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Wellness and fairness: Two core values for humanistic psychology
Abstract
Although principles of wellness and fairness have informed the core values of the humanistic movement, humanistic psychologists have not explicitly identified these concepts as essential to their goals. Wellness is a positive state of affairs brought about by the satisfaction of needs in 6 domains of life: Interpersonal, Community, Occupational, Psychological, Physical, and Economic. On the other hand, fairness includes distributive and procedural types that pertain, respectively, to the distribution of outcomes and the processes used to arrive at them. We argue that psychological thriving requires a set of synergistic conditions consisting of both wellness and fairness and discuss the need to make these implicit roles explicit in humanistic psychology. We argue that wellness and fairness can provide a useful tool for humanistic psychologists to advance self-actualization in individuals and in society at large.
... legitimised as well-being (Spratt, 2016). This focus on the individual entrepreneurship of well-being (Matthiesen, 2018) reinforces a culture in which self-realisation depends primarily on the human person, without care and attention to the contextual forces of justice or social injustice (Duff et al., 2016). ...
... The notion of well-being has been mainly defined and understood as an individual and subjective evaluation with respect to one´s life in different domains, and is composed of three aspects: (a) personal well-being, which is understood as that which allows people to feel competent, empowered and which allows for personal growth (associated with spirituality) (Nelson & Prilleltensky, 2005); (b) relational well-being, which has to do with people feeling part of different communities, groups and families; and is linked to the creation and maintenance of egalitarian relationships, social cohesion, social support and respect for diversity; and (c) collective well-being, which refers to the opportunities offered by the institutions to promote the personal and relational well-being of all the participants of a group, in this case, the students in the classroom (Duff et al., 2016). ...
... Procedural justice refers to the existence of fair processes that consider individual differences and differences in students' upbringing and cultural exposure (Prilleltensky, 2014). As Duff et al. (2016) pointed out, both types of justice should promote dignity, self-esteem, and the personal growth of all students and facilitate trust, respect, and empowerment of boys and girls in all vital aspects. In turn, both distributive and procedural justice should be promoted in multiple contexts (Prilleltensky, 2012b(Prilleltensky, , 2014. ...
This study analysed, from a social justice perspective, how students from two Chilean public schools evaluate, legitimise and delegitimise processes and social actors associated with classroom well‐being. Using a participatory qualitative design, fifty‐nine (59) seventh grade students were asked to take and then select photographs about their school experience, and later participated in semi‐structured interviews and a group workshop. Findings regarding the classroom context showed that children legitimised active learning methodologies, teachers to whom they feel close, and the use of technology for learning. They delegitimised punishment and teachers who ignored minority students or those with learning difficulties.
... Bugüne kadar değerler, eğitim (Thornberg, 2008), insancıl psikoloji (Duff, Rubenstein, ve Prilleltensky, 2016), pozitif psikoloji (Fredrickson, 2003), sosyoloji (Ray, 2018), antropoloji (West, 2005), din (Korkmaz, 2014) gibi çeşitli alanlarda araştırma konusu olmuştur. Bu araştırmada değerler, post modern bilişsel davranışçı yaklaşımlardan biri olarak kabul edilen Kabul ve Kararlılık Terapisi açısından ele alınmıştır. ...
... Values are guides about what we live for, what we want to be and how we want to behave, and they are our compasses that motivate us to make our lives meaningful (Hayes, Luoma, Bond, Masuda, and Lillis, 2006). To date, values have been associated with education (Thornberg, 2008), humanistic psychology (Duff, Rubenstein, and Prilleltensky, 2016), positive psychology (Fredrickson, 2003), sociology (Ray, 2018), anthropology (West, 2005), religion (Korkmaz, 2014) has been the subject of research in various fields such as In this study, values are discussed in terms of Acceptance and Commitment Therapy, which is accepted as one of the post-modern cognitive behavioral approaches. ...
... These shifts have culminated in the World Health Organisation's definition of health as 'a state of complete physical, mental and social well-being, and not merely the absence of disease and infirmity' (Daugherty et al., 2016, p. 404). Wellness, then, is now understood to be a complex, multidimensional concept (Duff, Rubenstein, & Prilleltensky, 2016;Snook & Oliver, 2015), which integrates physical health, social engagement, culture, being self-determining and having emotional and spiritual states of well-being (Snook & Oliver, 2015). ...
... In conclusion, consistent with the goals of a more transpersonally oriented psychology (e.g., Friedman & Hartelius, 2013;Hartelius et al., 2007;Kazdin, 2000), it seems that the field is ripe for encouraging the possibilities that an integrative practice can offer for the treatment of the client as a whole entity, recognising them as '…systems (of which mind and body are a unit) which are integral parts of larger systems, in permanent interaction with their INEGRATIVE PSYCHOLOGY PRACTICE 20 environment and capable of constructing their own subjective realities' (Mehta, 2011, p. 203). Indeed, an integrative clinical practice has the potential to encourage the uptake of a broader understanding of wellness as inclusive of physical health, social engagement, culture, being self-determining and having emotional and spiritual states of well-being (Duff et al., 2016;Snook & Oliver, 2015). Ultimately, by embracing epistemological pluralism and integrative clinical practice, we may not only be able to open the door to client-centered holistic treatment, but completely crack open the institutional safe. ...
