate that Foucault deploys archeology, genealogy and critical history to excavate his posthumanist, enlightenment alternatives of savoir, pouvoir and ethico-morality. After he relocates an explanation of cause and effect in the human sciences from savioir to the relations between savoir and pouvoir, I explicate how Foucault reconceives, firstly, the way pouvoir is exercised by productive mechanisms, which discipline the body and regulate the citizen, and, secondly, the nature of pouvoir, which he characterises as governmentality, or one’s action upon the actions of others. He then retlunks freedom as the vis-a-vis of pouvoir/savoir, and I demonstrate how critical history reveals that, prior to the hermeneutic relation to self wluch is at the centre of humanism’s conception of moral identity, ethical subjectivity in antiquity is formed through an ascetic, agonistic freedom that is based on a practical relation to self. Foucault uses this as a blueprint for the present, in which an ethico-political state of being autonomous in thought and action is constituted over against our limits of pouvoir/savoir. I thus claim that Foucault’s portrayal as an anti-enlightenment philosopher, who proffers nothing but anormative critique and amoral freedom, represents the perspective of those for whom to be anti-humanism is akin to being antienlightenment. These criticisms are exposed as misguided by the thesis that I verify in this dissertation, which is that critical history qua critique, thence an ontology, namely, Foucault’s critical ontology, brings about maturity and endorses an ehghtenment that is both contra- and post-humanism.
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Lange, Deborah, of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "A sense of being." THESIS_FHHSE_XXX_Lange_D.xml, 2000. http://handle.uws.edu.au:8081/1959.7/372.
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This thesis emerged from the author’s quest to increase her personal and professional effectiveness, to become more congruent, and to be a better person in the world. The thesis discusses how to move from Argyris and Schon’s behavioural model 1 (seeking answers externally, blaming others, avoiding responsibility, controlling behaviour and the belief that there is one right way) to model 2 (seeking answers from within, accepting responsibility, living in a state of flow, surprise and emergent possibilities, looking at the world in multiple ways and collaborating with others). Drawing from her own experiences and interactions with others, the author explores issues such as how people learn the qualities that enable them to be better people; what experiences have enabled people to move toward model 2; what happens when a group, especially within an organisation, moves toward model 2 and how does this happen; and how can conditions be created to enable individuals or groups to move toward model 2.Master of Science (Hons)
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Dennett, Janet Mary. "Dreaming myself : combining dreams, autobiographical writing and psychotherapy in addressing narrative fracture." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51129/.
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This study springs from my experience of what I term ‘narrative fracture', a life-hiatus or crisis that derails one's current life pattern and self-identity. It examines the nature of this phenomenon and its possible roots in early infancy and childhood. Three therapeutic modalities: dreams, psychotherapy and autobiographical writing, which were instrumental towards resolution of that narrative fracture for me, are then explored. The study uses first person heuristic methodology because my own experience, and ongoing process towards resolution, lies at the heart of the research. It also, as part of that methodology, draws on the experience of three ‘textual co-researchers' as recorded in their autobiographical writings. Each of the segments of the study, narrative fracture, roots of narrative fracture, and modalities towards resolution, are interrogated from three directions: my autobiographical narrative relating to that segment, and extracts from the other authors' texts of theirs, then examination of these in light of the relevant theory, and finally a reflexive review made of the findings, following thus a pattern, identified by Michelle Davies, of a narrative ‘voice', an interpretive ‘voice' and an unconscious ‘voice'. Most traumatic for me at narrative fracture was loss of self-identity and erupting internal chaos. Psychoanalyst/interpersonal theorist Karen Horney's theories around the formation of a ‘false self' and the related palliative measures of addiction and controlling are my foremost source of understanding here. To discover how self-identity is formed and can potentially be impeded, the mother-baby relationship, the issue of attachment, and the crucial involvement of the body in the infant developmental matrix are explored, principally through the works of Donald Winnicott and John Bowlby; and the related development of ‘affect-regulation' and ‘mentalization' through Peter Fonagy's breakthrough work. Ulric Neisser and Jerome Bruner's theories bring further understanding of development of the self and the socially constructed elements of self-identity. In the process towards ‘reconstruction' Donald Kalsched's theory of the crucial necessity of ‘re-traumatization' is foregrounded, and the study holds this in mind during exploration of the three therapeutic modalities. Neuroscience and brain research also inform this exploration, and a common denominator is found between the three therapeutic modalities via Ernest Hartmann's notion of a ‘continuum' of modes of mental functioning. It is established that the REM programming and reprogramming state, and input from unconscious mental processing are increasingly at work as we operate at the ‘creative'/'dreaming' end of this continuum, and that here psychotherapy, autobiographical writing and dreaming are all shown to be located. Four key points emerge in understanding the impact of these three modalities on healing narrative fracture: the centrality of the relational; the emotions as ‘linchpin'; the power of pattern, metaphor and image; and the potency of the sleeping brain. With its personal accounts, and the new syntheses made between aspects of the different academic fields it mines, this study offers a new perspective on the nature, and lifelong consequences, of early childhood development. It is envisaged that this will provide valuable insight to the burgeoning numbers of quantitative researchers now recognising the need for first person input to their third person research, and to those who are professionally involved in the care of others, as well as to related policy-makers.
