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Добірка наукової літератури з теми "Maturation (Psychology)"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 29 липня 2024

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Статті в журналах з теми "Maturation (Psychology)"

1

Jacobs, Gerard A. "The development and maturation of humanitarian psychology." American Psychologist 62, no. 8 (2007): 932–41. http://dx.doi.org/10.1037/0003-066x.62.8.932.

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2

Gifford, Robert. "Environmental Psychology and Sustainable Development: Expansion, Maturation, and Challenges." Journal of Social Issues 63, no. 1 (March 2007): 199–212. http://dx.doi.org/10.1111/j.1540-4560.2007.00503.x.

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3

Tod, David. "The Long and Winding Road: Professional Development in Sport Psychology." Sport Psychologist 21, no. 1 (March 2007): 94–108. http://dx.doi.org/10.1123/tsp.21.1.94.

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To date, there has been limited discussion of sport psychology consultant development, and there is not a comprehensive knowledge base on practitioner maturation. In this article the author argues that counselor-development literature might contribute to sport psychology consultant training and practitioner-maturation research. The author reviews counselor-development theory and highlights similarities with sport psychology literature, such as the documentation of trainees’ anxieties. Implications for practitioner training include matching instructional methods to trainees’ developmental needs, creating strategies for making use of modeling and simulated or real client interactions, and helping trainees deal with anxiety and conflict. Possible research directions include following sport psychology consultants longitudinally and recording experienced practitioners’ life histories. The use of counselor-development literature might assist educators and supervisors in their interactions with trainees, help practitioners reflect on and perhaps improve their service-delivery practices, and stimulate studies that contribute to a broader understanding of sport psychology consultant development.
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4

Levine, Kay L., and Ronald F. Wright. "Prosecutor Risk, Maturation, and Wrongful Conviction Practice." Law & Social Inquiry 42, no. 03 (2017): 648–76. http://dx.doi.org/10.1111/lsi.12209.

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In this article we rethink the connection between prosecutorial experience and conviction psychology that undergirds much of the academic literature about wrongful convictions. The conviction psychology account of prosecutorial behavior asserts that prosecutorial susceptibility to cognitive biases deepens over time, thereby increasing the risk that prosecutors will become involved in wrongful convictions the longer they stay in the profession. Our interviews with more than 200 state prosecutors call into question the basis for this asserted correlation between prosecutorial experience and risk of misconduct. The prosecutors we met consistently reported that, all else equal, prosecutors tend to become more balanced, rather than more adversarial, over time. Hence, the prosecutors who present the greatest risk of producing a wrongful conviction are those who are either inexperienced or resistant to the normal maturation process. For this reason, we suggest that wrongful conviction researchers and database designers pay closer attention to the variables associated with prosecutorial experience and resistance that might affect the development of prosecutorial maturity and the consequent risk of wrongful convictions.
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5

Bleidorn, Wiebke, Theo A. Klimstra, Jaap J. A. Denissen, Peter J. Rentfrow, Jeff Potter, and Samuel D. Gosling. "Personality Maturation Around the World." Psychological Science 24, no. 12 (October 18, 2013): 2530–40. http://dx.doi.org/10.1177/0956797613498396.

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6

Skoczenski, Ann M., and Anthony M. Norcia. "Late Maturation of Visual Hyperacuity." Psychological Science 13, no. 6 (November 2002): 537–41. http://dx.doi.org/10.1111/1467-9280.00494.

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We used a visual evoked-potential measure to study the development of two components of pattern vision, vernier acuity and grating acuity, in humans from early infancy through adolescence. These two visual functions develop at similar rates and have nearly the same absolute values between 1 month and 6 years of age. After age 6, grating acuity is constant at the adult level, but vernier acuity continues to improve, becoming a hyperacuity. Vernier acuity reaches asymptotic levels around age 14 years. These results suggest that adultlike vernier hyperacuity is not limited by spatial resolution or sensitivity of small receptive fields, but rather that the limitation is imposed by higher-level processing. Sensitivity, connections in visual cortical areas, or both therefore retain plasticity throughout childhood and into adolescence.
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Oliveira-Berry, Jill M., Patrick H. DeLeon, and R. Jennings. "The maturation of a profession." Psychoanalytic Psychology 21, no. 4 (2004): 614–17. http://dx.doi.org/10.1037/0736-9735.21.4.614.

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8

Bodnar, Richard J. "A Maturation in Pain Research." Contemporary Psychology: A Journal of Reviews 42, no. 6 (June 1997): 514–16. http://dx.doi.org/10.1037/000301.

