The Journal of Individual Psychology最新文献

{"title":"Positive Discipline Cross-Cultural Examples for Transforming and Empowering Collaborative Teams in the Workplace","authors":"Dina Emser","doi":"10.1353/jip.2023.a904857","DOIUrl":"https://doi.org/10.1353/jip.2023.a904857","url":null,"abstract":"ABSTRACT:The COVID-19 pandemic, modern technology, changing societal norms, and competition are requiring organizations to adapt rapidly to sudden shifts in market conditions. Organizations now require more teamwork in the workplace. The interpersonal skills required for productive teamwork are far different from technical skills. Having a framework for interpersonal skills training, practice, and mastery can promote and sustain a healthy climate of mutual respect, collaboration, engagement, and productivity at work. The need for workplace interpersonal skills training based on an Adlerian theoretical foundation led to the development of Positive Discipline: Empowering People in the Workplace. Cross-cultural case examples show how Positive Discipline and Adlerian Individual Psychology can transform and empower teams in the workplace. The examples specifically show how the experiential learning inherent in all Positive Discipline training programs helps leaders and team members across cultures understand and shift perceptions, expand interpersonal competencies, and increase useful behavior as well as contributions in the workplace.摘要:新冠疫情、現代科技、不斷變化的社會規範和競爭，要求組織迅速適應市場的急遽變化，在工作上需要更多的團隊合作。有生產力的團隊合作需要良好人際能力，不僅是操作技巧，還需要有架構的進行人際能力培訓、練習和精熟，才能促進和維持組織中的互相尊重、合作、參與、和有生產力的健康氛圍。基於職場人際能力培訓的需求，發展出基於阿德勒理論基礎的正向教養：職場賦能課程。本研究中的跨文化案例呈現如何運用正向教養和阿德勒心理學對工作團隊進行賦能和改變，也具體呈現正向教養課程固有的體驗式學習法，如何幫助跨文化的領導者和團隊成員理解和轉變觀點、擴展人際能力，並增加在職場的有效行為和對組織的貢獻。Abstract:Abstract:La pandémie du COVID-19, les nouvelles technologies, l'évolution des normes sociétales et la concurrence imposent aux organisations de s'adapter rapidement aux changements brutaux du contexte économique. Il est aujourd'hui indispensable de développer davantage le travail d'équipe dans les entreprises. Les compétences interpersonnelles nécessaires à un travail d'équipe efficace sont très différentes des compétences techniques. Pour favoriser un climat sain et durable de respect mutuel, de collaboration, d'engagement et de productivité au travail, il est bon de définir un cadre qui permette de se former, de mettre en pratique et de maîtriser les compétences interpersonnelles. Le besoin d'une formation aux compétences interpersonnelles en contexte professionnel ancrée dans les fondements de la Psychologie Adlérienne a abouti à la création de la formation Discipline Positive: encourager et responsabiliser les équipes dans le cadre professionnel (Empowering people in the workplace). Des exemples interculturels concrets illustrent la façon dont la Discipline Positive et la Psychologie Adlérienne peuvent transformer, responsabiliser et encourager les équipes au travail. Plus précisément, ces exemples mettent en lumière la manière dont l'apprentissage expérientiel, inhérent à toutes les formations de Discipline Positive, aide les dirigeants et les collaborateurs par-delà les cultures à comprendre et modifier leurs perceptions, à développer leurs compétences interpersonnelles et à adopter des comportements constructifs et contribu","PeriodicalId":508530,"journal":{"name":"The Journal of Individual Psychology","volume":"42 1","pages":"157 - 175"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139371720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positive Discipline Class Meetings: Student, Parent, and Teacher Perspectives in an International Baccalaureate School in Egypt","authors":"R. Sharaf, Enas A. Elkadi, Eman E. Mahmoud","doi":"10.1353/jip.2023.a904856","DOIUrl":"https://doi.org/10.1353/jip.2023.a904856","url":null,"abstract":"ABSTRACT:This study examined Positive Discipline implementation of class meetings in the International Baccalaureate curriculum at Oasis International School in Cairo, Egypt. The main objective was to investigate the outcomes of Adlerian Positive Discipline class meetings on students' social-emotional learning and decision-making skills using a mixed-methods approach. This study employed a convergent case study that used both qualitative and quantitative methods. The sample consisted of 568 students in grades 3–12, in addition to the parents and teachers of those students. Of the seven themes that emerged, the three highest point estimates of the responses for most preferred by students were decision-making, self-management, and communication skills. Students reported liking both the opportunity to connect with classmates and time spent on social-emotional learning. Implications for program implementation are discussed.