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Bell, Beth Teresa. "Understanding adolescent girls’ vulnerability to the impact of the mass media on body image and restrained eating behaviour : the role of media type, body perfect internalisation and materialism." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39670/.
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There is a strong body of psychological research implicating the mass media in the aetiology of adolescent girls' negative body image and eating behaviours. The present thesis aims to extend this research by examining potential factors – namely, media type, body perfect internalisation and materialism – that make girls more vulnerable to the negative impact of the mass media. An initial meta-analysis (Chapter 3) collated the findings of existing research examining the impact of ‘body perfect' media on adolescents' body image; examining gender, age and media type as moderators of this effect. Chapter 4 examined the relative roles of both media type and media model identification (a key dimension of body perfect internalisation), within the mass media and body image relationship. Using both survey and experimental methods (N = 199), it was found that adolescent girls' habitual tendency to identify with media models, was a more potent vulnerability factor within the mass media and body image relationship, than media type. Due to the limitations associated with existing measures of body perfect internalisation, a new measure of body perfect internalisation was developed in Chapter 5 (N =373), which was subsequently utilised in the final experiments of the thesis. Chapter 6 demonstrated that acute music video exposure had a more potent negative impact on girls' body image than still media images (N = 142); an effect that was fully mediated by wishful character identification and also moderated by body perfect internalisation. Chapter 7 consists of two studies that demonstrate the important role which materialism plays within the mass media, body image and eating behaviour relationship. In Study 1, structural equation modelling identified a direct pathway between materialism and restrained eating that was independent of body image (N = 199). This finding was further replicated in an exposure experiment, which demonstrated that brief exposure to materialistic media causes acute diet-like behaviours in adolescent girls (N = 180).
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Trotta, Patrizia. "The potential contribution of psychosynthesis to education : an interview-based exploration of educators' experiences of working with members of the 'New Generations' who are developing towards self-actualisation and self-transcendence." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/11561.
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The intention behind this research was to reveal through two interpretive, inter-related studies the perceived needs of differently-labelled youth, collectively addressed in this thesis as ‘the New Generations’, exploring potentially viable ways of working with them in education. The first study focused on youth labelled Indigos, and the second study focused on exploring a possible way of working with the New Generations according to experienced teachers. Both studies drew on lived experience and opinions of educators who have acquired extensive experience respectively with the Indigo phenomenon and with the psychosynthetic educational model. The first study’s results revealed not only Indigos’ self-actualising and self-transcending characteristics and needs, but also indicated that holistic approaches to education appeared to have been successful with them. A further analysis of characteristics observed by special education experts indicated that differently-labelled youth also appear to be motivated by self-actualising and self-transcending tendencies, which highlighted the relevance of investigating holistic models for potential integration in mainstream education. Psychosynthesis was chosen for investigation in the second study, in that besides addressing self-actualising/transcending needs, it also integrates them within the psyche. The study explored how recent psychosynthesis-based educational projects might inform, and contribute to, holistic and mainstream education. Some innovative potential contributions to both holistic and mainstream education were found. Recent research on current tendencies, educational futures and global trends affecting a changing world would appear to emphasise the relevance of the contributions offered by the psychosynthesis model, hence to suggest the potential appropriateness of their fuller integration in mainstream education. However, an examination of study results and of the relevant literature on practices seems to indicate a tendency to transmit knowledge from past to future generations, irrespective of possibly changed needs, in both mainstream and holistic education. It is suggested that this potentially biased way of educating youth might need to be addressed on both fronts.