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9

Chorzewski, Kateryna. "A STORY OF ETERNAL IMMATURITY – CHILD PSYCHOLOGY IN WITOLD GOMBROWICZ’S WORKS." Polish Studies of Kyiv, no. 37 (2021): 324–35. http://dx.doi.org/10.17721/psk.2021.37.324-335.

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The article considers the concept of childishness and the signs of child psychology in the works of Witold Gombrowicz. This concept is a key to the whole philosophical system of the writer, as the vast majority of his works written before and after leaving for Argentina, based on the moral and ethical conflict of maturation and participation of children and adults in this process – in this series are works “Ferdydurke”,”Diary of maturation”,”Marriage”,”Space”,”Pornogr aphy”, “Trans-Atlantic”. The phenomenon of infinite maturation is inextricably linked with Gombrowicz’s conception of Form as a personality-creating factor, but at the same time childishness has a greater ontological force than the imposition of social roles and masks. The analysis of Gombrowicz’s prose and dramatic works makes it possible to crystallize the manifestations of obvious signs of child and adolescent psychology embodied in the behavior of the protagonists. And the fact that most of Gombrowicz’s characters are a symbolic embodiment of the author’s personality only confirms these observations: the state of permanent childhood and the burden of family influence are autobiographical components taken from the author’s personal life and his relationship with his family, especially his mother. Gombrowicz repeatedly wrote about this in his diary, analyzing his status in the family and his mother’s influence on the formation of his personality.
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10

Ornitz, Edward M., Donald Guthrie, Andrea R. Kaplan, Shelly J. Lane, and Robert J. Norman. "Maturation of Startle Modulation." Psychophysiology 23, no. 6 (November 1986): 624–34. http://dx.doi.org/10.1111/j.1469-8986.1986.tb00681.x.

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Дисертації з теми "Maturation (Psychology)"

1

Bradley, Frankie M. "Picking up rocks." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008m/bradley.pdf.

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2

Rothaupt, Jeanne W. "A mother's portrait of loss and transcendence implications for bereavement theory /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430371&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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3

Phebus, John B. "Development of traits and motives across the lifespan." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1490083931&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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4

Scotten, Sandey A. "A study of the impact and value of a personal development program on adolescents." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28279.

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Adolescence has been characterized as a formative time of stress, anxiety, and change. Any index of adolescent development confirms the fact that this is a difficult developmental period. Youths are dealing with demands from a myriad of directions and thus require guidance and skill to optimally grow through this stage. An affective, personal development program designed to address adolescent needs is investigated in this study. Although the literature supports the need for affective, developmental education, little empirical evidence exists to document the impact, value and validity of such educational programs. This study tested a hypothesis that an affective, personal development program would enhance the overall psychological well-being of adolescent participants. A secondary hypothesis was that this educational training would have a differential outcome for gender. Sixty nine subjects, aged fourteen to nineteen, completed the Personal Orientation Inventory: 37 females, 26 males, and 6 returnees. The POI is purported to measure positive mental health; the interviews and questionnaires were designed to reflect the participants' self-perceived gains. Statistical analyses indicated significant positive changes on all POI scales for the pooled male and female scores. Gender differences were found, favoring females, on the two POI major scales and six of the ten subscales. All findings, qualitative and quantitative, indicate that an affective personal development program does enhance personal and interpersonal growth, thus the overall psychological well-being of adolescents. This program, although beneficial to both males and females, appears to have a more favorable outcome for females.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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5

Brooks, Amy L. "A study of the relationship between the increased growth and development of elementary students participating in extracurricular activities and the adaptations that parents, schools, and communities make to meet these after school needs." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000brooksa.pdf.

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6

Wei, Mei-Fen. "Attachment, coping, conflicted emotion, and psychological distress : testing a mediational modle [sic] /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974699.

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7

MacLeod, Cynthia J. "Effects of Collaboratively Fostered and Integrated Spiritual Maturation in a Meditation Group Known as the Process Group." Thesis, Michigan School of Professional Psychology, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587933.

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This qualitative case study of a meditation group known as the Process Group examines the group's collaboration on practices that foster spiritual maturation following spiritual opening into the first phase of enlightenment. Twenty-one participant accounts provide an intimate portrait of stabilizing and integrating Unity consciousness, maintaining a co-creative relationship with the Divine, and actively expressing this in the world, especially through creative altruism. Using the hermeneutical research method known as intuitive inquiry, analysis of the data employed traditional and non-traditional approaches that were supported with member validity checks. Findings generated a clear picture of optimal group functioning in higher stages of consciousness, practices that lead to and sustain nondual awareness in day-to-day interaction, and conditions that generate creative altruism. Findings are distilled into lenses that can be operationalized into training programs for teams interested in altruistic activity. The Process Group demonstrates that peak spiritual experiences can be supported with group practices that deepen the spiritual opening process and the mutually affecting relationship with the Divine over time, increasing relational intelligence and creative expression. Findings also demonstrated that spiritual maturation can increase individuation and communion simultaneously and interactively. This is a portrait of spiritual practice that facilitates fully embodied enlightenment, active incarnation in the world, presenting the healed versions of what is possible in the clearest human interaction, and maturation that proceeds in cooperation with the Divine.

