Статті в журналах: "Explorers Psychology"

1

Hardesty, Patrick H. "Career Explorers Should Look Beyond Florida." Contemporary Psychology: A Journal of Reviews 39, no. 5 (May 1994): 539–40. http://dx.doi.org/10.1037/034353.

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2

Rusch, Frank R., and Robert E. Cimera. "Employment and Autism: An Old Frontier for New Explorers." Contemporary Psychology: A Journal of Reviews 41, no. 2 (February 1996): 173. http://dx.doi.org/10.1037/002728.

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3

Glass, Brian D., and Magda Osman. "Positive explorers: modeling dynamic control in normal aging." Aging, Neuropsychology, and Cognition 24, no. 1 (May 4, 2016): 62–79. http://dx.doi.org/10.1080/13825585.2016.1171290.

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4

Goldsmith, Ronald E., and Timothy A. Matherly. "Seeking Simpler Solutions: Assimilators and Explorers, Adaptors and Innovators." Journal of Psychology 120, no. 2 (March 1986): 149–55. http://dx.doi.org/10.1080/00223980.1986.9712624.

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5

Roberson, Donald N. "Modern Day Explorers—The Way to a Wider World." World Leisure Journal 44, no. 3 (January 2002): 35–42. http://dx.doi.org/10.1080/04419057.2002.9674277.

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6

Trentini, Giancarlo. "Psychology and the Challenge of Metamorphosis." European Psychologist 4, no. 4 (December 1999): 227–32. http://dx.doi.org/10.1027//1016-9040.4.4.227.

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A metamorphosis of Europe is undoubtedly taking place. In fact, Europe is at the same time the object and subject of transformative movements that will shake its foundations. Within the current European metamorphosis, what is the challenge to be accepted or launched by psychology? This challenge corresponds to a series of anthropological-cultural contradictions present in the system: Is European psychology functional to the scientific-technological apparatus or to the human beings involved and the interrelations thereof? Will the values of psychology strive toward achieving human well-being? Is and will the contribution of psychology to the constitution of a new Europe be of an objectivist or of a subjectivist nature? Will the contribution of psychology be characterized by an individualistic approach or by a group-centered one? One “fundamental” of Europe does exist, which centers around three institutional foundations of the European cultural strata that have bccome interconnected in time and space: Greek thought, the Renaissance mind, and the three Christian religions (Catholic, Orthodox, Protestant). The contribution of psychology could be focused mainly on taking care of needs (maternal code) or on supporting development (paternal code). Psychology should choose between a positivistic or a holistic approach or, still better, integrate both of them. Psychology should stress its attention to its manifold roots and not only be subdued to the Anglo-Saxon culture. A complementary and nonconflictual approach will be the best strategy. Where and how do psychologists stand today in the important distinction between the “academic culture” and the “militant culture,” which means pure and applied research? Are they scientists or technicians? Are they explorers of knowledge or of applications? Are they intellectuals or executives? Scholars or professionals? Dedicated to pure or to empiric research? Episteme or Doxa priests? And can the challenge of the European metamorphosis be productively inserted into the solution of the predicaments? The European psychological culture should answer the challenge of metamorphosis of the continent by trying to find an enlightened solution to the above-mentioned contradictions.

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7

Bouvel, Bruno. "`No Exit' in Antarctica." Group Analysis 32, no. 3 (September 1999): 365–80. http://dx.doi.org/10.1177/0533316499323007.

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This article recounts the experiences of an all-male group of 59 winterers (explorers) who spent almost a year in Antarctica. As well as a group experience, it was also a deep personal experience. For the author; this stay in another world seeming far beyond that of humans was and remains a quasi-spiritual experience, of immersing oneself in the original, untouched splendour of nature, producing a kind of oceanic feeling at the most archaic level of the coself.

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8

Liu, Shunli, and Muhammad Zaffwan Idris. "A Practice of Choosing Gamification-based Personas." Archives of Business Research 8, no. 2 (February 27, 2020): 106–14. http://dx.doi.org/10.14738/abr.82.7845.

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This study contributes our entire research project on museum user experience (UX), and the purpose of the paper is to provide knowledge in practice for choosing Gamification-motivated personas. As the player’s motivation fundamentally drives the outcomes, the Bartle Test of Gamer Psychology reigning from types of players was employed as a persona tool for identifying personas representing distinct intrinsic motivations. Specifically, adhering to the philosophy of user-centric intrinsic motivation, Bartle drew on an extensive range of sources to identify four types of players: achievers, socializers, explorers, and killers (we re-name killers as attackers). By analyzing the gamer psychology, it can be connected the player types to the intrinsic needs in the Self-Determination Theory (SDT). From a methodological point of view, the combination approach of quantitative and qualitative methods with constantly narrowing the scope of candidate can benefit trustworthiness. As a practical study, this paper not only analyzes the principles, but also provides a detailed persona selection procedure.

