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81.
Joar Vittersø 《Journal of Happiness Studies》2003,4(2):141-167
In this paper, differences between life satisfaction and intrinsic motivation (flow) are addressed. Theories are presented on evaluation, flow and openness to experience. Data from a Norwegian panel study are analyzed by means of structural equation modeling. Young adults (n = 264) participated in a projective study with cartoon frames showing Donald Duck in challenging situations. Measures of satisfaction with life and the personality trait of openness to experience were added to the analysis. Subjects scoring high on openness rated Donald Duck's feelings as positive. A slightly opposing tendency was found for persons scoring high on satisfaction with life. The results are discussed with reference to the philosophical distinction between hedonism and eudaemonia. 相似文献
82.
医学人文运动与知识考古--中国人文医学的战略与策略 总被引：1，自引：1，他引：1
后现代理论影响和刺激了医学人文学,医学人文学学科意义与价值更加显明,医学需要人文学,人文学需要医学,医务人员迫切需要人文医学教育。经济发展、高新生命科学技术入驻世俗生活、医学模式转变、医疗改革与价值论哲学影响,这五大因素构成中国医学人文运动的背景;中国医学人文运动正在兴起。研究医学人文学的知识背景对制订人文医学战略与策略有重要意义。 相似文献
83.
Michel Thys 《The International journal of psycho-analysis》2017,98(3):633-655
In this paper fascination phenomenologically is described as a state of radically being captured by an imposing object. What is left of the impoverished and paralysed subject clings to the exclusive fascinating object. Fascination is the eye of the storm of extreme ambivalence towards an exclusive object: being the only remaining object it is necessary for living in an object world, but at the same time it is threatening to life by absorbing the subject totally. So the subject is sucked in by a yet frightening object. From a metapsychological point of view fascination is understood as the congealed result of excessive projective identification and a strong confusional state connected with it: the subject empties itself so much in the object that it comes to stand for the subject. The fascinating object embodies in a condensed way – as a special form of a bizarre object – split off unconscious threatening material. So fascination is linked to the Kleinian theory of anxiety. Two clinical vignettes illustrate how states of fascination can be understood as an ultimate defence against unconscious menacing material welling up. The hypothesis is developed that fascination points to a revelation of fundamental psychic truth that promptly cramps the subject because the reintegration of it is felt as annihilating. In the vignettes this takes the form of a ‘transformation in hallucinosis’. Fascination is at the same time ‘the moment of truth’ and possibly a serious obstruction of the analytic process. This unconscious truth seems to concern primitive ‘superego violence’. The challenge consists in thawing the frozen fascinating object by linking it to other material. 相似文献
84.
Luisa Zoppi 《The Journal of analytical psychology》2017,62(5):701-709
Starting from a deeply challenging experience of early embodied countertransference in a first encounter with a new patient, the author explores the issues it raised. Such moments highlight projective identification as well as what Stone (2006) has described as ‘embodied resonance in the countertransference’. In these powerful experiences linear time and subject boundaries are altered, and this leads to central questions about analytic work. As well as discussing the uncanny experience at the very beginning of an analytic encounter and its challenges for the analytic field, the author considers ‘the time horizon of analytic process’ (Hogenson 2007 ), the relationship between ‘moments of complexity and analytic boundaries’ (Cambray 2011 ) and the role of mirror neurons in intersubjective experience. 相似文献
85.
Simon Cregeen 《Journal of Child Psychotherapy》2017,43(2):159-174
For adopted and Looked After children with compromised early experiences, there can be troubling phantasies and anxieties associated with parental objects. These internal object relations can seriously restrict the development of secure intimate relationships with new parental figures. Adoptive parents and foster carers bear the brunt of the associated difficulties. Clinical work with the child, parents/carers, family, or network, may help processes of containment, differentiation, working through, mourning, and integration. This paper is based on thinking derived from clinical work with children who are adopted or Looked After, and with adoptive parental couples, carers, and networks. The primary focus is on how the child needs to find a ‘psychic home’ in the minds of others for their damaged internal parental objects, and the emotional capacities required in adoptive parents to provide this. I describe some of the complexities for adoptive parents and others in providing what is needed to enable the child to experience their internal parental objects in a fuller way. This process can allow the child to introject, identify with, and re-imagine their internal parental objects, and through this develop a more realistic relationship to their adoptive parents and to their birth parents. It promotes trust, freedom, and emotional depth in the relationship with parental figures. 相似文献
86.
Pablo Acuña 《International Journal of Philosophical Studies》2018,26(1):1-23
Customary interpretations state that Tractarian thoughts are pictures, and, a fortiori, facts. I argue that important difficulties are unavoidable if we assume this standard view, and I propose a reading of the concept taking advantage of an analogy that Wittgenstein introduces, namely, the analogy between thoughts and projective geometry. I claim that thoughts should be understood neither as pictures nor as facts, but as acts of geometric projection in logical space. The interpretation I propose thus removes the root of the identified difficulties. Moreover, it allows important clarification concerning some central aspects of the Tractarian theory of representation, and it yields a unifying elucidation regarding Wittgenstein’s remarks on the solipsistic thesis. 相似文献
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88.
Andrew Briggs 《Psychodynamic Practice》2013,19(4):613-628
Abstract This article considers the way final-year students present with agoraphobic and claustrophobic symptoms which have caused them to break down academically before the end of their courses. It presents a brief theoretical discussion of these anxieties in students, and offers a way of thinking about them in terms of a particular understanding of projective identification. Fragments of casework with three students are used to show that the anxieties are brought about when the desire for invisibility for part of the self, the motive for projective identification in these cases, is more exposed by the arrival of the final months leading up to the end of the students' courses. 相似文献
89.
This critical appraisal and synthesis review explores the literature on the evidence of Rorschach Inkblot Method variables as measures of the attachment theory. We searched for publications making use of EBSCO Discovery Service (EDS) which included 41 databases of which Academic Search Premier, ScienceDirect, PsycARTICLES, and PsycINFO yielded the most results. Inclusion criteria were published studies concerning Rorschach and attachment theory where participants were older than 18 years. Non-academic literature and studies not published in English were excluded. We synthesised the evidence following the narrative approach of Petticrew and Roberts (2006). Findings suggest texture, oral responses, and Rorschach oral dependency strongly associated with attachment security, with other variables indicating weaker associations with attachment. 相似文献
90.
Karen Proner 《Journal of Child Psychotherapy》2013,39(3):449-460
I shall attempt to bring together here thoughts of experienced clinicians and teachers who have taught Melanie Klein's theories to child psychotherapists. However, most of the contributors have also taught Klein to clinical trainees in adult psychoanalytic work and to different groups abroad and, in some cases, to already trained psychotherapists or psychoanalysts. Klein's theories are introduced at different stages in the different child psychotherapy programmes in London. For instance, the students at the Tavistock are introduced to Klein's theories before they are necessarily in their own psychoanalysis, while other trainings introduce her theories in the introductory years of the clinical training. William Halton is one of the longest-running teachers of Klein in the Tavistock Child Psychotherapy Training and brings his 'framework' culled from many years of experience. Maria Rhode has taught the Narrative to students at the Tavistock for many years. Elizabeth Spillius, psychoanalyst, writer and teacher, brings her experiences teaching Klein to non-Kleinians. Karen Proner teaches at the Tavistock, in Italy and the United States. TEACHING MELANIE KLEIN William Halton 10 Lincoln Road London N2 9DL 相似文献