Gestalt And Humanistic Modes Of Thought - 800 Words

Gestalt and humanistic modes of thought share the idea that people have free-will and are able to make their own choices in life; also, a high importance is placed on a person’s experiences and personal viewpoint (Hergenhahn Henley, 2014). Phenomenology, or the introspective analysis of whole conceptual experiences, features prominently in both ideologies (Hergenhahn Henley, 2014). Another shared viewpoint is that human beings are unique, and as such there is a limit to what can be learned from other humans, or from the study of animals (Hergenhahn Henley, 2014). The thought that people are too complex to be studied with normal scientific methodology is another shared tenet. The main difference between these two ideologies is the basic premise of human nature. Humanistic psychology’s primary belief is that human nature is intrinsically good and that their default would be to naturally get along with other people (Hergenhahn Henley, 2014). For Gestalt type psychology, the basis of human nature is mainly neutral, and people then have to exercise choice in order to become something else. Coming to understand one’s own mortality as a way to live life is part of Gestalt psychology, whereas for humanistic psychology it is not considered as important to human actuality (Hergenhahn Henley, 2014). The application and connection of a humanistic understanding of learning and how it applies to leadership roles also shares some similarities with Gestalt psychology. DevelopingShow MoreRelatedStructuralism And The Development Of Psychology874 Words   |  4 Pages(Edward B. Titchener) functionalism- from an evolutionary process, a school of psychology is focused on how mental and behavioral processes function Behavioral- an objective form of science that studies behavior without reference to mental process b) Gestalt- Max Wertheimer sought to explain perceptions in terms of results rather than by analyzing their constituents c)Psychoanalytic/psychodynamic-Sigmund Freud revolutionized psychology with his theory of psychoanalytic, he believed he discovered the unconsciousRead MoreHumanistic Nursing8354 Words   |  34 PagesHUMANISTIC NURSING THEORY By: MARY JOHN L. RENONG, RN August 10, 2013 Dr. Loretta Zderad Dr. Josephine Paterson I. BIOGRAPHY Josephine Paterson was born on the 1st of September of 1924 in Freeport, New York. Loretta and Josephine spent their early school years during the depression of the 1930s. Josephine G. Paterson was also learning the role of a nurse as well as work responsibilities during this same time period. She hadRead MoreEssay on Ta and Gestalt3196 Words   |  13 PagesIn this essay I will give an explanation of my understanding of Transactional Analysis, more commonly known as ‘TA’, and the Gestalt theory to counselling, as discussed in module one, year three of the Chrysalis Counselling course. I will then apply these approaches, and demonstrate the methodology to a previous client case study, discussing what I could have achieved. I will offer a brief outline of the case in question to allow for clear understanding of the presenting issue, and the possible outcomesRead MoreTransactional Analysis and Gestalt Therapy Essay3497 Words   |  14 PagesIntroduction Gestalt and TA concept have been widely recognized for their role in psychotherapy. In this context, they provide the therapist with a framework which can be used to help their patients overcome mental problems and issues. As result, personal growth and development is likely to be attained. Their significance is illuminated by the fact that both of them encourage the patient’s ‘here and now’ awareness, which is fundamental in personal development (Brenner 2000). 2. Gestalt Fritz andRead MoreTheories and Principles for Planning and Enabling Learning Essay3317 Words   |  14 PagesUNIT 4 – TASK 1 2 INTRODUCTION 2 RELEVANT THEORIES OF LEARNING 2 (Neo-)Behaviourists 2 Humanists 2 Gestalt Theory 2 The Cognitivists 3 Other theories 3 COMMUNICATION THEORIES 3 Transactional Analysis (TA) and Teaching 3 Neuro-Linguistic Programming (NLP) 4 CONCLUSION 4 UNIT 4 – TASK 2 5 INTRODUCTION 5 CURRENT SITUATION 5 THE FUTURE 7 How to apply the Humanist perspective? 7 How to apply the Cognitivist perspective? 7 UNIT 4 – TASK 3 9 INTRODUCTION 9 CURRENT SITUATION 9 WHAT IRead MoreModule 2 Dttls Essay5219 Words   |  21 PagesUnlike Piaget, learners do not move through the stages but use the model of representation from each stage to support their learning. Identifying discovery learning is the acquisition of new knowledge and then assimilated or accommodated based on the modes or representation. When a learner does something with new knowledge e.g. they manipulate it and apply it to working out a problem it is called transformation. In the evaluation stage the learner assesses the usefulness of the new knowledge. BrunerRead MoreExistentialist Therapy : Moderating Life s Journey1752 Words   |  8 Pagesresponsibility and fulfillment through the client/therapist relationship and evoking change in treatment. Existentialism was created out of ideals of European philosophers from the 1800’s and 1900’s who were in the midst of great change in industry, thought and government rule. In a new French republic undergoing two World Wars, one in which he fought and was imprisoned, Jean-Paul Sartre created the slogan â€Å"existence proceeds essence† in his work, Existentialism and Human Emotions. This work becameRead MoreNlp in English Language Teaching5593 Words   |  23 Pagesbrain can be