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9

Jensen, Richard. "The Changing Shape of Burnham’s Political Universe." Social Science History 10, no. 3 (1986): 209–19. http://dx.doi.org/10.1017/s0145553200015431.

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The discipline of political science deliberately abandoned history sixty years ago. In a quest for a true “science” of politics, it turned to physics and especially psychology for models of what a science ought to be like (Jensen, 1969). Rigor in defining and measuring variables and in the statement of theories and testing of hypotheses was sought, plus a method that could predict, and thus control, the future. History seemed unnecessary, for the terrible cataclysm of the Great War seemed to have erased or smothered the impact of the past. It would take political scientists a half century to rediscover history, and the goal of this paper is to examine the route of one of their most important explorers of the past, Walter Dean Burnham.

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10

CHAHINE, Youssef. "The Impact of Entrepreneurship on Economic and Social Development." Journal of Public Administration and Governance 10, no. 2 (June 18, 2020): 297. http://dx.doi.org/10.5296/jpag.v10i2.17206.

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Entrepreneurship is used to denote explorers and innovators in various fields. It has affected by economics, psychology, marketing, sociology, history, strategic management and human sciences. It is also considered as one of the important areas in the economies of developed industrial countries and developing ones. Therefore entrepreneurial projects make an active contribution to expansion of comprehensive economic development in all countries. This paper attempts to provide a theoretical frame work on the concept of entrepreneurship, its importance, characteristics and components. It also deals with the most important obstacles, reforms and the extent of the impact of entrepreneurshipon economic and social development of the country. Many societies face different problems related to pushing economic development forward. Hence, the role of entrepreneurship lay which affect positively and substantially in supporting this progress.

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11

McMahon, Dorothy. "Sidelights on the Spanish Conquest of America." Americas 18, no. 1 (July 1989): 19–31. http://dx.doi.org/10.2307/979750.

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There could scarcely be an event of the magnitude of the Spanish discovery and conquest of a brand new world without its giving rise to a whole inundation of literature about the New World. For one thing, it really was a new world. Every detail reported about America had the same exotic appeal for the Spaniard of the day that an eye-witness account of life on another planet would have for us. Another reason for the great interest of the Spaniard in the happenings in America was his taste for greatness, for heroic deeds, a taste which he had developed and nurtured through the novels of chivalry so popular with all classes in Spain. It would be interesting to know to what extent the novels of chivalry influenced the psychology of the Spanish explorers and conquerors. Many of the feats accomplished in the New World bear comparison with feats described in the novels, and many of the chronicles and documents describing the conquest reveal attitudes and even turns of expression such as were often found in the novels of chivalry.

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12

Brindley, Erica. "Music, Cosmos, and the Development of Psychology in Early China." T'oung Pao 92, no. 1 (2006): 1–49. http://dx.doi.org/10.1163/156853206778553180.

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AbstractMusic plays an important role in the development of discourses on the body, and, in particular, on psychology. From the received and excavated textual record dating to the 4th and 3rd centuries B.C. we gain insights into the emergence of an elaborate logos of the psyche, or "psychology," as such a psychology relates to the cosmos. The article explores two orientations on the role of music in psychology. The first and earlier orientation outlines what the author terms a "psychology of influence," which provides a rationale for the beneficial effects of good music in self-cultivation and social order. The second and later orientation outlines what the author calls a "psychology of cosmic attunement," which identifies music with the harmony of the cosmos and speaks of sages who attune themselves to it. Through a close examination of these two perspectives on music, the article delineates how a triangular relationship among music, cosmos, and psyche develops in early China, essentially forming a new paradigm within which human relationship to music and cosmic order is understood. La musique joue un rôle important dans le développement des discours sur le corps, en particulier sur la psychologie. Grâce aux textes reçus ou exhumés datant des 3e et 4e siècles avant notre ère, il est possible d'obtenir des aperçus sur l'émergence d'un logos élaboré sur la psyché, soit une "psychologie", dans la mesure où cette psychologie est en relation avec le cosmos. L'article explore deux orientations dans le rôle de la musique en psychologie. La première, plus ancienne, décrit ce que l'auteur appelle une "psychologie de l'influence", qui fournit une explication aux effets bénéfiques de la "bonne" musique sur la culture de soi et sur l'ordre social. La seconde orientation, plus récente, décrit ce que l'auteur appelle une "psychologie de l'harmonisation cosmique", qui identifie la musique avec l'harmonie du cosmos et évoque les sages qui s'accordent sur elle. En examinant de près ces deux perspectives sur la musique, l'article suggère la façon dont une relation triangulaire entre la musique, le cosmos et la psyché s'est développée dans la Chine ancienne, formant essentiellement un nouveau paradigme à l'intérieur duquel comprendre la relation de l'homme à la musique et à l'ordre cosmique.

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13

Lafrance, Michelle N., and Britta Wigginton. "Doing critical feminist research: A Feminism & Psychology reader." Feminism & Psychology 29, no. 4 (August 26, 2019): 534–52. http://dx.doi.org/10.1177/0959353519863075.

