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11.
ResumenLa ansiedad es un estado emocional central de características muy complejas que, al menos en términos de respuesta, se asemeja en gran medida al miedo. En las ültimas décadas, estudios neurobiológicos y psicobiológicos han identificado numerosas estructuras y circuitos cerebrales estrechamente relacionados con este tipo de respuestas, así como con el estado central característico. Destacan, por su especial relevancia, el sistema límbico (incluyendo el sistema septohipocampal, la amígdala y el hipotálamo posterior) y los sistemas monoaminérgicos ascendentes (principalmente de serotonina y norepinefrina), lugares donde, además, las sustancias ansiolíticas podrían ejercer su efecto terapéutico. El principal objetivo del presente trabajo es revisar la precisa implicación de estos sistemas neurales en la modulación de ese estado emocional definido como ansiedad. 相似文献
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Mrs. Irma Brenman Pick 《Psychoanalytic Psychotherapy》2013,27(2):57-62
SUMMARY In this paper a patient is described in whom communication with parts of herself and with her objects, internal and external, had broken down. I suggest that her way of communicating was achieved by projective identification, as described by Klein (1946) and Bion (1962). The only way she could deal with and communicate her own very “bothered” feelings was to “put them” into the analyst. In this way she “bothered” the maternal or analytic mind in such a way as to make the analyst experience feeling like a “bothered” child. I have tried to show how the analyst holds or contains these feelings, and to show the gradual establishment in the patient of a different way of communicating with the analyst and with the more primitive parts of herself. 相似文献
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Irma Pick 《Journal of Child Psychotherapy》2013,39(1):67-79
In this paper I wish to explore the problem of stealing as a disturbance related to difficulties in coming to a recognition and acknowledgement of the need for an object with all this implies. To illustrate I should like to report sessions from three adolescent boys, beginning with John, a 19 year old boy whom I had been seeing once-weekly for psychotherapy. He was in his first year at College and came to treatment for, inter alia, examination difficulties. He was of high intelligence, and was not succeeding as he should. 相似文献
14.
Irma Eloff 《Journal of Psychology in Africa》2013,23(1):81-87
The purpose of the study was to explore the ways in which young South African children construct the notion of happiness. The small-scale study was conducted with children (n=42) in middle childhood between the ages of 6 and 13 years. Four fieldworkers were trained to elicit responses from young children through face-to-face, semi-structured interviews and six open-ended questions. This data collection strategy was twinned with the elicitation of graphic representations of ‘happiness’ as expressed and projected by the young children. Observations and audiotape data capturing served as secondary data sources. Interviews were transcribed verbatim and analysed through theme analysis. Axial coding followed open coding as themes emerged. Graphic representations were analysed using basic psychological analysis techniques and then correlated with established themes from the interview data. Results from the study indicate that the participants in the study constructed ‘happiness’ predominantly in terms of relationships, recreation and the attainment of material possessions. 相似文献
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Robbie J. Steward Pamilla C. Morales Patricia A. Bartell Matthew Miller Dan Weeks 《Journal of multicultural counseling and development》1998,26(1):13-27
Findings suggest that the completion of or exposure to multicultural counseling coursework or literature does not necessarily indicate an acceptance of or valuing of multicultural counseling literature. Survey results of counselor trainees' observations and perceptions of peers whose perspectives on diversity differ are presented and discussed. Implications for training and supervision are addressed. 相似文献
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R.P. Waugh 《Journal of School Psychology》1975,13(3):201-208
The author discusses rationale, reliability, factorial validity, and educational usefulness of the Illinois Test of Psycholinguistic Abilities. The I.T.P.A. is a serious attempt to identify specific sensory processing abilities. It is assumed that deficits can be remediated and that instruction can be matched to student's strengths and weaknesses. The I.T.P.A. is not a test of psycholinguistics since it does not yield information about the units of natural language. The subtests have good internal consistency and the composite score is reliable over time periods most applicable for instructional planning. Reliability of individual subtests are too low to guide remediation. Factor analytic studies indicate the I.T.P.A. is primarily a measure of verbal intelligence. Remediation directed toward strengths and weaknesses in sensory or perceptual processing has not been effective. 相似文献
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