trained for the purpose of betterment. It encompasses or is related to left / right brain functions, visual / auditory / kinesthetic learning styles, multiple intelligence and other areas of research which are attempting to identify modes of learning whilst recognizing the importance of the individual learner. (http://www.teachingenglish.org.uk/think/methodology/nlp.shtml#one) Here are the key features of NLP: • NLP is about recognizing patterns. • NLP is concerned withRead MoreArt as an Embodied Imagination22095 Words   |  89 Pagesphenomenological and the cognitive unconscious. At the ï ¬ rst level, individuals are conscious of their feelings and actions while, at the second level, sensorimotor and other bodily oriented inference mechanisms inform their processes of abstract thought and reasoning. We analyze the consumption stories of 30 museum goers in order to understand how people move through museum spaces and feel, touch, hear, smell, and taste art. Further, through an analysis of metaphors and the use of conceptual blendingRead MoreArt as an Embodied Imagination22095 Words   |  89 Pagesphenomenological and the cognitive unconscious. At the ï ¬ rst level, individuals are conscious of their feelings and actions while, at the second level, sensorimotor and other bodily oriented inference mechanisms inform their processes of abstract thought and reasoning. We analyze the consumption stories of 30 museum goe rs in order to understand how people move through museum spaces and feel, touch, hear, smell, and taste art. Further, through an analysis of metaphors and the use of conceptual blending

Hunger Is A Serious Problem - 910 Words

World Hunger Hunger is an everyday battle in America and all over the world. Hunger is a feeling of discomfort, or weakness caused by lack of food. Another definition for hunger is having a strong desire or craving for food. I’m sure everyone has heard once before in their lives from their friends,parents or other family members that you are not truly hungry even though you say otherwise. Every time I would say, â€Å"I don’t like that,† and I was talking about some type of food my parents would always tell me that ,â€Å"People in Africa and Mexico don’t get to have warm meals at least 3 times a day, like we do.† In Africa, Germany, Mexico, and other countries, even in America ,and all around the world hunger is still a very serious problem. Maybe in a world where ISIS doesn’t exist and people don’t get murdered could hunger be extinct. In fact, hunger exists in virtually every community in the United States and 1 in 7 Americans strug gle to get enough to eat. In 2014 ,46.7 million people were in poverty. Poverty is the state of being extremely poor. In the same year, 15.5 million children under the age of 18 were in poverty, 4.6 million seniors ,65 and older were also in poverty. The overall national poverty rate according to the Supplemental Poverty Measure is 15.3 percent, compared with the official poverty rate of 14.8 percent. Food insecurity is also very harmful to all people, but it is particularly devastating to children. Proper nutrition is critical to a child’sShow MoreRelatedWorld Hunger Is A Serious Problem2186 Words   |  9 Pageshealthy and lead an active life. Hunger and malnutrition are, in fact, the number one health risk in the world. It is greater than AIDS, malaria, and tuberculosis combined (Ackerman, 2002). World hunger is a serious problem battering our nation and surrounding nations. The USDA and United Nations are confronted with this issue. Kids are crying out in pain, as there is never enough food to feed them. Someone needed to stop this hunger and find a way to solve this problem. Earl Butz, the secretaryRead MoreWorld Hunger Is A Serious Problem2235 Words   |  9 Pageshealthy and lead an active life. Hunger and malnutrition are in fact the number one health risk in the world. It is greater than AIDS, Malaria, and Tuberculosis combined (Ackerman, 2002). World hunger is a serious problem battering the nation and surrounding nations. The USDA and United Nations are confronted with this issue. Kids are crying out in pain, as there is not enough food to be fed. Someone had to stop this hunger and find a way to solve this problem. Earl Butz, the secretary of agricultureRead MoreHunger in Haiti1435 Words   |  6 PagesAbstract Haiti is a small Caribbean country with serious hunger problem for many years. Even in 1980s, Haiti had advanced agriculture and hunger problem was far from this country. However, the local wars and conflicts happened in 1990s changed this. Agriculture was disturbed and hunger problem became more and more serious. It has been the key problem of Haitian development so Haitian government and international society have taken lots of measures to improve this situation. The major internationalRead MoreThe Problem Of World Hunger1258 Words   |  6 Pagespervasive threat of death have been streaming on various media. World Hunger is one of the main problems that a large portion of the global population faces today. Hunger varies with severity but in this case it is the want of food in a third world country. World hunger is a problem that has existed for much of our known history; it has faded away from central concerns because it is barely brought up in everyday conversations. World hunge r has many aggravating factors and principal causes, such as insufficientRead MoreGenetically Food And World Hunger Problem1202 Words   |  5 PagesGenetically modified food And World Hunger Problem As Lehrer writes in