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As we approach Feminism & Psychology’s 30th anniversary, we reflect on and explore what makes the journal distinctive – its emphasis on critical feminist psychology. In this article and the accompanying Virtual Special Issue, we outline five methodological considerations that we believe are at the heart of critical feminist scholarship: 1) the politics of asking questions; 2) attention to language/discourse; 3) reflexivity; 4) representation and intersectionality; and 5) mobilizing research for social change. We then draw across a set of 15 articles published in the archives of Feminism & Psychology that showcase one or more of these key features and demonstrate the ‘doing’ of critical feminist psychology. These articles are housed on the journal’s website, as is an additional paper developed for students or those in a position of learning, which explores central ideas and debates that have culminated in critical feminist psychology.

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14

Morawski, Jill G., and Gail Agronick. "A Restive Legacy: The History of Feminist Work in Experimental and Cognitive Psychology." Psychology of Women Quarterly 15, no. 4 (December 1991): 567–79. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00431.x.

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In the last century feminist psychologists have contributed to refining and improving research in experimental psychology. While the accomplishments are cause for celebration during the American Association of Psychology's (APA) Centennial year, especially given the sexism that has accompanied scientific practices, we need to examine more carefully the difficulties—past and present—that attend feminist efforts in the discipline. This brief article explores the strategies that feminist researchers have used to eliminate androcentrism and sexism from experimental and, more recently, cognitive psychology. Such historical reassessment not only reveals the multiple and insightful means by which feminist psychologists have proceeded, but also indicates that feminist work must continue to focus on epistemological and theoretical problems as well as methodological ones.

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15

Lykes, M. Brinton, and Geraldine Moane. "Editors' Introduction: Whither Feminist Liberation Psychology? Critical Explorations of Feminist and Liberation Psychologies for a Globalizing World." Feminism & Psychology 19, no. 3 (July 23, 2009): 283–97. http://dx.doi.org/10.1177/0959353509105620.

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This article explores the roots of feminist and liberation psychologies, positioning examples of contemporary praxis that are deeply informed by today's complex global realities. Examining the consequences of academic and professional women's accompaniment of women `on the margins', that is, those living in `limit situations' deeply affected by global realities of poverty, gender-based violence and structural inequalities, we argue that activist scholars are developing feminist liberationist psycholog(ies) within and beyond the borders of psychology that respond to and incorporate these lived experiences. Through participatory research, pedagogy and community-based workshops, this special issue demonstrates this new praxis. Thus, critical reflexivity and `just enough trust' enable engagement across differences, creating in-between spaces for dialogue, appreciation, and contestation as well as alliances and solidarity — values for a renewed and transformed praxis of psychology with and for those historically marginalized and excluded from our theory and practice.

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16

Todorovic, Milorad, and Vladimir Jovic. "Psychology between psychological and real reality: Which one is explored by psychology?" Zbornik radova Filozofskog fakulteta u Pristini 44, no. 2 (2014): 323–40. http://dx.doi.org/10.5937/zrffp44-6308.

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17

Płotka, Witold. "Approaching the Variety of Lived Experiences: On the Psychological Motives in Leopold Blaustein’s Method." Gestalt Theory 42, no. 2 (August 1, 2020): 181–94. http://dx.doi.org/10.2478/gth-2020-0015.

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SummaryThe article explores psychological motives in Leopold Blaustein’s philosophy. Blaustein was educated in Lvov, Freiburg im Breisgau and Berlin. In his original explorations, he attempted to connect a phenomenological perspective with descriptive psychology. As trained by Twardowski, he took over some motives of understanding the method of philosophy (psychology), its objectives and aims. The author situates Blaustein also in a dialogue with Stumpf and next to the context of Dilthey’s humanistic psychology is examined. Finally, the article explores the influences of Gestalt psychology on Blaustein. The ultimate thesis of the article is that Blaustein’s method can be grasped as a phenomenologically oriented descriptive psychology.

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18

Bloom, G. A. "Sport psychology and concussion: new impacts to explore." British Journal of Sports Medicine 38, no. 5 (October 1, 2004): 519–21. http://dx.doi.org/10.1136/bjsm.2004.011999.

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19

Oluwafemi, Funmilola Adebisi, Andrea De La Torre, Esther Morayo Afolayan, Bolanle Magret Olalekan-Ajayi, Bal Dhital, Jose G. Mora-Almanza, George Potrivitu, Jessica Creech, and Aureliano Rivolta. "Space Food and Nutrition in a Long Term Manned Mission." Advances in Astronautics Science and Technology 1, no. 1 (August 25, 2018): 1–21. http://dx.doi.org/10.1007/s42423-018-0016-2.