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Scott, Adam. "How to survive and flourish : a case study and research informed-model of self-care and stress in trainee counselling psychologists." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/how-to-survive-and-flourish-a-case-study-and-research-informedmodel-of-selfcare-and-stress-in-trainee-counselling-psychologists(4cb6a45a-9648-466f-975d-e9526894ea94).html.
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Aims: This study aims to use trainee counselling psychologists' conceptualisations and experiences to create a research-informed model of self-care and stress. In order to do this, the study integrated the basic tenets of humanistic psychology, theory relating to human potentiality and motivation, pluralistic practice and the relevant research literature around self-care and stress in trainee counsellors, psychotherapists and psychologists. Methods: The study was qualitative in nature and utilised a theory-building case study design. The research participants where 12 trainee counselling psychologists enrolled on a Professional Doctorate in Counselling Psychology in the United Kingdom. A research-informed model of self-care and stress was developed from the relevant research and theory literature. The findings from the 12 semi-structured interviews with the trainees were applied to this model in order to contextualise and refine it. Findings: The data from the interviews was analysed using a thematic analysis and the following categories and themes were discovered: category one - conceptualisations of self-care with caring for self, caring for others and self-actualising as its lower order themes; category two - self-care strategies, with keeping work-life in balance, caring for my physical well-being, getting support from other people and realising there is more to life as its lower order themes; category three -conceptualisations of stress with theoretical understandings of stress, physical impact of stress and psychological impact of stress as its lower order themes; the final category - sources of stress with demands and pressures, financial strains, unhealthy relationships and personal and professional development as its lower order themes. Discussion: The revised research-informed model suggests a number of goals, tasks and methods of self-care and a number of practical examples for each of these areas. According to the model, the goals of self-care involve nurturing trainees' potentiality to become fully functioning trainee counselling psychologists through learning to care for self, others and self-actualising. The tasks of self-care are promoting trainees' wellbeing through meeting their training needs (social support, academic, developmental and placement). Finally, the model suggests the methods of self-care should encourage intentional individual and organisational engagement in strategies which enable trainees to meet their training needs. The study recommends the model is applicable to counselling psychology regulatory bodies and training programmes, as well as individual trainee counselling psychologists. It also proposes further development of the model through research and testing.
Books on the topic "Self-actualisation"
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Bamidele, Bolade. Self actualisation quest. [Lipakala, Nigeria ?]: Bamidele, C. O., 2005.
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Siṅgha, Harajodha. Aulakha, ikka bahuparatī sam̆wāda: A study in self-actualisation. Dillī: Waillawisha Pabalisharaza, 2003.
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Reddy, T. Vasudeva. Jane Austen: The dialectics of self actualisation in her novels. London: Oriental University Press, 1987.
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Reddy, T. Vasudeva. Jane Austen: The dialectics of self actualisation in her novels. New York: Envoy Press, 1987.
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Tabish, A. Kamyab zindagi. Lahore: Darul shaoor, 2001.
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Ahmad, A. I. Kamyabi ki lagan. Lahore: Takhleeqat, 2001.
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So what, now what?: Don't make excuses-- make it happen! [Tobermory, Ont.]: Daryl Wood, 2011.
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The road home: Through healing the inner child. Calgary: Crossroads Pub., 1989.
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Your fire inside: Uncover the value of you. Calgary: Montgomery Harrison Corp., 2004.
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Shine: Live your ultimate life. Okotoks, Alta: Ultimate Results Inc., 2003.
Find full textBook chapters on the topic "Self-actualisation"
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Samuel, Flora. "Self actualisation." In Housing for Hope and Wellbeing, 113–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003031888-10.
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Shepherd, Carol A. "Intersectional Identities: Bisexual Christians Discuss Self-Actualisation and Spirituality." In Bisexuality and the Western Christian Church, 117–39. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94679-5_5.
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Gregory, Chris. "Humanism, self-actualisation and holodiction: psychological themes in Star Trek." In Star Trek, 145–59. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230598409_11.
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Singh, Greg. "The Myth of Authentic Self-Actualisation." In The Happiness Illusion, 162–80. Routledge, 2015. http://dx.doi.org/10.4324/9781315740362-13.
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Al Haq, M. Ashraf, and Norazlina Abd. Wahab. "Towards Asnafs' Islamic Self-Actualization Process Through Sustainable Balance Scorecard (BSC) Approach." In Handbook of Research on Islamic Social Finance and Economic Recovery After a Global Health Crisis, 85–106. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6811-8.ch006.
