Researchers have long studied the concept of resilience in childhood to better understand why some children thrive despite harsh circumstances whereas others do not. While there is little consensus regarding the definition of resilience or the ability to fully account for successful outcomes in the field, the importance of an individual’s ability to positively adapt is clear (Luthar et al., 2000; Masten, 2001). The importance of fostering positive adaptation skills in childhood cannot be overlooked as a form of both prevention and early intervention. An estimated one in ten children suffers from a mental health issue significant enough to impact his or her functioning (Stagman and Cooper, 2010). Traditional talk therapy options are not generally as successful for small children due to their level of verbal and cognitive development (Landreth, 2012). Ginsburg (2011), a well-known American pediatrician posited seven components that help build resilience in children: competence, confidence, connection, character, contribution, coping, and control. Ginsburg’s seven-factor model of resilience represents a strength-focused approach to child development, parenting, and intervention designed to foster opportunities and environments in which children can thrive. This article builds on Ginsburg’s theoretical framework and suggests strength-based play therapy interventions that may help children to develop these resilience traits. Key words: Resilience, play therapy, children.
{"title":"Play-based interventions and resilience in children","authors":"M. Garrett","doi":"10.5897/IJPC2014.0283","DOIUrl":"https://doi.org/10.5897/IJPC2014.0283","url":null,"abstract":"Researchers have long studied the concept of resilience in childhood to better understand why some children thrive despite harsh circumstances whereas others do not. While there is little consensus regarding the definition of resilience or the ability to fully account for successful outcomes in the field, the importance of an individual’s ability to positively adapt is clear (Luthar et al., 2000; Masten, 2001). The importance of fostering positive adaptation skills in childhood cannot be overlooked as a form of both prevention and early intervention. An estimated one in ten children suffers from a mental health issue significant enough to impact his or her functioning (Stagman and Cooper, 2010). Traditional talk therapy options are not generally as successful for small children due to their level of verbal and cognitive development (Landreth, 2012). Ginsburg (2011), a well-known American pediatrician posited seven components that help build resilience in children: competence, confidence, connection, character, contribution, coping, and control. Ginsburg’s seven-factor model of resilience represents a strength-focused approach to child development, parenting, and intervention designed to foster opportunities and environments in which children can thrive. This article builds on Ginsburg’s theoretical framework and suggests strength-based play therapy interventions that may help children to develop these resilience traits. \u0000 \u0000 \u0000 \u0000 Key words: Resilience, play therapy, children.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"6 1","pages":"133-137"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71131389","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}
Beatrice Kwamboka Makworo, C. Wasanga, Wilfrida Olaly
Female education is recognized as a critical pathway in promoting social, political and economic development. In Kenya, in spite of the progress made in narrowing the gender gap in education, still some parts of the country record low performance in girls’ education from secondary to tertiary colleges and universities and this not only deprives them of opportunities but also sustains the gender gap in leadership and professional fields. The aim of this study, was to investigate psychosocial factors that affect the girls’ academic performance in secondary schools in Kenyenya sub-county in Kenya. Kenyenya was chosen for the study because in the KCSE result of 2009 , 2010 and 2011 no girl from the area managed to score an ‘A’ or ‘A’- . In this study the social learning theory of Albert Bandura was used. The objectives of the study were: finding out the teachers’ attitude towards girls education and finding out the girls’ academic self-concept. The study employed descriptive survey research design. The target population of the respondents was 1200 girls: 2400 boys and 24 class teachers. 12 secondary schools were randomly selected from which a sample of 120 girls, 84 boys and 12 class teachers were chosen. The study had a total population of 216 respondents. The data were collected using two sets of questionnaires; the class teachers and the students’. The instruments were piloted in two schools which were not included in the study. Cronbach coefficient alpha method was used to estimate the reliability of research instruments. Data were analyzed using Statistical Package for Social Sciences (SPSS). Descriptive statistics were used to analyze quantitative and qualitative data. The research found out that girls have a negative attitude towards school, most teachers have a positive attitude towards girls’ education though others feel that girls need more support than boys, girls’ illicit relationship with teachers negatively affect girls’ performance and (51.7%) of the girls portrayed a negative academic self – concept. The research findings of the study can assist the government, the policy makers, the ministry of education and teachers in creating programmes that can motivate girls ’to work hard. The study can also inform the teachers on the need to change their attitude towards girls’ educational needs and find ways of engaging them to do better. The secondary schools administration and the government should instigate relevant measures to help curb illicit relationships of teachers with the girls. Key words: Academic performance, attitude, academic achievement, psychosocial factors,academic self-concept.