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Abstract Fulfillment of space exploration mission is key, but much more important are the lives of the explorers. Keeping the astronauts alive, jolly and healthy for long term manned mission has recently being a major and important research area. A major contribution seems to be the food they eat. For short term space manned missions, astronauts food could be taken along with them from Earth, but for manned missions to the Moon, Mars and Venus which are the current research destinations for long term space missions, they must find a means for their nutrition such as growing plants and finding any other alternatives for their survival. As most of these proposed missions have being designed to be one-way missions whereby the astronauts will not come back to the Earth. Good food and nutrition for astronauts help to keep their psychology and physiology in good shape. In this paper, solutions will be made on the various alternatives for feeding astronauts in the long term missions to various celestial bodies: Moon, Mars and Venus, where the atmosphere, gravity, soil, radiation and other conditions vary from one to the other and may not support germination, growth and development of plants. Therefore, review will be done on the following: having fore knowledge of how plants will grow on these celestial bodies by simulating their soils; using mathematical/theoretical models to get the growth rate of plants in relation to the gravity available on these celestial bodies using available data from terrestrial growth (1 g growth) and microgravity/microgravity simulations facilities; getting to know how the plants will be grown such as using greenhouse method as a result of the atmosphere and radiation in these celestial bodies; and other various alternatives for growing plants and having the astronauts well-nourished such as using aeroponics and hydroponics methods. A brief discussion will also be done on food choice for astronauts considering psychosocial and cultural factors.

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20

Toomey, Thomas, Deborah Richardson, and Georgina Hammock. "Introductory Psychology." Teaching of Psychology 44, no. 3 (June 7, 2017): 246–49. http://dx.doi.org/10.1177/0098628317712749.

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Many students who declare a psychology major are unaware that they are studying a scientific discipline, precipitating a need for exercises and experiences that help students understand the scientific nature of the discipline. The present study explores aspects of an introductory psychology class that may contribute to students’ understanding of psychological science. Surveys were distributed to 168 students, asking how each of several in-class (e.g., attending lecture) and out-of-class (e.g., participating in research studies) research experiences contributed to their knowledge of psychology as a science and understanding of psychological research. Students reported that in-class experiences contributed more to their understanding of psychological research than out-of-class experiences.

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21

Carkenord, David M. "A Group Exercise to Explore Employee Ethics in Business-Related Psychology Courses." Teaching of Psychology 23, no. 2 (April 1996): 100–102. http://dx.doi.org/10.1207/s15328023top2302_6.

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This article describes an in-class group exercise that allows students in business-related psychology courses to explore issues concerning potentially unethical behaviors of employees. Students individually rate 10 employee behaviors of a questionable ethical nature (from Jones, 1990) and then, in small groups, calculate mean group ratings for each behavior. In addition, the groups determine appropriate consequences for some of the behaviors. Students from two classes (Industrial Psychology and Organizational Behavior) responded positively to the exercise on an anonymous survey.

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22

Shepperd, James A. "Developing a Prediction Model to Reduce a Growing Number of Psychology Majors." Teaching of Psychology 20, no. 2 (April 1993): 97–101. http://dx.doi.org/10.1207/s15328023top2002_7.

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This article explores problems associated with increased numbers of undergraduate psychology majors and considers strategies available to psychology departments wishing to reduce these numbers. Special attention is given to an approach using multiple regression procedures to develop a prediction model for reducing the number of psychology majors. With a prediction model, a criterion such as psychology GPA at graduation is selected, and predictors of this criterion (e.g., Introductory Psychology grade and first semester GPA) are examined. The prediction model approach is illustrated with data from Holy Cross College.

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23

O'Donnell, Kelly S. "Community Psychology and Unreached Peoples: Applications to Needs and Resource Assessment." Journal of Psychology and Theology 14, no. 3 (September 1986): 213–23. http://dx.doi.org/10.1177/009164718601400304.

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This article explores the relationship between community psychology and frontier missions. Similarities between these two fields, such as their common perspectives on delivering services to underserved populations, provide points of contact between them. Specific focus is placed on community psychology contributions to missionaries and mission agencies in the area of needs and resource assessment The application of community psychology assessment techniques is discussed by highlighting their use on a frontier project targeting the Nahuatl people of Mexico. Some suggestions for additional applications of community psychology are given.

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24

Beck, James R., and James W. Banks. "Christian Anti-Psychology Sentiment: Hints of an Historical Analogue." Journal of Psychology and Theology 20, no. 1 (March 1992): 3–10. http://dx.doi.org/10.1177/009164719202000101.

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This article explores the similarities between the current Christian anti-psychology movement and the creationist-evolutionary conflict earlier in this century. In this article, we argue that if indeed the movements are similar, we may be observing the beginnings of some important developments: a move by anti-psychology proponents for a centrist position and a new test for orthodoxy among conservative evangelicals–-anti-counseling and anti-psychology dogma.

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25

Rich, Grant J. "Positive Psychology and Humanistic Psychology: Evil Twins, Sibling Rivals, Distant Cousins, or Something Else?" Journal of Humanistic Psychology 58, no. 3 (March 17, 2017): 262–83. http://dx.doi.org/10.1177/0022167817698820.