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Although the literature is adamant on performance assessment, sustainability, self-actualisation, and so on, understanding its ‘inter-role' in asnaf (zakat recipient) welfare and its implicative magnitudes is a positive input in augmenting the zakat spectrum. And though the goal is to have self-actualisation that depends on attaining sustainable measures in each derivation. In Islam, self-actualisation is suggestively dissimilar than the conventional wisdom because the so-called self-interest motive remains inopportunely missing in such Islamic set-ups since the importance of collective-notion simply overrides the self-goals, and in turn, human development and its dignity as well as the societal progression becomes paramount in such social orders. Hence, the ‘Islamic self-actualisation' is purely and necessarily based on a balanced social development (Maslahah ‘Ammah) through the correction of one-self (tazkiatun Nafs) while preserving the future generations' (hifzul nasl) welfare and so on. Henceforth, it is important to protect the honour of self and the society (ird) and maintaining intellect (aql) and wealth (maal) for improving the social cohesion (Ukhuwah or brotherhood) in communities. As the unswerving goal of a zakat recipient (Asnaf) is to have his faith, life, intellect, honour, and wealth well protected, it is expected that he or she can withstand the consequences of life but remain proactive in society. And in the end, the recipient may opt-out the spell of remaining as asking-basket-syndrome in the shortest time possible through the effective zakat initiatives and incentives to overcome pointless uncertain environmental or other perennial shocks and similar.
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Han, Xiao. "The Internet and the Rise in Self-Empowerment of Chinese Women." In Overcoming Gender Inequalities through Technology Integration, 1–31. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9773-7.ch001.
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Focusing on female Chinese bloggers, this chapter explores the potential of weblogs in the process of female self-empowerment by looking at self-actualisation, construction of social interactions, and the organisation of personal networks. The empirical data used is derived from features analysis of selected female blogs, social network analysis of the relationships between these blogs, and from in-depth interviews with seven female bloggers. This data is complimented by discourse analysis to investigate the communicative purposes of these blogs, and content analysis of selected comments written on the blogs. Overall, the findings show that weblogs help women to become social agents by bringing personal, private and intimate issues onto the public agenda, and by controlling the flow of personal information based on their subjective needs to project a particular identity. However, opportunities for networking between individual bloggers are limited. The processes through which women are empowered as individual actors are also constrained by commercialisation and by traditional norms and gendered cultural stereotypes.
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Farrugia, David. "Passionate Subjects and the Middle-Class Self at Work." In Youth, Work and the Post-Fordist Self, 49–72. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529210057.003.0003.
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This chapter focuses on the experiences of relatively privileged or middle-class young people and explores the role of work in their identities and the practices and ethics through which they cultivate identities as workers. In this chapter, the key term that young people use to describe the meaning of work in their lives is ‘passion’. Young people describe work as (ideally) a realm of passionate self-actualisation, in which the intrinsically passionate self is realised through work, and in which preparation for work entails cultivating passion. In this sense, these young people do not differentiate between themselves at work and themselves outside of work, viewing work as one realm amongst many in which the passionate self may be realised. In another sense, young people also subsume their whole of their identities in work, and view every aspect of themselves as economically productive. Out of all of the young people in this book, they encapsulate the post-Fordist work ethic most completely. These young people are also mobile, disparaging the areas they come from as areas of high unemployment and cultivating ‘cosmopolitan’ dispositions through their work.
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Farrugia, David. "Subjects of Achievement: Social Mobility, Competence and Aspiration." In Youth, Work and the Post-Fordist Self, 73–96. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529210057.003.0004.
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This chapter focuses on the experiences of young people from family backgrounds with a history of trades and clerical labour. The young people in this chapter also describe work as a realm of self-actualisation, but this time manifested through the achievement of concrete goals related to material success and milestones at work. For these young people, the meaning of work is self-realisation through social mobility. While these young people view work as the single most critical aspect of life determining happiness and personal fulfillment, they do not regard their entire lives as sources for the creation of value, instead focusing on specific aspects of themselves that they feel may be valued on the labour market. To this end, they identify and cultivate particular competencies or “things I am good at” that they hope can translate into skills that are of value to the labour market. Their engagement with education takes place on this basis, and their aspirations for social mobility are articulated with reference to competencies they have identified and nurtured over time. This constitutes a specifically working-class manifestation of the post-Fordist work ethic, displaying both continuities and ruptures with earlier manifestations of the work ethic.
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Valdez, Jessica R. "Postscript." In Plotting the News in the Victorian Novel, 167–69. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474474344.003.0006.