女性教育被认为是促进社会、政治和经济发展的重要途径。在肯尼亚，尽管在缩小教育中的性别差距方面取得了进展，但该国一些地区的女孩从中学到大学的教育成绩仍然很低，这不仅剥夺了她们的机会，而且在领导和专业领域也维持着性别差距。本研究的目的是调查影响肯尼亚肯亚县中学女生学业成绩的社会心理因素。肯尼亚之所以被选为研究对象，是因为在2009年、2010年和2011年的KCSE考试结果中，该地区没有一个女孩能得到“A”或“A”-。本研究采用班杜拉的社会学习理论。本研究的目的是:了解教师对女孩教育的态度，了解女孩的学业自我概念。本研究采用描述性调查研究设计。调查对象为女生1200人，男生2400人，班主任24人。随机抽取12所中学，其中女生120人，男生84人，班主任12人。这项研究共有216名受访者。数据采用两套问卷收集;班级老师和学生的。这些仪器在两所未包括在研究范围内的学校试用。采用Cronbach系数alpha法估计研究仪器的信度。数据分析采用SPSS (Statistical Package for Social Sciences)软件。采用描述性统计对定量和定性数据进行分析。研究发现女生对学校持消极态度，大部分老师对女生的教育持积极态度，但也有人认为女生比男生更需要支持，女生与老师的不正当关系对女生的表现产生负面影响，(51.7%)女生对学业自我概念持消极态度。这项研究的研究结果可以帮助政府、政策制定者、教育部和教师制定能够激励女孩努力学习的计划。这项研究还可以使教师了解有必要改变他们对女孩教育需求的态度，并找到使她们做得更好的方法。中学管理部门和政府应采取相关措施，帮助遏制教师与女生的不正当关系。关键词:学业成绩，态度，学业成就，心理社会因素，学业自我概念
{"title":"Psychosocial factors that affect girls' academic performance in secondary schools in Kenyenya, Kisii county, Kenya","authors":"Beatrice Kwamboka Makworo, C. Wasanga, Wilfrida Olaly","doi":"10.5897/IJPC2014.0270","DOIUrl":"https://doi.org/10.5897/IJPC2014.0270","url":null,"abstract":"Female education is recognized as a critical pathway in promoting social, political and economic development. In Kenya, in spite of the progress made in narrowing the gender gap in education, still some parts of the country record low performance in girls’ education from secondary to tertiary colleges and universities and this not only deprives them of opportunities but also sustains the gender gap in leadership and professional fields. The aim of this study, was to investigate psychosocial factors that affect the girls’ academic performance in secondary schools in Kenyenya sub-county in Kenya. Kenyenya was chosen for the study because in the KCSE result of 2009 , 2010 and 2011 no girl from the area managed to score an ‘A’ or ‘A’- . In this study the social learning theory of Albert Bandura was used. The objectives of the study were: finding out the teachers’ attitude towards girls education and finding out the girls’ academic self-concept. The study employed descriptive survey research design. The target population of the respondents was 1200 girls: 2400 boys and 24 class teachers. 12 secondary schools were randomly selected from which a sample of 120 girls, 84 boys and 12 class teachers were chosen. The study had a total population of 216 respondents. The data were collected using two sets of questionnaires; the class teachers and the students’. The instruments were piloted in two schools which were not included in the study. Cronbach coefficient alpha method was used to estimate the reliability of research instruments. Data were analyzed using Statistical Package for Social Sciences (SPSS). Descriptive statistics were used to analyze quantitative and qualitative data. The research found out that girls have a negative attitude towards school, most teachers have a positive attitude towards girls’ education though others feel that girls need more support than boys, girls’ illicit relationship with teachers negatively affect girls’ performance and (51.7%) of the girls portrayed a negative academic self – concept. The research findings of the study can assist the government, the policy makers, the ministry of education and teachers in creating programmes that can motivate girls ’to work hard. The study can also inform the teachers on the need to change their attitude towards girls’ educational needs and find ways of engaging them to do better. The secondary schools administration and the government should instigate relevant measures to help curb illicit relationships of teachers with the girls. \u0000 \u0000 \u0000 \u0000 Key words: Academic performance, attitude, academic achievement, psychosocial factors,academic self-concept.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"6 1","pages":"119-132"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71131354","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}
L. Mwape, Katowa-Mukwato Patricia, Dixey Racheal, Maimbolwa C. Margaret