摘要:本研究檢視了埃及開羅綠洲國際學校國際文憑課程的正向教養 (Positive Discipline) 班級會議實施成效。主要目的是使用混合研究法調查，基於阿德勒理論的學校正向教養班級會議對學生社會情緒學習和決策能力的影響，本研究採用質化和量化方法的聚斂式個案研究，樣本包括五百六十八位三至十二年級的學生，以及這些學生的家長和老師。研究結果出現的七項主題中，學生最喜歡和獲得最高分的三項是制定決策、自我管理和溝通技巧；學生們表達喜歡與同學交流和社會情緒學習的時間。研究中也討論在學校實施正向教養計畫的影響。Abstract:Abstract:Este estudio examinó la implementación de las reuniones de clase de Disciplina Positiva (DP) en el currículo del bachillerato internacional del colegio Oasis Internacional en El Cairo, Egipto. El objetivo principal fue investigar los resultados de las reuniones de clase de DP (basadas en Adler) en el aprendizaje socioemocional y las habilidades de toma de decisiones en los estudiantes a través de un enfoque de método mixto. Esta investigación utilizó un estudio de caso convergente que utilizó métodos tanto cualitativos como cuantitativos. La muestra consistió en 586 estudiantes de tercer a doceavo grado, además de los padres y profesores de esos estudiantes. De los siete temas que surgieron, los tres puntajes estimados más altos de respuestas de lo más preferido por los estudiantes fueron la toma de decisiones, el automanejo y las habilidades de comunicación. Los estudiantes reportaron el gusto tanto por la oportunidad de conectar con compañeros de clase como por el tiempo dedicado en el aprendizaje socioemocional. Las implicaciones de la implementación del programa son discutidas.Résumé:Cette étude a examiné la mise en place des Temps d'Echange en Classe de la Discipline Positive (DP) dans le programme du Baccalauréat International à l'école internationale Oasis au Caire, en Égypte. L'objectif principal était d'étudier les résultats des Temps d'Echange en Classe de la Discipline Positive qui basée sur les principes adlériens sur l'apprentissage socio-émotionnel et les compétences de prise de décision des élèves, en utilisant une approche à méthode mixte. Cette étude a employé une étude de cas convergente qui a utilisé des méthodes qualitatives et quantitatives. L'échantillon était composé de 568 élèves du CE2 à la terminale, ainsi que des parents et des enseignant","PeriodicalId":508530,"journal":{"name":"The Journal of Individual Psychology","volume":"3 1","pages":"143 - 156"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139371449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the Efficacy of Positive Discipline Parent Education","authors":"E. D. Ferguson, Kelly P. Gfroerer","doi":"10.1353/jip.2023.a904854","DOIUrl":"https://doi.org/10.1353/jip.2023.a904854","url":null,"abstract":"ABSTRACT:In this study, a sample of 258 parents was recruited to attend free 6-week parenting classes for the purpose of examining the effectiveness of Positive Discipline, specifically changes in parent attitudes, values, and self-reported behaviors, measured before and after training. Posttest 1 results indicated that parents who attended at least four of the 6-week sessions showed a statistically significant decrease in autocratic (authoritarian) parenting, a decrease in parent overreactivity, and a decrease in harsh parenting practices over the control group. Posttest 2 results showed that parents adopted more positive parenting attitudes, behaviors, and practices after attending at least four sessions of Positive Discipline parent training. Furthermore, a statistically significant decrease in corporal punishment was reported after attending four or more training sessions. These results provide support for the efficacy of Positive Discipline parent education as a best practice for helping parents to decrease corporal punishment and respond in a calm manner to their children's challenging behaviors.摘要:這項研究招募了二百五十八位家長樣本參加為期六周的免費家長課程，目的是檢驗正向教養（Positive Discipline）家長培訓的有效性，研究透過隨機分配到處遇組和對照組，聚焦測量家長態度、價值觀和自我報告行為在參加課程前後的改變。所有家長都須要完成前測作為衡量基準，然後參與者被隨機分配到處遇組，參加為期六周的家長課程或對照組候補名單。當處遇組完成為期六周的家長課程後，兩組家長均接受處遇後測量一。被分配到對照組的家長隨後也參加了為期六周的家長課，所有家長完成培訓後再完成處遇後測量二的家長自我報告。後測一結果顯示，與對照組相比，至少參加了六周課中四堂課的家長，統計顯著減少專制（獨裁式）教養、減少過度反應和減少嚴厲教養行為。