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This article builds on earlier work by Rich in the Journal of Humanistic Psychology on relations between positive psychology and humanistic psychology and examines both developments and challenges over the past 15 years, including discussion of leading critics of positive psychology such as Brown, Friedman, Held, Kagan, Waterman, and Wong. The discipline of positive psychology is contextualized with respect to the history of psychology in general, and humanistic psychology in particular, and several notable examples of well-being research are examined critically, including work by Fredrickson on the positivity ratio, and mixed-methods research by anthropologists. The article explores some limitations of the use of quantitative methods in positive psychology, notes some advantages of the use of qualitative methods for positive psychology, and discusses issues regarding the relationship between positive psychology and humanistic psychology, including how, whether, if, and when scholars from the two disciplines could collaborate in meaningful and effective ways.

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26

Zhang, Yingying. "Exploring the Ideal and Belief Education of College Students from the Perspective of Positive Psychology." Journal of Contemporary Educational Research 5, no. 6 (June 30, 2021): 87–91. http://dx.doi.org/10.26689/jcer.v5i6.2233.

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This article mainly explores the ideal and belief education of college students based on the perspective of positive psychology. This article first explains the current situation of college students’ mental health education, further elaborates the important role of ideal and belief education based on positive psychology, and finally points out how to realize the ideal and belief education vision among college students in the perspective of positive psychology for reference of relevant personnel.

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27

Phares, Vicky. "Using Memoirs and Autobiographies To Enhance the Teaching of Abnormal Child Psychology." Psychology Learning & Teaching 19, no. 3 (June 23, 2020): 239–57. http://dx.doi.org/10.1177/1475725720933023.

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Memoirs and autobiographies can be rich sources of real-world information for students in psychology classes. These resources have been used in adult-oriented abnormal psychology classes, but have yet to be explored for use in courses on abnormal child psychology. This manuscript reviews the use of memoirs and autobiographies in adult-oriented abnormal psychology classes and then explores the use of memoirs and autobiographies in abnormal child psychology classes. In the Appendix, lists of memoirs and autobiographies are provided that instructors can use as a resource in the selection of books for abnormal child psychology classes. Data are analyzed regarding undergraduate students’ opinions about the use of memoirs in an abnormal child psychology class and an investigation of learning outcomes for classes with and without assigned memoirs is provided. Overall, the use of memoirs and autobiographies appears to be a promising way of enhancing the teaching of abnormal child psychology.

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28

Achoui, Mustapha. "Human Nature from a Comparative Psychological Perspective." American Journal of Islam and Society 15, no. 4 (January 1, 1998): 71–95. http://dx.doi.org/10.35632/ajis.v15i4.2156.

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This paper seeks to advance an understanding of Human Naturethrough Islamic Sources. The paper also seeks to adopt a self-consciouslycomparative approach to psychology, comparing Islamic perspectivewith Western views. The author explores Islamic views on thethree dimensions of psychology - the spiritual, the physiological andthe behavioral. The paper concludes by emphasizing the need for atheoretical basis to define the psychological vision of human nature andto identify the subject matter of psychology within Islamic framework.Psychology cannot be separated from religious, philosophical andmoral issues, the paper insists, therefore it is important that they be integratedin the efforts to articulate Islamic psychology.

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Osbeck, Lisa M. "General Psychology as Common Ground and Point of View: Enduring and Evolving Features." Review of General Psychology 24, no. 1 (February 7, 2020): 6–17. http://dx.doi.org/10.1177/1089268019893974.

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The article draws from historical and contemporary resources to articulate the enduring or persistent responsibilities of general psychology, suggesting “common ground” and “point of view” as useful concepts in line with these. It then explores three important developments in the discipline over the past several decades—big data analytics, methodological proliferation, and critical psychology—and considers the role of general psychology in relation to these developments. The point of the article is to claim and illustrate that general psychology includes a philosophy of science from within, and that it has lasting importance to the broader discipline, even as the discipline itself transforms.

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Denis, Jennifer, and Stéphan Hendrick. "Explorer l’expérience vécue d’intervenants en psychologie clinique et en psychothérapie." Psychothérapies 39, no. 4 (2019): 237. http://dx.doi.org/10.3917/psys.194.0237.

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31

Waters, Lea. "A Review of School-Based Positive Psychology Interventions." Australian Educational and Developmental Psychologist 28, no. 2 (December 1, 2011): 75–90. http://dx.doi.org/10.1375/aedp.28.2.75.

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The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.

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32

Mercer, Sarah. "Positive Psychology in SLA." Australian Review of Applied Linguistics 40, no. 2 (December 1, 2017): 108–20. http://dx.doi.org/10.1075/aral.40.2.02mer.

