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EMILY HODGES 《美学与艺术评论杂志》2020,78(2):219-234
This article argues that architecture makes possible a unique form of aesthetic experience, one involving what I will call, departing from a Kantian perspective, embodied free play. I argue that architecture's purpose is to encourage, cultivate, and enable human activities while also becoming crystallizations of those very activities. I will show that the living system of such interaction is called “place,” as I explore the role of artifacts, movement, activities, and the environment in place creation. I show that when the embodied activities and design of a place harmonize, a fullness of free play is made possible and daily living can involve aesthetic experience. 相似文献
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THE TEXTURE OF TRAUMATIC ATTACHMENT: PRESENCE AND GHOSTLY ABSENCE IN TRANSGENERATIONAL TRANSMISSION 下载免费PDF全文
JILL SALBERG 《The Psychoanalytic quarterly》2015,84(1):21-46
Work on the transgenerational transmission of trauma refers to unspoken stories across generations, but the actual mode of transmission has remained somewhat mysterious. Utilizing examples from her own life, the author illustrates how attachment patterns are a primary mode of transmission of trauma. When trauma revisits a person transgenerationally through dysregulated and disrupted attachment patterns, it is within the child's empathic attunement and search for a parental bond that the mode of transmission can be found. This will become the texture of traumatic attachment: how it feels to this child to feel connected to the parent. 相似文献
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SARA D. HODGES KRISTEN J. KLAAREN THALIA WHEATLEY 《Journal of applied social psychology》2000,30(2):330-349
We examined how affective expectations and objective experience influenced female college students' (N= 69) evaluations of discussions of safe‐sex practices and willingness to engage in future discussions. Participants interacted with a confident male confederate (positive experience) or a nervous one (negative experience). Positive experiences produced more positive evaluations and greater willingness to participate in the future. Expectations were manipulated after the discussion by telling participants that discussions became easier over time (positive expectations) or telling participants nothing (neutral expectations). Independent of experience, positive expectations also resulted in more positive evaluations and greater willingness. Similar results were obtained 2 weeks later. Findings are discussed in terms of previous studies of affective expectations and implications for safe‐sex education programs. 相似文献
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JILL BOSWELL 《The International journal of psycho-analysis》2005,86(4):1161-1173
The author examines a central theme in this late novel by Henry James in relation to current psychoanalytic ideas that link the Oedipus complex with the child's developing perception of reality (both psychic and external), specifi cally through the experience of seeing and being seen. Britton visualises the oedipal triangle as a psychic structure through which the child may achieve recognition not only of its parents' sexual relationship, from which it is excluded, but also of itself being observed by one parent while the child is with the other. Thus, it both observes and is observed. The differing perspectives achieved‐of subjectivity and objectivity‐ promote the perception of objective reality, as the world of relationships grows and becomes more complex. James captures with great subtlety and penetration the experience of three characters living out a symbolic oedipal relationship in which the truth is evaded or perverted. A young couple in love exploit the situation of a dying heiress whose vulnerability is intensifi ed by her reluctance to acknowledge the truth about their relationship. At the same time, she shrinks from the gaze of others and consigns herself to isolation and ultimate despair. The author presents three signifi cant scenes in which seeing and being seen are central to the development. In each, the dying woman is forced to face, if momentarily, her exclusion from the sexual relationship. Increasingly this connects with her approaching death‐but also with the anguished recognition that the couple have cruelly befriended her only to betray her. It is suggested that James's late style and novelistic technique require the reader to tolerate confusion and uncertainty. As the perspective shifts from one protagonist to another, we ourselves are in danger of ‘missing what is true’ in this characteristic Jamesian scenario, where relationships are gradually perverted by manipulation, evasion and lies. In psychoanalytic theory, this would represent a failure to work through the oedipal situation, where the struggle of the child to face reality is met by a parental relationship that is too weak or too perverse to contain the pain and confl ict. 相似文献
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Professor DAVID J KAVANAGH SUSAN SPENCE HEIDI STURK JENNY STRONG JILL WILSON LINDA WORRALL NATASHA CROW ROBYN SKERRETT 《Australian psychologist》2008,43(2):96-104
There is little controlled research on the impact of supervisor training on supervision. The current study examined the effects of supervision training in a sample of 46 supervisor–supervisee pairs of mental health practitioners. It compared Immediate 2‐day workshop training of the pair, a wait‐list control in which workshop training was delayed 3 months, and a condition in which supervisors were trained 3 months before their partners (Split). Benefits of Immediate training were restricted to supervisors reporting fully specified agreements, and to reduction of some perceived problems. Self‐efficacy in providing effective supervision fell in the Split condition, relative to the other conditions. Across conditions in general there was a fall from baseline to post‐test assessment in the proportion of sessions where recommended supervision strategies were used, perhaps partly because the controlled trial extended across the summer vacation period. Results are consistent with other observations of the limited impact of workshop training on practice. 相似文献
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The authors tested two theoretical explanations for the attraction-enhancing effects of counselor self-disclosure: the similarity hypothesis and the social exchange hypothesis. A counseling analogue was constructed to discriminate between these two explanations by varying the valence (positive or negative) of the counselor's disclosure and its relevance (relevant or irrelevant) to the client's presenting problem. Dependent variables were perceptions of the counselor's attractiveness, empathy, and level of regard for the client. Results were mixed, supporting the social exchange explanation for empathy and the similarity explanation for level of regard. 相似文献
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In this investigation 143 creativity researchers completed a survey to rate the importance of various traits and developmental influences on creative achievement. They also rated the importance of various topics for future research. Sixteen composite variables were formed from the traits and developmental factors. Behaviors in the Motivational Composite were rated as most important for recognized creative achievement, followed by Problem Finding and Questioning Skills, and traits reflecting Adaptive Cognition. The ratings of the Developmental survey items suggested that Education and Learning were most important for achievement, followed by Cultural and Social factors, and then Family and Early Background. The top five ranked topics for future research included actual creative behavior, motivation and drive, imagery, imagination, and creative products. Group differences were explored, but few differences were found in, comparisons of ratings from researchers who had experience; teaching creativity courses and those who had published a book or article, and those who had not. Similarly, only slight group differences were found for ratings of important research topics. Differences in self-reported creative interests (i.e., writing and music) were related to selected ratings of creative achievement variables and important research topics. In general, the results suggested that researchers believe creativity to be a complex or syndrome which draws from cognitive, affective, social, and perhaps even physical realms. The lack of group differences implies a homogeneity of opinion and consensus with respect to the importance of traits, developmental factors, and research topics. 相似文献