後測二結果顯示，家長在參加至少四次正向教養家長課堂後，採取了更正向的教養態度、行為和做法。此外，在參加四次或更多次正向教養課堂後，統計顯著減少體罰（例如，擊打、掌摑和/或打屁股）。這些結果支持正向教養家長課程作為最佳實踐方法能有效幫助家長減少體罰，並且冷靜應對孩子的挑戰行為。Abstract:Résumé:Dans cette étude, un échantillon de 258 parents a été recruté pour participer à des ateliers de parentalité gratuits sur six semaines, dans le but d'examiner l'efficacité de cette formation à la Discipline Positive pour les parents en utilisant une affectation aléatoire aux groupes de traitement et de comparaison. Plus précisément, l'étude s'est centrée sur les changements d'attitudes, de valeurs et de comportements autodéclarés par les parents, mesurés avant et après la formation. Tous les parents ont rempli un pré-test pour évaluer les mesures de base. Ensuite, les participants ont été assignés de manière aléatoire à un groupe de traitement pour une formation de six semaines en guidance parentale ou à un groupe contrôle sur liste d'attente. Lorsque le groupe de traitement a terminé la série d'ateliers sur six semaines, tous les parents des deux groupes ont participé à des mesures de post-traitement 1. Les parents assignés au groupe contrôle ont ensuite suivi le parcours de guidance parentale sur six semaines. Une fois que tous les parents ont terminé la formation, ils ont été invités à remplir une auto-évaluation de post-traitement 2. Les résultats du post-test 1 indiquent que les parents qui ont assisté à au moins quatre des six sessions montrent une diminution statistiquement significative des pratiques parentales autocratiques (autoritarisme), une diminution de la sur-réactivité pa","PeriodicalId":508530,"journal":{"name":"The Journal of Individual Psychology","volume":"101 1","pages":"105 - 120"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139371531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positive Discipline Travels the World","authors":"J. Nelsen","doi":"10.1353/jip.2023.a904853","DOIUrl":"https://doi.org/10.1353/jip.2023.a904853","url":null,"abstract":"ABSTRACT:The author shares her journey in search of parenting skills that led her to Adlerian psychology, the North American Society for Adlerian Psychology, and the creation of Positive Discipline. Positive Discipline grew through collaboration with many coauthors. After writing Positive Discipline for Teenagers and Positive Discipline in the Classroom with Lynn Lott, Nelsen and Lott collaborated to develop two experiential training programs: Teaching Parenting the Positive Discipline Way (to certify Positive Discipline parent educators) and Positive Discipline in the Classroom (to certify Positive Discipline teacher educators). These and all other Positive Discipline trainings are based on Adlerian psychology's theory and practice. As the popularity of Positive Discipline grew globally, a nonprofit, the Positive Discipline Association, was formed to oversee training, certification, and research. The Positive Discipline Association provides a community and support for Positive Discipline certified educators and trainers. In addition to outlining how Positive Discipline developed, the author shares specific Positive Discipline experiential activities with an emphasis on how Adlerian concepts are fundamental in their use.摘要:作者分享了她尋找育兒技能的旅程，這趟旅程引領她接觸到阿德勒心理學、北美阿德勒心理學協會，並且創立了正向教養（Positive Discipline）。正向教養是透過與許多合著作者共同發展的，在與琳•洛特（Lynn Lott）撰寫了《跟阿德勒學正向教養：青少年篇》（Positive Discipline for Teenagers）和《跟阿德勒學正向教養：教師篇》（Positive Discipline in the Classroom）之後，簡尼爾森和琳洛特合作開發了兩個體驗式培訓計畫：正向教養家長講師工作坊（Teaching Parenting the Positive Discipline Way）（以認證正向教養家長講師）和正向教養學校講師工作坊（Positive Discipline in the Classroom）（以認證正向教養學校講師），這二項和所有其他的正向教養培訓課程都根基於阿德勒心理學的理論和實踐。隨著正向教養在全球越來越受歡迎，非營利組織正向教養協會隨之成立，以監督培訓課程、認證師資和研究報告，也為正向教養認證講師和導師們提供社群和支持。本論文除了概述正向教養如何發展之外，還分享了具體的正向教養體驗活動，並特別說明阿德勒概念如何成為其運用的基礎。