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Abstract This article begins with an outline of the developments in Positive Psychology (PP) generally and specifically within SLA focusing on theoretical, empirical and practical developments. It moves on to consider PP’s potential contribution to language teaching focusing on how it can help promote emotional, social and psychological wellbeing for language learners and teachers. It explores the concept of ‘Positive Education’ and reflects on possible lessons from these broader developments for a specific approach to ‘Positive Language Education’. It is argued that PP facilitates new ways of thinking about language learning and can provide the ideal vehicle from which to foreground wellbeing as a concept and dual aim in language education.

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Abel, Alexandra. "What is Architectural Psychology?" Dimensions 1, no. 1 (May 1, 2021): 201–8. http://dx.doi.org/10.14361/dak-2021-0126.

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Editorial Summary Alexandra Abel explores the general potential of disciplinary fusion and, specifically, the incorporation of psychology into the field of architecture, aiming for an architectural psychology. In her contribution »What is Architectural Psychology?«, she questions the possible intertwining of the two disciplines, highlighting their reciprocal interconnectivity. She draws specific attention to the substantial ways in which the consideration of psychological findings affect the perception and appropriation of architectural spaces and their sensual and attentive impact on human well-being. In regard to the integration of perceptual and sensory principles into the architectural design, the consideration of psychology becomes inevitable when aiming for a human centered design. [Katharina Voigt]

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Saab, Rim, Arin H. Ayanian, and Diala R. Hawi. "The Status of Arabic Social Psychology: A Review of 21st-Century Research Articles." Social Psychological and Personality Science 11, no. 7 (July 10, 2020): 917–27. http://dx.doi.org/10.1177/1948550620925224.

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This article explores the current state of Arabic social psychology through a selective review of articles written by Arabs, on Arabs, in Arabic (144 articles, published between 2000 and 2015), a basic profiling of first authors, and a regional mapping of graduate social psychology programs. The Levant emerged as the most productive subregion. The most studied topics overall were “the self” and “social adjustment.” Most articles relied primarily on regional references. Furthermore, articles were mostly empirical, correlational, with adult samples, particularly university students. Most first authors were males and very few were specialized in social psychology. Finally, very few graduate social psychology programs were found. We discuss some ways forward for addressing the seemingly marginalized state of social psychology in the Arab region.

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Zuitiņš, Juris, Anita Pipere, and Velga Sudraba. "INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS TO EXPLORE FATHERS’ EXPERIENCE WITH A CHILD IN PALLIATIVE CARE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 21, 2019): 163. http://dx.doi.org/10.17770/sie2019vol7.3720.

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Phenomenological research is commonly used worldwide in the field of health psychology to describe and explain the unique life experiences of health and disease. In Latvia, the phenomenological research in health psychology has not been performed yet. In this study, the methodological aspects of interpretative phenomenological analysis applied to explore the experience of fathers with a child in palliative care will be exemplified. The paper particularly aims to analyze the steps of interpretative phenomenological analysis applied during the study of one father’s experience. A single case will be presented detailing the disclosure of father’s experience and reflection on the process of interpretive phenomenological analysis on interview data. Conclusions in terms of the methodological aspects of interpretative phenomenological analysis will be provided.

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Shults, F. LeRon. "Dis-integrating Psychology and Theology." Journal of Psychology and Theology 40, no. 1 (March 2012): 21–25. http://dx.doi.org/10.1177/009164711204000104.

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This essay explores the dis-integrative dynamics within the ongoing process of relating the disciplines of psychology and theology suggesting that such dissolutive forces can play an important and valuable role in the dialogue. Healthy development requires that we sometimes let things fall apart. The main sections of the article point to the potentially generative power of dis-integrating psychology theology selves and gods. The conclusion addresses the existential fear and desire that often characterize human attempts to hold it all together, i.e., the tasks of “integration” in all its forms.

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Смирнов, Ф., and F. Smirnov. "From Nudge to «Psychology of Big Processes» — on the Role of Psychology in Transformation of the World Financial and Economic Architecture." Auditor 4, no. 10 (November 16, 2018): 44–55. http://dx.doi.org/10.12737/article_5bdac299659b51.99922610.

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The article explores the factor of psychology as an integral part of the evolution of the world economy and world finance. The analysis is given — from particular cases and examples, beginning with Nudge and ending with the «psychology of big processes», which has yet to be explored. A number of examples illustrating the specific scale of the psychological impact on some socio-economic processes are analyzed.

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Stott, Clifford, and John Drury. "Contemporary understanding of riots: Classical crowd psychology, ideology and the social identity approach." Public Understanding of Science 26, no. 1 (August 2, 2016): 2–14. http://dx.doi.org/10.1177/0963662516639872.

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This article explores the origins and ideology of classical crowd psychology, a body of theory reflected in contemporary popularised understandings such as of the 2011 English ‘riots’. This article argues that during the nineteenth century, the crowd came to symbolise a fear of ‘mass society’ and that ‘classical’ crowd psychology was a product of these fears. Classical crowd psychology pathologised, reified and decontextualised the crowd, offering the ruling elites a perceived opportunity to control it. We contend that classical theory misrepresents crowd psychology and survives in contemporary understanding because it is ideological. We conclude by discussing how classical theory has been supplanted in academic contexts by an identity-based crowd psychology that restores the meaning to crowd action, replaces it in its social context and in so doing transforms theoretical understanding of ‘riots’ and the nature of the self.