Motherhood is often a desirable state and frequently results in excitement and happiness associated with expectations of the coming of a new family member. On the other hand, it involves uncertainty related to responsibility and vulnerability which may result in negative experiences. A combination of positive and negative experiences constitutes maternal ambivalence which arises from the contradictory nature of motherhood represented by opposing feelings and emotions. A descriptive cross-sectional study was conducted to explore women’s experiences of motherhood using focus group discussions. Participants were drawn from randomly selected health facilities within Lusaka province. Data were analysed using thematic analysis and involved identifying themes on women’s construction of motherhood. Women constructed motherhood as an ambivalent experience given that both positive and negative experiences occurred simultaneously. The positive experiences reported by mothers included a sense of prestige, future investment and cementing of marital relation that accompanied the birth of a child, while negative experiences include vulnerability to diseases like HIV, diminishing social support and compromised decision making powers. The occurrence of both positive and negative experiences in the same woman underscores the complexity of motherhood. Maternal ambivalence therefore should be held as a normal component of the processes and experiences of motherhood. Key words: Ambivalence, antenatal, postnatal, motherhood, experiences.
{"title":"A sweet and sour taste: Motherhood as an ambivalent experience in Zambia","authors":"L. Mwape, Katowa-Mukwato Patricia, Dixey Racheal, Maimbolwa C. Margaret","doi":"10.5897/ijpc2014.0263","DOIUrl":"https://doi.org/10.5897/ijpc2014.0263","url":null,"abstract":"Motherhood is often a desirable state and frequently results in excitement and happiness associated with expectations of the coming of a new family member. On the other hand, it involves uncertainty related to responsibility and vulnerability which may result in negative experiences. A combination of positive and negative experiences constitutes maternal ambivalence which arises from the contradictory nature of motherhood represented by opposing feelings and emotions. A descriptive cross-sectional study was conducted to explore women’s experiences of motherhood using focus group discussions. Participants were drawn from randomly selected health facilities within Lusaka province. Data were analysed using thematic analysis and involved identifying themes on women’s construction of motherhood. Women constructed motherhood as an ambivalent experience given that both positive and negative experiences occurred simultaneously. The positive experiences reported by mothers included a sense of prestige, future investment and cementing of marital relation that accompanied the birth of a child, while negative experiences include vulnerability to diseases like HIV, diminishing social support and compromised decision making powers. The occurrence of both positive and negative experiences in the same woman underscores the complexity of motherhood. Maternal ambivalence therefore should be held as a normal component of the processes and experiences of motherhood. \u0000 \u0000 \u0000 \u0000 Key words: Ambivalence, antenatal, postnatal, motherhood, experiences.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"6 1","pages":"99-106"},"PeriodicalIF":0.0,"publicationDate":"2014-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/ijpc2014.0263","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71131344","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}
Basic HIV/AIDS education in schools remains fundamental to the global effort to combat HIV transmission. Although HIV/AIDS education is targeted at all ages, it is most important for young people because they experiment with risky behaviours due to the demands of their developmental stage. This descriptive survey study was carried out to examine the perspectives of parents on the inclusion of HIV/AIDS education in schools, in Oshimlli North/South Local Government Area of Delta State. Two research questions based on eight (6) independent variables which included: religion, sex, socio economic status, level of education and occupation were set. The qualitative finding indicated that parents will want to be more involved in the HIV/AIDS education of their children and possibly learn more in order to buttress what is taught in school. They also indicated that their children should be taught sex and HIV/AIDS education to prevent further spread of the disease. The researcher recommended that the school should involve parents in the HIV/AIDS education of their children through Parent Teachers Association (PTA) where talks on HIV/AIDS can be given and the curriculum discussed before been taught to children. Key words: HIV/AIDS education, socio economic status, level of education, occupation.
