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241.
There is a widely acknowledged lack of clarity in psychotherapeutic training about the role of personal therapy in developing practitioner competence. This paper presents part of a wider ongoing qualitative study exploring the role that personal therapy plays in the clinical practice and training of experienced counselling psychologists. Results derived from an interpretative phenomenological analysis suggest that personal therapy is valued mainly as a means of enhancing reflectiveness within clinical work. Detailed examination of a subset of the data offers scope for exploring how this process may occur within therapy, and points to the potential significance of early attachment experiences in the development and amplification of participants' reflective capacities. A possible theoretical framework is proposed and implications for future research discussed. 相似文献
242.
Michael J. Lyons Timothy P. York Carol E. Franz Michael D. Grant Lindon J. Eaves Kristen C. Jacobson K. Warner Schaie Matthew S. Panizzon Corwin Boake Hong Xian Rosemary Toomey Seth A. Eisen William S. Kremen 《Psychological science》2009,20(9):1146-1152
ABSTRACT— Previous research has demonstrated stability of cognitive ability and marked heritability during adulthood, but questions remain about the extent to which genetic factors account for this stability. We conducted a 35-year longitudinal assessment of general cognitive ability using the Armed Forces Qualification Test administered to 7,232 male twins in early adulthood and readministered to a subset of 1,237 twins during late middle age. The proportion of variance in cognitive functioning explained by genetic factors was .49 in young adulthood and .57 in late middle age. The correlation between the two administrations was .74 with a genetic correlation of 1.0, indicating that the same genetic influences operated at both times. Genetic factors were primarily responsible for stability, and nonshared environmental factors were primarily responsible for change. The genetic factors influencing cognition may change across other eras, but the same genetic influences are operating from early adulthood to late middle age. 相似文献
243.
Carrie A. Ankerstein Rosemary A. Varley Patricia E. Cowell 《Behavior research methods》2009,41(1):172-176
In this article, we present 84 nonobjects we created by using the colored object pictures from Rossion and Pourtois (2004).
These nonobjects were explored on a number of measures, including object resemblance, visual complexity, and an object decision
task (ODT). Object resemblance for nonobjects is a construct comparable to the “word-likeness” of phonotactically legal pseudowords.
The nonobjects were rated as possible objects, showing similarity to real objects. Visual complexity ratings for objects and
nonobjects were comparable. In the ODT, response times (RTs) were significantly longer for nonobjects than for real-object
pictures. This RT difference is analogous to the word advantage, or lexicality effect, found in lexical decision tasks, in
which responses for words are generally faster than those for nonwords. This nonobject set is freely available and has the
advantage of having a companion set of real-object pictures. The nonobjects are available in color and in grayscale from brm.psychonomic-journals.org/content/supplemental. 相似文献
244.
Rosemary A. Segalla 《Group》2001,25(1-2):121-132
Hatred is a powerful affective experience that can be disruptive to the work of a therapy group, yet it may also enhance a member's capacity to deal with strong affects. This paper explores a particular aspect of hatred, the hate directed at one member of a cotherapy team. An effort is made to explore the experience from an intersubjective and motivational systems perspective, focusing primarily on the therapist and one patient. The impact of the cotherapy relationship is also considered, as well as the whole group's capacity to contain and work with this powerful affective response. The way that the group managed this explosive situation speaks to the power of group therapy in healing and transforming its members. 相似文献
245.
Rosemary Anne Arthur James Fitzwater Ross Roberts James Hardy Calum Alexander Arthur 《Journal of Applied Sport Psychology》2017,29(4):449-465
We examined the indirect effects of basic psychological skills (PS) on military endurance through enhanced advanced PS while controlling for fitness. British Army recruits (n = 159) participated in three endurance events for Parachute Regiment selection and completed an adapted Test of Performance Strategies questionnaire (Hardy et al., 2010). Following confirmatory factor analyses, the multiple mediation regression analyses using PROCESS (Hayes, 2013) suggested that goal setting, imagery and relaxation all had positive indirect effects on endurance via activation, with goal setting also impacting on endurance via negative thinking. These data provide some support for basic PS influencing endurance via advanced PS. 相似文献
246.
Rosemary Rizq 《Psychodynamic Practice》2017,23(4):336-356
Section ’26 of the Counter-Terrorism and Security Act 2015 places a duty on local authorities and public sector institutions to have ‘due regard to the need to Prevent people from being drawn into terrorism’. Accordingly, NHS staff are now required to attend a Workshop to Raise Awareness of Prevent (WRAP), ensuring they are trained to spot the ideological symptoms and psychosocial vulnerabilities thought to predict extremist activity. In this paper, I suggest that the insertion of counter-radicalisation duties into the work of psychotherapists and other mental health professionals is not simply to be understood as an attempt to forestall and avert extremist activity. Rather, drawing on the work of Georgio Agamben and Judith Butler, I argue it can be viewed as an innovative tactic of governmentality whose technologies of surveillance ensure a culture of conformity in the NHS through which a ‘state of exception’ can be established and normalised. I illuminate this by examining two interrelated aspects of the Prevent duty: one, the decision by the government to embed Prevent within the existing rhetoric and practice of ‘safeguarding vulnerable children and adults’; and two, its discursive representation of the consulting room as ‘pre-criminal space’. I conclude by suggesting that the government’s determination to allow ‘no ungoverned space in which extremism is allowed to flourish’ targets the limits of acceptable speech and so the very conditions for radical thought and critique on which psychotherapy depends. 相似文献
247.
This study explored career and relationship satisfaction of women faculty in accredited marital and family therapy (MFT) programs. Faculty were more satisfied with teaching duties than research or service duties and more satisfied with service than research duties. A backwards multiple regression procedure showed that the combined variables of psychosocial mentoring functions, expanded service duties, and having received an award for research or service were associated with greater levels of career satisfaction while career mentoring functions were associated with reduced levels of career satisfaction. Implications and suggestions for improving the academic climate are presented for institutions, MFT programs, the American Association for Marriage and Family Therapy (AAMFT), and the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). 相似文献
248.
Emotional regulation goals and strategies of teachers 总被引:1,自引:0,他引:1
This study addresses two questions: what goals do teachers have for their own emotional regulation, and what strategies do teachers report they use to regulate their own emotions. Data were collected from middle school teachers in North East Ohio, USA through a semi-structured interview. All but one of the teachers reported regulating their emotions and there were no gender or experience differences in spontaneously discussing emotional regulation. Teachers believed that regulating their emotions helped their teaching effectiveness goals and/or conformed to their idealized emotion image of a teacher. Teachers used a variety of preventative and responsive emotional regulation strategies to help them regulate their emotions. Future research on teachers emotional regulation goals and strategies should examine the role of culture and the relationship of emotional regulation goals with teachers other goals, stress, and coping. 相似文献
249.
250.