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8

Roeske, Danielle. "From self-doubt to uncertainty in the analytic act| A narrative study of therapist maturation." Thesis, California Institute of Integral Studies, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594745.

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This qualitative study explored and analyzed the narrative experiences of senior psychotherapists and their capacity to tolerate and make meaning of uncertainty in their clinical work. While research on therapist development tends to agree that the maturation of the clinician is an ongoing process (Bruss & Kopala, 1993; Eckler-Hart, 1987; Gold, 2005; Guinee 1998; Kaslow & Rice, 1985; Lamb, Baker, Jennings & Yarris, 1982; Solway, 1985; Suran & Sheridan, 1985), little research has been conducted that documents this process from the perspective of the senior analyst. In addition, despite widespread acknowledgment of uncertainty as an ever-present phenomenon among clinicians, there have been few studies that address how a relationship to uncertainty unfolds. In other words, how does one move from a primary position of insecure self-doubt into an openness and tolerance for analytic uncertainty? This study employed a theoretical framework to help organize the inquiry and data analysis. Using Ogden's (1986) interpretation of Klein's (1946/1994) paranoid-schizoid/depressive model, the experiential constructs of analytic uncertainty and insecure self-doubt were explored in the form of an ongoing dialectic. Semistructured interviews were conducted among eight San Francisco Bay Area psychoanalytically oriented psychologists and data were analyzed through open coding. The results yielded a total of 11 core themes and 9 subthemes, distributed among 3 principle sections: Integration of Uncertainty, Early Encounters With Uncertainty and Self-Doubt, and Abstract Analysis: An Ongoing Dialectic. Key findings from the present study include (a) uncertainty is core to analytic work and is what allows for creative discovery; (b) despite its value, uncertainty is difficult to bear; (c) early encounters with clinical uncertainty often lead to feelings of self-doubt; (d) self-doubt, when experienced as a personal failing, has a tendency toward shutting therapists down; (e) therapists' experiences of self-doubt and uncertainty remain in an ongoing dialectic; and (f) faith is the impetus behind tolerance for uncertainty and it enables productive use of self-doubt.

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9

Geise, Aaron C. "Personal growth and personality development well-being and ego development /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5667.

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Thesis (M.A.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Includes bibliographical references.
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10

Ronca, April E. "The effects of decerebration prior to maturation: species-typical behavior, sensory processes, and learning /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662146174.

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Книги з теми "Maturation (Psychology)"

1

Nelson, Goud, and Arkoff Abe, eds. Psychology and personal growth. 8th ed. Boston: Pearson/Allyn and Bacon Publishers, 2009.

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2

Kruckeberg, Katja. Leadership and personal development: A state of the art toolbox for the 21st century professional. Charlotte: IAP, Information Age Pub., 2011.

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3

Mellor, Christie. Were you raised by wolves?: Clues to the mysteries of adulthood. New York: Collins, 2008.

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4

Winnicott, D. W. Processus de maturation chez l'enfant: Développement affectif et environnement. Paris: Payot, 1990.

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5

Cataluccio, Francesco. Immaturità: La malattia del nostro tempo. Torino: G. Einaudi, 2004.

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6

Golʹt︠s︡ova, N. V. Psikhologii︠a︡ sot︠s︡ialʹnogo razvitii︠a︡: Tradit︠s︡ii i issledovatelʹskie perspektivy : sbornik nauchnykh trudov kafedry psikhologii. Minsk: Amalfei︠a︡, 2011.

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7

Mercer, Mary E. The art of becoming human: Patterns of growth, the adventure of living, love & separation, limitless possibilities. Amherst, N.Y: Prometheus Books, 2002.

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8

Mercer, Mary E. The art of becoming human: Patterns of growth, the adventure of living, love & separation, limitless possibilities. Amherst, N.Y: Prometheus Books, 1997.

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9

Nelson, Goud, and Arkoff Abe, eds. Psychology and personal growth. 7th ed. Boston: Pearson/Allyn & Bacon, 2006.

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10

Claude, Bouchard, ed. Growth, maturation, and physical activity. Champaign, Ill: Human Kinetics Books, 1991.

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Частини книг з теми "Maturation (Psychology)"

1

Vygotsky, L. S. "The Psychology of Sexual Maturation." In Perspectives in Cultural-Historical Research, 135–64. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2972-4_7.