{"title":"Parents and HIV/AIDS education in schools in Delta State: A panacea for in-school interventions","authors":"F. N. Ugoji, R. C. Agokei","doi":"10.5897/IJPC12.022","DOIUrl":"https://doi.org/10.5897/IJPC12.022","url":null,"abstract":"Basic HIV/AIDS education in schools remains fundamental to the global effort to combat HIV transmission. Although HIV/AIDS education is targeted at all ages, it is most important for young people because they experiment with risky behaviours due to the demands of their developmental stage. This descriptive survey study was carried out to examine the perspectives of parents on the inclusion of HIV/AIDS education in schools, in Oshimlli North/South Local Government Area of Delta State. Two research questions based on eight (6) independent variables which included: religion, sex, socio economic status, level of education and occupation were set. The qualitative finding indicated that parents will want to be more involved in the HIV/AIDS education of their children and possibly learn more in order to buttress what is taught in school. They also indicated that their children should be taught sex and HIV/AIDS education to prevent further spread of the disease. The researcher recommended that the school should involve parents in the HIV/AIDS education of their children through Parent Teachers Association (PTA) where talks on HIV/AIDS can be given and the curriculum discussed before been taught to children. \u0000 \u0000 \u0000 \u0000 Key words: HIV/AIDS education, socio economic status, level of education, occupation.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"40 1","pages":"94-98"},"PeriodicalIF":0.0,"publicationDate":"2014-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/IJPC12.022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71130435","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}
The Universal Basic Education (UBE) was introduced by the Federal Government of Nigeria (FGN) in 1999 to reduce the level of illiteracy, accelerate national development and improve the fallen standard of education as against the crises that besieged the implementation of the erstwhile Universal Primary Education (UPE) scheme that was launched in 1976. The UBE was a major strategy of the government to achieve Education for All (EFA) by the year 2015 as part of the global Millennium Development Goals (MDGs). This study therefore, highlights the problems that hampered the successful implementation of the UPE and the need for a proper implementation of the UBE. To realize the objectives of the UBE and the dividends of EFA by the year 2015, it was suggested that guidance services are sine qua non and that government must show more commitment towards this end. Key words: Universal Primary Education, Universal Basic Education, counseling, Nigeria.
{"title":"From the Universal Primary Education (UPE) to Universal Basic Education (UBE): Implications for counseling in primary and junior secondary schools in Nigeria","authors":"J. Ogunsanmi, F. O. Ibimiluyi","doi":"10.5897/IJPC2014.0255","DOIUrl":"https://doi.org/10.5897/IJPC2014.0255","url":null,"abstract":"The Universal Basic Education (UBE) was introduced by the Federal Government of Nigeria (FGN) in 1999 to reduce the level of illiteracy, accelerate national development and improve the fallen standard of education as against the crises that besieged the implementation of the erstwhile Universal Primary Education (UPE) scheme that was launched in 1976. The UBE was a major strategy of the government to achieve Education for All (EFA) by the year 2015 as part of the global Millennium Development Goals (MDGs). This study therefore, highlights the problems that hampered the successful implementation of the UPE and the need for a proper implementation of the UBE. To realize the objectives of the UBE and the dividends of EFA by the year 2015, it was suggested that guidance services are sine qua non and that government must show more commitment towards this end. \u0000 \u0000 \u0000 \u0000 Key words: Universal Primary Education, Universal Basic Education, counseling, Nigeria.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"6 1","pages":"89-93"},"PeriodicalIF":0.0,"publicationDate":"2014-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/IJPC2014.0255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71131334","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}
Yuka Matsutaka, Teiji Uchino, N. Kihana, Y. Hidaka
This study targeted clinical psychologists engaged in student counseling in Japan and investigated their level of clinical and psychological knowledge about sexual orientation. This study also assessed the relationship between sexuality education and self-learning experiences and knowledge. A questionnaire which included 13 items assessing basic and clinical knowledge about sexuality, experiences regarding education on homosexuality, experiences of self-learning, and experiences with sexual minorities, was anonymously administered to 484 student counselors trained as clinical psychologists. The total number of valid responses was 321 (66.3%). About 80% of the participants correctly answered the items under the category “basic knowledge about homosexuality,” although their clinical knowledge and knowledge regarding differences in sexual orientation and gender identity were limited. 277 had attended graduate school and the proportion of participants who had received education on homosexuality during graduate clinical psychology training was 14.8%. Education on homosexuality received during graduate clinical psychology training and that received via self-learning had little associations with the level of knowledge about sexuality. These results suggest that the level of clinical knowledge of Japanese student counselors was insufficient for appropriate clinical practice. Issues surrounding sexuality education and clinical psychologist training, as well as the limitations of this study, are discussed. Key words: knowledge about sexual orientation, counselor education, student counselor.