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Sinha, Chetan. "Post-formalist explanation of academic achievement: Exploring the contribution of John Ogbu and Joe Kincheloe." Journal of Pedagogy 7, no. 2 (December 1, 2016): 33–50. http://dx.doi.org/10.1515/jped-2015-0009.

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AbstractThe present paper attempts to interrogate the existing approach to understand academic achievement in the mainstream educational psychology. The paper explores the persistent question of “why academic achievement gap” in the modern society from the cultural ecological and postformalist framework of John Ogbu and Joe Kincheloe respectively. As mainstream educational psychology limits its scope in the narrowed individualistic lens, paper suggests that dominant identity based curriculum, pedagogy and knowledge may concretize the psychological categories unless revolutionary efforts are made to transcend the boundaries. Thus, paper adopts critical interdisciplinary framework, rejecting positivistic metatheory as an only relevant approach in educational psychology.

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Saban, Mark. "The dis/enchantment of C.G. Jung." International Journal of Jungian Studies 4, no. 1 (March 1, 2012): 21–33. http://dx.doi.org/10.1080/19409052.2012.642480.

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Jung's psychology is founded upon this problem: ‘Somewhere deep in the background I always knew that I was two persons’ (Jung & Jaffé, 1977, pp. 61–62). I intend to read the disquieting tension of this problematic as haunting everything he wrote. My thesis is that Jung's perspective is both enchanted and disenchanted and, moreover, that this antinomial tension makes him and his psychology peculiarly modern. Utilising recent scholarship on the modern occult, which has placed enchantment at the centre of modernity, this paper argues for a peculiarly modern disenchanted enchantment that Jung's psychology both exemplifies and explores.

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Coetzee, Sanet, and Rian Viviers. "An Overview of Research on Positive Psychology in South Africa." South African Journal of Psychology 37, no. 3 (August 2007): 470–90. http://dx.doi.org/10.1177/008124630703700307.

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The paradigm of positive psychology was publicly launched by Martin Seligman in his Presidential Address to the American Psychology Association in 1998. Since then, the scientific study of optimal human functioning gained new momentum. This article provides an overview of research on positive psychology in South Africa. The article explores general trends and the main developments in the field, internationally as well as nationally. South African research in the paradigm of positive psychology was categorised according to a framework developed for the purposes of this article. Results indicate frequencies of South African research undertaken over the last 36 years. Possible future directions for research in the field are pointed out and integrated with recommendations from prominent South African and international authors.

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Yun, Dae-Hyun, and Seyun Park. "Explore Faking of Psychological Scales in Sport Psychology of Youth Athletes." Korean Journal of Sport Psychology 29, no. 1 (February 28, 2018): 31–42. http://dx.doi.org/10.14385/kssp.29.1.31.

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Trevarthen, Colwin. "Après-propos Anthony DeCasper, explorer of a new psychology of intimate intentions in understanding." Enfance 2017, no. 03 (September 2017): 387–401. http://dx.doi.org/10.4074/s0013754517003081.

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Upton, Dominic, and Jesse Martin. "Psychology Learning and Teaching in Wales." Psychology Learning & Teaching 4, no. 1 (March 2005): 6–10. http://dx.doi.org/10.2304/plat.2004.4.1.6.

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A Learning and Teaching Support Network (LTSN) for Psychology sponsored workshop was held in April 2003 to discuss issues related to the research, teaching and learning of psychology in Wales. Representatives of a number of psychology departments from Welsh Higher Education Institutions (HEIs) attended the workshop. This introductory paper presents an overview of the current teaching of psychology in Welsh higher education: the departments, the research being carried out and the unique political context in which Welsh HE currently finds itself. Following this introduction are articles from Enlli Thomas who discusses the problems associated with attempting to teach psychology in Welsh; Paul Sander who reports on the problems associated with teaching increasing numbers of students; Lance Workman who reports on the differing and changing, self-perceptions of old and new university students; and finally Ray Crozier, who presents a study that explores shy students' views on seminars.

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Chou, Chih-Chin, Fong Chan, Jacob Yui Chung Chan, Brian Phillips, Nicole Ditchman, and Ashley Kaseroff. "Positive Psychology Theory, Research, and Practice: A Primer for Rehabilitation Counseling Professionals." Rehabilitation Research, Policy, and Education 27, no. 3 (2013): 131–53. http://dx.doi.org/10.1891/2168-6653.27.3.131.