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2

Sarigiani, Pamela A., and Anne C. Petersen. "Adolescence: Puberty and biological maturation." In Encyclopedia of psychology, Vol. 1., 39–46. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-016.

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3

Fuqua, John S., and Alan D. Rogol. "Puberty: Its Role in Adolescent Maturation." In Handbook of Adolescent Health Psychology, 245–70. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6633-8_18.

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4

Levant, Ronald F., and Y. Joel Wong. "Introduction: Maturation of the psychology of men and masculinities." In The psychology of men and masculinities., 3–11. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000023-001.

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5

Fitzgerald, Barbara Ann. "Psychologic Maturation." In Clinical Perspective in Obstetrics and Gynecology, 27–33. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5064-7_3.

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6

Eayrs, J. T. "Sex Differences in the Maturation and Function of the Nervous System in the Rat." In Ciba Foundation Symposium - Hormones, Psychology and Behaviour (Book I of Colloquia on Endocrinology, Vol. 3), 18–33. Chichester, UK: John Wiley & Sons, Ltd, 2008. http://dx.doi.org/10.1002/9780470715178.ch3.

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"/ Heredity, Maturation, and Early Learning." In Textbook of Psychology (Psychology Revivals), 145–72. Psychology Press, 2013. http://dx.doi.org/10.4324/9781315819396-15.

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Tamnes, C. K. "Postnatal Brain Maturation." In Reference Module in Neuroscience and Biobehavioral Psychology. Elsevier, 2017. http://dx.doi.org/10.1016/b978-0-12-809324-5.02978-3.

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9

Lefkowitz, Joel. "The maturation of a profession." In Humanitarian Work Psychology and the Global Development Agenda, 200–204. Routledge, 2015. http://dx.doi.org/10.4324/9781315682419-18.

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Fordham, Michael. "Maturation of ego and self in infancy*." In Analytical Psychology: a Modern Science, 83–94. Routledge, 2018. http://dx.doi.org/10.4324/9780429471797-7.

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Тези доповідей конференцій з теми "Maturation (Psychology)"

1

Bogacheva, Polina, Ekaterina Pravdivceva, Anastasia Molchanova, Olga Balezina, and Alexander Gaydukov. "INVOLVEMENT OF BDNF MATURATION BY-PRODUCTS IN THE REGULATION OF SYNAPTIC TRANSMISSION IN MATURE AND NEWLY-FORMED MOUSE MOTOR SYNAPSES." In XVIII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2698.sudak.ns2022-18/80.

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Akopov, Garnik V. "CONTEMPLATION: THE RATIO OF CONSCIOUS AND UNCONSCIOUS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact010.

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"In psychological science, the concept of contemplation is not included in the most important categories of psychology, such as activity, consciousness, personality. The dictionary meanings of the term “contemplation” are ambiguous. In psychology, in addition to the categorical analysis of contemplation (S.L. Rubinstein) and its attribution to fundamental concepts (A.V. Brushlinsky), there are also interpretations of contemplation, which are synonymous to intuition (A. Bergson) and meditation (V.F. Petrenko, Han F. De Wit), insight (preconceptual thinking - T.K. Rulina), mystical states (W. James, P.S. Gurevich). Contemplation, unlike intuition, meditation and insight, does not have a previous reportable history. In our studies, contemplation is considered as an unconscious mental phenomenon that exists in the forms of a process, state, and also the properties of an individual (contemplative personality). Not coinciding with the processes of attention, memory, perception, thinking, etc., contemplation, however, is activated on their basis. The difference lies in the uncontrollability of this process, since its contents are not presented to consciousness. Therefore, contemplation is also different from dreams, experiences, intentions and other internally substantive mental phenomena. Despite the fact that consciousness does not have access to the content of contemplation (access-consciousness), the process itself is realized by man. In this we see the difference between contemplation as unconscious activity and Freudian understanding of the unconscious. Other differences are: involuntary entry and random exit from the state of contemplation; emotional equipotentiality of contemplation, i.e. the invariability of the emotional background of contemplation from the beginning to the exit from it. In ontogenesis, contemplation is most clearly represented in infancy, in youth, and in old age, as well as during periods of age and other life crises. Reminiscences of students record the age range from 11 to 17 years as the most saturated with contemplation; least at the age of 6-8 years (L.S. Akopian). Contemplation as an unconscious activity periodically replaces purposeful activity, contributing to the maturation, correction, transformation of the person’s life meanings in their micro-, meso- and macro-macro dimensions. Contemplation also fulfills the function of partially liberating oneself from an excess of affairs, concerns, plans, aspirations, and other forms of conscious activity. The development of practice-oriented forms of actualization of contemplation will expand the range of psychotherapeutic methods."
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