{"title":"Knowledge about sexual orientation among student counselors: A survey in Japan","authors":"Yuka Matsutaka, Teiji Uchino, N. Kihana, Y. Hidaka","doi":"10.5897/IJPC2013.0233","DOIUrl":"https://doi.org/10.5897/IJPC2013.0233","url":null,"abstract":"This study targeted clinical psychologists engaged in student counseling in Japan and investigated their level of clinical and psychological knowledge about sexual orientation. This study also assessed the relationship between sexuality education and self-learning experiences and knowledge. A questionnaire which included 13 items assessing basic and clinical knowledge about sexuality, experiences regarding education on homosexuality, experiences of self-learning, and experiences with sexual minorities, was anonymously administered to 484 student counselors trained as clinical psychologists. The total number of valid responses was 321 (66.3%). About 80% of the participants correctly answered the items under the category “basic knowledge about homosexuality,” although their clinical knowledge and knowledge regarding differences in sexual orientation and gender identity were limited. 277 had attended graduate school and the proportion of participants who had received education on homosexuality during graduate clinical psychology training was 14.8%. Education on homosexuality received during graduate clinical psychology training and that received via self-learning had little associations with the level of knowledge about sexuality. These results suggest that the level of clinical knowledge of Japanese student counselors was insufficient for appropriate clinical practice. Issues surrounding sexuality education and clinical psychologist training, as well as the limitations of this study, are discussed. \u0000 \u0000 \u0000 \u0000 Key words: knowledge about sexual orientation, counselor education, student counselor.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"6 1","pages":"74-83"},"PeriodicalIF":0.0,"publicationDate":"2014-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/IJPC2013.0233","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71131041","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}
The study investigates memory training and academic achievement in mathematics among basic seven students in Lagos metropolis who were randomly selected based on scoring after a conducted validated test on memory. T–test was used to test the three formulated hypotheses. The results revealed that there was significant difference in pre- and post-test mathematics achievement scores of the experimental group. There was significant gender difference in the post-test mathematics achievement score of students who went through memory training and also significant difference in the post-test mathematics achievement scores of the experimental and control groups. Key words: Mathematics achievement scores, academic achievement, memory training, Lagos metropolis.
{"title":"Memory training and academic achievement in mathematics among basic seven students in Lagos metropolis","authors":"A. Olusakin, Akinyemi Ayeobasan","doi":"10.5897/IJPC11.008","DOIUrl":"https://doi.org/10.5897/IJPC11.008","url":null,"abstract":"The study investigates memory training and academic achievement in mathematics among basic seven students in Lagos metropolis who were randomly selected based on scoring after a conducted validated test on memory. T–test was used to test the three formulated hypotheses. The results revealed that there was significant difference in pre- and post-test mathematics achievement scores of the experimental group. There was significant gender difference in the post-test mathematics achievement score of students who went through memory training and also significant difference in the post-test mathematics achievement scores of the experimental and control groups. \u0000 \u0000 \u0000 \u0000 Key words: Mathematics achievement scores, academic achievement, memory training, Lagos metropolis.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"6 1","pages":"84-88"},"PeriodicalIF":0.0,"publicationDate":"2014-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/IJPC11.008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71129919","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}
The research and publications of Carl Jung (1875 to 1961), Sigmund Freud (1856 to 1939), Jean Piaget (1896 to 1980), Lev Vygotsky (1896 to 1934), and Alexander Luria (1902 to 1977) are well known in psychology and education. But who inspired some of the ideas, theories, and research of these noted scientists of the 20th century? The answer is Sabina Spielrein. Spielrein knew these men intimately. She was the first patient of Carl Jung at Burgholzli Hospital, a member of Freud’s inner circle of psychoanalysts in Vienna, the psychoanalyst of Jean Piaget, and the mentor and teacher of Vygotsky and Luria. This article describes the influence Sabina Spielrein had on the lives and works of these five men. After answering the question, “who was Sabina Spielrein?” this article explores how Spielrein inspired and influenced some of the theories of Jung, Freud, Piaget, Vygotsky and Luria as well as helped set the agenda for their research. The article concludes with suggestions for how we can honor and include other women whose works have been marginalized as well as how to work for gender equity, particularly in the area of intellectual property. Key words: Women, marginalized, history, psychology, psychoanalysis.