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Positive psychology is a scientific study that explores what makes life most worth living and applies psychological theory to understand the human strengths that are important for enhancing overall well-being and happiness. The rehabilitation counseling philosophy shares a similar emphasis on personal strengths and the importance of enhancing what is good rather than merely addressing the negative aspects of adversity. The field of rehabilitation counseling provides a solid foundation for the practice of positive psychology and there is great potential for improving services and outcomes for people with disabilities by applying positive psychology approaches in rehabilitation practice and research. The objective of this article is to provide rehabilitation professionals an overview of positive psychology and its application to rehabilitation counseling. Specifically, a brief history of the positive psychology movement, major constructs and research findings, measurement considerations, and empirically supported intervention frameworks will be reviewed.

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Martinsen, Øyvind L., and Adrian Furnham. "The Assimilator–Explorer styles and creativity." Personality and Individual Differences 98 (August 2016): 297–99. http://dx.doi.org/10.1016/j.paid.2016.04.054.

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Lindsay, Pete, Owen Thomas, and Gemma Douglas. "A Framework to Explore and Transform Client-Generated Metaphors in Applied Sport Psychology." Sport Psychologist 24, no. 1 (March 2010): 97–112. http://dx.doi.org/10.1123/tsp.24.1.97.

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Metaphors are pervasive in everyday language, thoughts and actions (Lakoff & Johnson, 1980). The field of sport psychology, and more explicitly practitioner-client dialogue, remain exposed to such communication. Despite the prevalence of metaphor in our daily interactions, metaphorical discourse is often ignored, or unknowingly used in therapeutic settings (Jinks, 2006). However, noticing a client’s use of metaphor may provide an opportunity to work within the athlete’s metaphorical landscape (i.e., the sum total of their symbolic perceptions, Lawley & Tomkins, 2000) to facilitate therapeutic change (Kopp, 1995). Based upon established mainstream approaches, the present article proposes a composite framework for working with client generated metaphors in sport psychology practice (cf. Kopp, 1995; Lawley & Tomkins, 2000; Sims, 2003). The framework is contextualized through an exploration of case examples derived from the authors’ experiences of working within the metaphorical landscape of a series of clients. The article concludes with various implications for the work and training of applied sport psychologists.

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Taylor, Jim. "Prepare to Succeed: Private Consulting in Applied Sport Psychology." Journal of Clinical Sport Psychology 2, no. 2 (June 2008): 160–77. http://dx.doi.org/10.1123/jcsp.2.2.160.

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This article explores the challenges of building a successful private consulting practice in sport psychology. The author examines the extant literature on the experiences of recent graduates as they enter the field of applied sport psychology and also describes how his own educational and early career experiences have shaped his practice. A four-part approach to consulting with athletes is outlined, along with detailed information regarding practice development, clientele identification, and fee structures. The personal qualities essential for creating a successful consulting practice in sport psychology are also explored. Finally, a five-stage model of career development provides guidelines for maintaining and growing a successful consulting practice.

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Coulson, Debra, and Judi Homewood. "Developing psychological literacy: is there a role for reflective practice?" Journal of University Teaching and Learning Practice 13, no. 2 (April 1, 2016): 60–78. http://dx.doi.org/10.53761/1.13.2.5.

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Psychological literacy is an umbrella term that is widely used to describe the attributes or capabilities of psychology graduate (Cranney & Dunn 2011). This article explores some of the complexities inherent in the learning and teaching of psychological literacy by exploring challenges to the development of selfawareness and cultural competence, and posits a role for reflective practice. Evidence for the contribution of reflective practice to the development and application of psychological literacy is offered. The challenges of introducing reflective practice into the psychology curriculum are then discussed, with insights from the literature and a small trial offered to support academics in introducing reflective practice into the higher-education psychology curriculum.

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LASKIN, ARIA. "THE INDIAN PSYCHOLOGICAL ASSOCIATION, THE BIRTH OF THE MODERN DISCIPLINE AND “THE DESTINY OF ONE NATION”, 1905–1947." Modern Intellectual History 10, no. 2 (July 11, 2013): 415–36. http://dx.doi.org/10.1017/s1479244313000085.

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In the age of decolonization, Indian psychology engaged with and nationalized itself within global networks of ideas. While psychology was eventually applied by public intellectuals in explicitly political arenas, this essay focuses on the initial mobilization of the discipline's early Indian experts, led by the founder of the Indian Psychological Association, Narendranath Sengupta. Although modern critics have harshly judged early Indian psychologists for blind appropriation of European concepts, an analysis of the networks through which the science of psychology was developed challenges this oversimplification. Early Indian psychologists developed their discipline within a simultaneously transnational and nationalistic context, in which European ideas overlapped with ancient texts, creating a deliberately “Indian” brand of psychology. As the discipline of psychology exploded across the world, Indian psychologists developed a science ofswaraj, enabling synergies between modern psychological doctrine, philosophy and ancient texts. This paper explores the networks of ideas within which modern Indian psychology was developed, the institutional and civil environment in which it matured, and the framework through which it engaged with and attempted to claim credence within transnational scientific networks.

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