Abstract:Abstract:La autora comparte su viaje en busca de habilidades de crianza que la llevaron a la psicología Adleriana, NASAP, y la creación de la Disciplina Positiva. La Disciplina Positiva creció a través de la colaboración con muchos coautores. Después de haber escrito Disciplina Positiva para adolescentes y Disciplina Positiva en el salón de clase con Lynn Lott, Nelsen y Lott colaboraron para desarrollar dos programas de entrenamiento experiencial: Disciplina Positiva en la familia (para certificar a educadores de padres en Disciplina Positiva) y Disciplina Positiva en el salón de clase (para certificar a profesores como educadores de Disciplina Positiva en el salón de clase). Estos y otros entrenamientos de Disciplina Positiva están basados en la teoría y práctica de la psicología Adleriana. A medida que creció la popularidad de Disciplina Positiva globalmente, una organización sin fines de lucro, la Asociación de Disciplina Positiva, fue creada con el fin de supervisar los entrenamientos, certificaciones e investigaciones. La Asociación de Disciplina Positiva ofrece una comunidad y brinda apoyo a educadores y entrenadores certificados en Disciplina Positiva. Además de describir cómo ","PeriodicalId":508530,"journal":{"name":"The Journal of Individual Psychology","volume":"10 1","pages":"104 - 88"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139371414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconnecting: Positive Discipline Skills to Support Social and Emotional Development in Young Children Affected by COVID-19","authors":"Cheryl L. Erwin, Michele R. Frey","doi":"10.1353/jip.2023.a904855","DOIUrl":"https://doi.org/10.1353/jip.2023.a904855","url":null,"abstract":"ABSTRACT:The COVID-19 pandemic affected virtually every aspect of life in communities around the world, including parenting, education, and mental health. Children younger than 6 years old—for whom so much of their life has occurred during the pandemic—may have missed critical windows in social, emotional, and language development. Adults have struggled to maintain supportive and positive relationships with the children in their charge. Some young children lost important relationships; for others, these relationships were damaged or otherwise negatively affected. This article ties the residual effects of COVID-19 to the need to reestablish those very important relational connections for young children and parents, caregivers, and teachers through Positive Discipline parenting and classroom management programs based on the teaching of Alfred Adler and Rudolf Dreikurs. Positive Discipline strategies are designed to provide the essential components of healthy, positive connections all children so desperately need for healthy development.摘要:新冠疫情幾乎影響了世界各地人群的全面生活，包括育兒、教育、經濟、醫療和心理健康。特別是 6 歲以下的兒童－其中有許多孩子從出生至今都處於疫情期間－他們可能錯過了人際、情緒和語言發展的關鍵期。雖然家長、照顧者和老師一直在努力保持著提供孩子們正向的關懷，有些幼兒仍不幸失去與家長和照顧者的重要關係，也有其他幼兒的重要關係受損或有負面影響。隨著學校和公共場所重新開放，人們逐漸回歸正常生活，家長和教保專業人員必須瞭解疫情對幼兒的影響，以及如何能最佳的支持與鼓勵他們發展韌性和學習能力。本論文透過正向教養（Positive Discipline）在家庭與班級經營的規劃，結合疫情後殘餘影響和重建幼兒與家長、照顧者和教師之間重要關係的需求。這些正向教養課程規畫以阿德勒（Alfred Adler）和德雷克斯（Rudolf Dreikurs）的理論作為基礎，設計主旨在於提供兒童健康發展所必需的健康與正向連接要素。Abstract:Abstract:La pandemia COVID-19 afectó virtualmente cada aspecto de la vida en comunidades alrededor del mundo, incluyendo la crianza, educación, economía, cuidados médicos y salud mental. Para los niños menores a seis años–muchos para los cuales su vida entera ha ocurrido durante la pandemia–ventanas críticas en el desarrollo social, emocional y del lenguaje pudieron perderse. Padres, cuidadores y profesores han tenido dificultades para mantener relaciones positivas y de soporte con los niños que están a su cargo. Sin embargo, relaciones importantes con padres y cuidadores se perdieron para algunos niños pequeños; para otros, estas relaciones se vieron dañadas o afectadas negativamente. A medida que los salones de clase y espacios públicos abren nuevamente y las personas comienzan a retornar a una vida más normal, es esencial que los padres, educadores y profesionales entienda el impacto que el COVID-19 ha tenido en los niños pequeños y cómo pueden apoyarlos de mejor manera e incentivar su crecimiento en resiliencia y aprendizaje. Este artículo enlazará los efectos residuales del COVID-19 a las necesidades por restablecer esas muy importantes conexiones relacionales entre niños pequeños y padres, cuidadores y profesores a través de programas para la crianza y el manejo del salón de clase con Disciplina Positiva. Estos programas están basados en las enseñanzas de Alfred Adler y Rudolf Dreikurs. Las estrategias de Disciplina Positiva están diseñadas para brindar los componentes esenciales para las conexiones sanas ","PeriodicalId":508530,"journal":{"name":"The Journal of Individual Psychology","volume":"31 1","pages":"121 - 142"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139371545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}