{"title":"The intellectual property of women as it relates to the role of Sabina Spielrein in the lives and works of 20th century male psychologists","authors":"J. Aldridge","doi":"10.5897/IJPC2014.0247","DOIUrl":"https://doi.org/10.5897/IJPC2014.0247","url":null,"abstract":"The research and publications of Carl Jung (1875 to 1961), Sigmund Freud (1856 to 1939), Jean Piaget (1896 to 1980), Lev Vygotsky (1896 to 1934), and Alexander Luria (1902 to 1977) are well known in psychology and education. But who inspired some of the ideas, theories, and research of these noted scientists of the 20th century? The answer is Sabina Spielrein. Spielrein knew these men intimately. She was the first patient of Carl Jung at Burgholzli Hospital, a member of Freud’s inner circle of psychoanalysts in Vienna, the psychoanalyst of Jean Piaget, and the mentor and teacher of Vygotsky and Luria. This article describes the influence Sabina Spielrein had on the lives and works of these five men. After answering the question, “who was Sabina Spielrein?” this article explores how Spielrein inspired and influenced some of the theories of Jung, Freud, Piaget, Vygotsky and Luria as well as helped set the agenda for their research. The article concludes with suggestions for how we can honor and include other women whose works have been marginalized as well as how to work for gender equity, particularly in the area of intellectual property. \u0000 \u0000 \u0000 \u0000 Key words: Women, marginalized, history, psychology, psychoanalysis.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"6 1","pages":"59-65"},"PeriodicalIF":0.0,"publicationDate":"2014-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/IJPC2014.0247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71131269","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}
This research analyzes the common sexual characteristics of the minors who pass part-time or full-time courses in the institution. There is a possibility to implant programs of sexual education in schools which serve children from home with their parents present, and whose parents and teachers could act together to develop their sexuality, bringing a better integration of the children, when they become adults in the environment. There is no adjusted communication in traditional schools. Students, teachers, employees and school directors, as well as parents do not know how to handle minors’ sexuality, and everything about this subject is unknown. They punish children for it, which originates apprehension, doubts or traumas, adding to the troubles that make part of their own deficiency. In institutions which receive children at social risk, sexuality receives the same treatment. It is either ignored or children are punished for it. It is not clarified or taught to the children, because most often the professionals that work in this area have no proper preparation to deal with sexuality. However, the expression of sexuality is natural in these age groups irrespective of the problem that caused the minors to be institutionalized. In most cases, sexuality is exacerbated due to natural curiosity, pleasure, day-to-day boredom and lack of affection from parents and educators. How to deal with these children is difficult because lack of information, age or situation lead to different performances of the teachers, employees and their own parents. With these facts, we have general and other specific procedures for the public involved. Key words: Anti-conception, sexual education, sexually transmitted diseases, mass communication, sexuality.