the article â€Å" We, Robots†, compared to expectation on each other, people are extremely eager to take sides on technology (Lehrer, n.d.). In the 21st century, Technology has an extremely significant effect on the lives of individuals. Technology shows people a more efficient way to do things; Medical discoveries occur at an increasingly fast rate and agricultural processes that once required a plenty of human workers can now beRead MoreHunger Is Not An Issue Of Charity1625 Words   |  7 Pagesâ€Å"Hunger is not an issue of charity. It is an issue of justice† (10 Ways to Stop World Hunger†). Every year, millions of people die all over the world due to disease, war, and old age, but hunger is commonly overlooked. Diseases like cancer are constantly being studied in order to find a cure, but for hunger, there is one cure: food. While charity is essential to fighting hunger in Africa, it only meets short-term needs. It feeds people, clothes them, and gives them shelter, but it does not solveRead MoreHunger, Poverty And Economic Development929 Words   |  4 PagesHunger and Poverty â€Å"We think sometimes that poverty is only being hungry, naked and homeless. The poverty of being unwanted, unloved and uncared for is the greatest poverty. We must start in our own homes to remedy this kind of poverty†--Mother Teresa. This quote speaks deeply to those who are suffering from hunger due to the fact of the country being in poverty. What actually causes hunger? Most of us assume that it would be the countries poverty level, well most of us would be right, but thenRead MoreThe Poverty Of The Hunger Rebellion1671 Words   |  7 PagesThe Hunger Rebellion â€Å"The United States ranks near the bottom of the pack of wealthy nations on a measure of child poverty, according to a new report from UNICEF. Nearly one third of U.S. children live in households with an income below 60 percent of the national median income in 2008 - about $31,000 annually. In the richest nation in the world, one in three kids live in poverty.† according to Cristopher Ingraham, a political writer who previously worked at the Brookings Institution and the Pew ResearchRead MoreHunger in Africa905 Words   |  4 PagesRich Summative Task HUNGER IN AFRICA Christine Mande HEOR-02 Mr.Dragan January 18th 2013 Hunger is one of the most common problems in the world. It is such a dangerous thing. It kills more people in a year than AIDS, malaria and tuberculosis combined. Many countries struggle with famine and they don’t have much help either. Countries like Somalia, Ethiopia, Mozambique and Sudan are some of the countries that suffer from hunger more than others do. In Africa there are 60% of peopleRead MoreThe Population And Over Consumption1388 Words   |  6 Pages Is it over-consumption or over-population? Over-population or as well known as ‘’Human Over-population’’ appears when the total of population exceeds the capacityThere are some root causes why the over-population becomes the serious problem, may be more serious than it seems to be. First, The high rate of population growth. In some countries, the rise in birth rate (lack of birth control limiting programs) and the decline in death rate. In the other words, the rate of population growth

A comparison between a girl of 8 years old and one of 16 years old, talking about who they are free essay sample

Two girls, an 8 year old and a sixteen year old were interviewed talking about who they are, following Rosenberg’s categories . It was found that there is a developmental trend between the girls. The locus of self – knowledge shifts with the age from relating on others to relating to the self. Introduction: Younger children focus on describing external characteristics when they talk about who they are, for example, physical appearance and routine activities they participate in, on things that other people are able to observe. As children get older, they focus more on internal characteristics, emotions, relationships with others. Do children have an independent sense of self or is it simply a reflection of the ideas of others? Rosenberg called this locus of self – knowledge and he explored it by asking questions like: If I asked you and your mother how smart you were and you gave different answers, who would be right? Younger children were more likely to rely on another person as the reference point. Only 15 per cent placed the locus of self-knowledge within themselves, comparing with nearly 50 per cent of the older children. The locus of self – knowledge changes with age. This suggests that children come to understand that no one else can fully understand their experiences, feelings. Methods Design In this practical report children and young people were interviewed about what they think about themselves. Participants The persons who were interviewed were two girls, a 8 years old from a primary school called Annie and a 16 years old from secondary school, called Kirsty. Both of them were from Milton Keynes. Materials The interviews were conducted by two members of the ED209 module team: Kieron Sheeby with the younger girl and Peter Barnes with the older girl. Procedure Two schools, one primary and one secondary, from Milton Keynes were approach to identify children who are willing to be recorded talking about themselves. After a number of children agreed to take part of the practical study their parents were asked to sign a form giving consent to their participation and to the use of the audio-recording for the ED209 module. At the beginning of each interview the