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Children of the Ghetto was published in 1892, just one year after George Gissing’s New Grub Street (1891) and five years before Bram Stoker’s Dracula (1897). These contemporaneous novels offer widely divergent accounts of the newspaper and emerging new media. New Grub Street presents a stark portrayal of the 1880s literary marketplace, where hack writers flourish at the expense of serious literature. The capitalist marketplace and literary production are so intermingled that characters are warped by the pressure to generate literary outputs. Marian Yule, for instance, describes the constant production of text as a ‘desert of print’, one that robs her of personhood and the potential for self-actualisation. The literary marketplace renders publishers, writers and readers into bits and pieces valued only for their use value. People become fragments of text, rather like the short blurbs that the fictional ...
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Stipanović, Christian, Elena Rudan, and Vedran Zubović. "Reaching the New Tourist Through Creativity." In New Governance and Management in Touristic Destinations, 231–45. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3889-3.ch014.
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In today's modern world, creative expression is opening up new dimensions of business and new opportunities for economic development. One field of economic activities in which this is evident is tourism. Creativity in tourist destinations can be viewed in different ways, for example, through creative action (undertaken by destination management, residents, entrepreneurs, and tourists) and through creative spaces and creative events. Creativity plays a vital role in all elements involved in the creation of a destination's offering, regardless of which form of tourism is the focus of development efforts. Given the growing role of self-actualisation of individuals in society and the displaying of social status, creativity has in the past 20 years begun to positively impact on economy activities taking place in tourist destinations. Creativity is especially important in developing cultural tourism in all its sub-types, where it is seen as a means of animating and adding value to cultural heritage locations.
Conference papers on the topic "Self-actualisation"
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Todd, I. "Making a difference - through the self-actualisation of the individual." In IEE Colloquium: 'Activate Human Resources and Transform Your Business'. IEE, 1998. http://dx.doi.org/10.1049/ic:19980604.
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Olennikova, Marina V. "Personal Self-Actualisation And Coping Strategies Of Technical And Humanitarian Students." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.94.
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Kreija-Gaikste, Sandra, and Irena Katane. "Theoretical and legal basis of young people’s military career in the field of national defence." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.042.
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Research in many countries across the world, including Latvia, shows that youth participation in national defence is a topical issue. So far, scholarly research focusing on the promotion of youth participation in national defence and the provision of career support at school age and after finishing school is scarce. Therefore, the aim of the research was to establish the basis for young people’s military career in national defence. Research results show that there is both theoretical and legal basis for young people to start a military career, already during school years. Based on the broad meaning of the concepts career and career development, young people’s self-development, self-management and self-actualisation in various fields of human activity over one’s lifetime emerge as topical issues. Such activities of various kinds may follow one another in succession or take place simultaneously, in parallel, in accordance with dual career theories. The beginning and development of young people’s military career in Latvia can occur in the context of various activities already present and available in the near future: 1) participation in the Latvian Youth Guard as a type of non-formal education, 2) acquisition of National defence training at school in the context of formal education, 3) upon reaching legal age, voluntarily joining the Latvian National Guard, which is a component of the National Armed Forces of the Republic of Latvia.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.
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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
Reports on the topic "Self-actualisation"
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Swannack, Robyn, Alys Young, and Claudine Storbeck. A scoping review of deaf sign language users’ perceptions and experiences of well-being in South Africa. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0082.
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Background: This scoping review concerns deaf adult sign language users from any country (e.g. users of South African Sign Language (SASL), British Sign Language (BSL), American Sign Language (ASL) and so forth). It concerns well-being understood to include subjective well-being and following the WHO’s (2001) definition of well-being as “mental health as a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to his or her community.” Well-being has three components (Steptoe, Deaton, and Stone, 2015; Stewart-Brown, Tennant, Tennant, Platt, Parkinson and Weich, 2009): (i) Live evaluation, also referred to life satisfaction, which concerns an individual’s evaluation of their life and their satisfaction with its quality and how good they feel about it; (ii) hedonic well-being which refers to everyday feelings or moods and focuses on affective components (feeling happy); (iii) eudaimonic well-being, which emphasises action, agency and self-actualisation (e.g. sense of control, personal growth, feelings of purpose and belonging) that includes judgments about the meaning of one’s life. Well-being is not defined as the absence of mental illness but rather as a positive state of flourishing that encompasses these three components. The review is not concerned with evidence concerning mental illness or psychiatric conditions amongst deaf signers. A specific concern is deaf sign language users’ perceptions and experiences of well-being.