{"title":"Sexual education of institutionalized minors","authors":"V. Calixto, P. Frossard","doi":"10.5897/IJPC11.010","DOIUrl":"https://doi.org/10.5897/IJPC11.010","url":null,"abstract":"This research analyzes the common sexual characteristics of the minors who pass part-time or full-time courses in the institution. There is a possibility to implant programs of sexual education in schools which serve children from home with their parents present, and whose parents and teachers could act together to develop their sexuality, bringing a better integration of the children, when they become adults in the environment. There is no adjusted communication in traditional schools. Students, teachers, employees and school directors, as well as parents do not know how to handle minors’ sexuality, and everything about this subject is unknown. They punish children for it, which originates apprehension, doubts or traumas, adding to the troubles that make part of their own deficiency. In institutions which receive children at social risk, sexuality receives the same treatment. It is either ignored or children are punished for it. It is not clarified or taught to the children, because most often the professionals that work in this area have no proper preparation to deal with sexuality. However, the expression of sexuality is natural in these age groups irrespective of the problem that caused the minors to be institutionalized. In most cases, sexuality is exacerbated due to natural curiosity, pleasure, day-to-day boredom and lack of affection from parents and educators. How to deal with these children is difficult because lack of information, age or situation lead to different performances of the teachers, employees and their own parents. With these facts, we have general and other specific procedures for the public involved. \u0000 \u0000 \u0000 \u0000 Key words: Anti-conception, sexual education, sexually transmitted diseases, mass communication, sexuality.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"6 1","pages":"53-58"},"PeriodicalIF":0.0,"publicationDate":"2014-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/IJPC11.010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71129985","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}
This study on seeking guidance and support coping strategy was conducted with 120 cancer patients of Lok Nayak Jay Prakash Hospital, New Delhi. The study was based on 2×2×2 factorial design experiment with two conditions of mode of treatment (chemotherapy and surgery), two types of extroversion (extrovert and introvert), and two types of neuroticism (emotionally stable and emotionally unstable). Thus, there were eight groups of subjects with 15 subjects in each group. Coping Response Inventory and Eysenck Personality Inventory was used to collect data from all subjects. The statistical analysis of data revealed that seeking guidance and support coping of extrovert cancer patients was significantly more than that of introvert cancer patients; and seeking guidance and support coping of emotionally stable cancer patients was significantly more than that of emotionally unstable cancer patients. The interaction between the mode of treatment and extroversion, and another interaction between extroversion and neuroticism was also significant. Key words: Personality, coping, guidance and support, extroversion, neuroticism, cancer patients.
本研究以新德里Lok Nayak Jay Prakash医院的120名癌症患者为研究对象，探讨寻求指导和支持应对策略。本研究基于2×2×2因子设计实验，采用两种治疗模式(化疗和手术)，两种外向类型(外向和内向)和两种神经质类型(情绪稳定和情绪不稳定)。因此，共有8组受试者，每组15名受试者。采用应对反应量表和艾森克人格量表收集所有被试的数据。数据统计分析显示，外向型癌症患者的寻求指导和支持应对显著高于内向型癌症患者;情绪稳定的癌症患者在寻求指导和支持应对方面显著高于情绪不稳定的癌症患者。治疗方式与外向性、外向性与神经质的交互作用也显著。关键词:人格，应对，指导与支持，外向性，神经质，癌症患者。
{"title":"A study of seeking guidance and support coping strategy of cancer patients","authors":"G. Kushwaha","doi":"10.5897/IJPC2013.0199","DOIUrl":"https://doi.org/10.5897/IJPC2013.0199","url":null,"abstract":"This study on seeking guidance and support coping strategy was conducted with 120 cancer patients of Lok Nayak Jay Prakash Hospital, New Delhi. The study was based on 2×2×2 factorial design experiment with two conditions of mode of treatment (chemotherapy and surgery), two types of extroversion (extrovert and introvert), and two types of neuroticism (emotionally stable and emotionally unstable). Thus, there were eight groups of subjects with 15 subjects in each group. Coping Response Inventory and Eysenck Personality Inventory was used to collect data from all subjects. The statistical analysis of data revealed that seeking guidance and support coping of extrovert cancer patients was significantly more than that of introvert cancer patients; and seeking guidance and support coping of emotionally stable cancer patients was significantly more than that of emotionally unstable cancer patients. The interaction between the mode of treatment and extroversion, and another interaction between extroversion and neuroticism was also significant. \u0000 \u0000 \u0000 \u0000 Key words: Personality, coping, guidance and support, extroversion, neuroticism, cancer patients.","PeriodicalId":91097,"journal":{"name":"International journal of psychology and behavioral sciences","volume":"6 1","pages":"66-73"},"PeriodicalIF":0.0,"publicationDate":"2014-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/IJPC2013.0199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71131018","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：