participants were told that they could ask for the recording to be stopped at any time if they found themselves saying something that they didn’t wish to be recorded. By asking the parents to sigh the form and telling the children that they can stop the recording any time the Code of Human Research Ethics British Psychological Society was respected in this practical study. The interviews took place in 2005 and the children were recorded in their schools during a school day. Annie, the 8 years old had the interview with Kieron Sheeby in a building adjacent to their school which was familiar to them because it was where they regularly went for PE lessons. Annie was accompanied by a classroom assistant. Kirsty, the 16 years old had the interview with Peter Barnes in a small room opposite the school secretary’s office. In both interviews were present the sound recorder and the producer. A microphone was positioned for the recordings to be at their best. The children were not inhibited by the presence of other people in the room or by the equipment. Results: The different categories that how two girls, an 8 year old and a 16 year old use to talk about self-description are summarised in Table 1. The raw scores are provided in Appendix A. The data was collected following Rosenberg’s categories. Table 1 Rosenberg’s categories applied for an 8 years old girl and 16 years old girl Rosenberg’s categories Annie – 8 years old Kirsty – 16 years old Physical 4 1 Character 2 5 Relationships 0 2 Inner 0 2 The results of the report showed that the eight year old girl used physical and character categories when she talked about who she is. The sixteen years old is a bit more diversified, using all of the four categories to describe her, but her favourite one is the character category. Talking about relationships and inner categories it could be seen that there is a nice difference between the girls. The eight year old didn’t talk about it, while the sixteen year old choose two of each to describe her. Discussion The results of this report indicate that child’s self-description shows changes with age. The outcome of this report is a pattern of results predicted by Rosenberg: most of the descriptors used by younger children were about physical activity and physical characteristics. The older children were more likely to use the character traits to define the self. The results indicated that the eight years old uses the physical and character categories to describe her, while the sixteen years old goes more for the character and inner to talk about who she is. The younger girl has no relationships and inner categories descriptions in her way of talking about who she is. For the older girl physical categories descriptions are not so important when she talks about who she is. In Annie’s interview there is a lack of consistency between the question that is asked and the answer that is given. The 8 year old doesn’t properly understand some of the questions. For example when she was asked if she has any weak points, she replied: â€Å"my ears†¦my legs†. Locus of self-esteem is following Rosenberg’s findings. When Annie was asked who would be right if her mother and she were asked the question: How is she doing at Maths and they both would give a different answer. Annie was relying on her mother as the reference point of her answer: â€Å"she’s seen all my Maths works from the reception†. The locus of self-knowledge changes with the age. Kirsty was asked if her mother and she would give the same answer to the question if she’s well behaved home. And if not who will be right? Kirsty’s answer was using the personal characteristics: â€Å"they think I’m being moody, but I think I’m funny†, she understands that her parents can’t understand her experience and feelings as she understands them. There is a developmental trends in the way in which these two girls describe themselves and the way how the interviews go. The sixteen year old seems to understand better the questions that were asked. She also was framed in all the four categories when she talked about who she is. Whereas the eight year old didn’t quite get all the questions and she choose only two of those four categories to describe who she is. The results from this project look like young children use more physical categories than the older children to talk about who they are. O well it’s not possible to generalize these findings because there were interviewed only two girls. And there are no boys in the discussion. The validity of these interviews is a concern. A development of this study, therefore, would be to extend the number of the children and also will be interesting to bring some boys into the interviews and find out what do they say about who they are. If the same interviews would be done by other researchers I don’t think that the findings under the same circumstances would be the same. It’s true the schools were the interviews were held are an environment where the girls were used to, but in the same time school requires a performance at a certain level. The harmony between the parts and the quality of sticking together are not there. The interview was held in a nosy environment and it had to be stopped couple of times. The reliability is very low. Conclusion This practical report showed that there is a difference between a girl of 8 years old and one of 16 years old, talking about who they are. There is a lack of locus of self – knowledge in the eight year old, while the sixteen year old has a good aspect of her self development.