Modern theories of psychology assume epistemological dualism: the division of mind and body, with definitions of psychology emphasizing the treatment of the mind separate from the body. However, advances in nervous system investigation and neuroscience are encouraging the discipline and profession of psychology toward a mind-body holism, leading to diversification of practice where mindfulness, spirituality, meditation, and yoga (grounded in Eastern philosophies and spiritualities) are being incorporated into research agenda and psychotherapy. A simultaneous move toward the integration of Complementary and Alternative Therapies (CATs) into traditional medicine is encouraging an integrative health practice. Yet, there remains ongoing skepticism about integrative psychology practice, despite a growing evidence base to support the effectiveness of CATs in addressing psychological issues. The present research used a qualitative framework to explore the perspectives of three practitioners trained or training in psychology and CATs around potential benefits of and barriers to an integrative psychology practice. Thematic analysis of verbatim interviews yielded findings that all practitioners had had life experiences that implicitly disrupted their assumptions of mind-body dualism, encouraging them in the belief that an integrated psychology with CATs had greater benefits for clients and psychologists through options for specialization and working within a field that is reflective of the times and embraces holism and a wider evidence base. Individual biases, institutional boundaries, and the scientist-practitioner model were perceived barriers. Results are important in opening conversation about the importance of integrative psychological practice for the 21st century, potentially informing clinically relevant service delivery and policy.
Keywords: integrative clinical practice, CATs, qualitative research
... Humanism promotes employees to be evaluated fairly and equitably via remuneration, performance evaluation and hiring to demonstrate respect for human dignity (Mel e, 2016). Employees should be treated fairly (Arnaud and Wasieleski, 2014) regardless of whether they remain with or leave the organization to maximize their potential through employment with another firm (Duff et al., 2016). ...
Purpose
Organizations that prioritize humanistic responsibility create an environment of value for their employees as the most important stakeholders. However, despite the numerous corporate social responsibility (CSR) models and research highlighting stakeholder considerations, the long-standing “social” aspect of CSR has inhibited its humanism responsibility. In response, this study proposes to move beyond the antecedents and outcomes of CSR to explore how perceived CSR can promote its humanistic responsibility both inside and outside of organizations.
Design/methodology/approach
The authors followed Sendjaya et al . (2008) ’s methodology for developing and validating the perceived corporate humanistic responsibility (CHR) scale. Study 1 validated the CHR's content. Study 2 established the measure’ reliability, internal consistency, unidimensionality and discriminant validity. The authors describe each of the studies in the forthcoming sections.
Findings
This research has produced a comprehensive set of perceived CHR items for business leaders based on earlier CHR/humanism concepts. Through the deconstruction of CHR theory, the granular conceptualization provides employee-centric workplaces, healthy internal communication, holistic compensation, CSR-committed behaviors and holistic training and development, equipped to assess how their CHR fosters humanistic workplaces that encourage socially responsible behaviors. This, in turn, would have an immense impact on employee well-being that, in turn, flourishes societal well-being.
Research limitations/implications
Although the perceived CHR scale's psychometric properties were confirmed using multiple tests ranging from qualitative to quantitative studies, this newly developed scale requires further investigation to explore whether internal or external relevance factors affect organizations' humanistic responsibility.
Practical implications
CSR is about caring for humans and the planet. The authors have unpacked what and how the human side of CSR operates for business leaders to advance their CHR practices and responsible management learning. The perceived CHR dimensions can guide business leaders to promote multidimensional humanistic behaviors inside and outside workplaces that transcend how to strengthen the humanistic responsibility behaviors of corporations to promote CHR by articulating how the “Social” aspect of CSR ought to function for employee well-being first.
Social implications
This study responds to Sustainable Development Goals (SDGs) most aligned with the SDG 3 (good health and well-being) and SDG 8 (decent work and economic growth) by promoting humanistic workplaces with implications for United Nation's Principles for Responsible Management that encourages universities to educate students on humanism concepts in business management.
Originality/value
The originality lies in the empirical study of CHR. By incorporating the original concepts of humanism/humanistic management and CHR, the authors empirically articulate how CHR may be practically implemented as an elaborated humanistic synthesis for corporations.
... According to the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2020), the pandemic is the biggest school disruption in history. In this context, the World Health Organization (WHO, 2021) recommendations for schooling during COVID-19 highlights the relationship between the education and the health of children, and seeks for countries to recognize and strengthen this link by paying attention to the conditions and opportunities that are generated to promote social wellbeing and mental health of the different members of the school community (Duff et al., 2016;Velasco, 2021). In spite of these efforts, the COVID-19 pandemic threatens to perpetuate and increase inequalities and vulnerabilities, especially in lower income countries (Organisation for Economic Co-operation and Development [OECD], 2021). ...
... Procedural justice was found to be positively associated with both general psychosocial wellbeing (Huong et al., 2016;Rani et al., 2018), and specific wellbeing indicators, such as life satisfaction (Lambert et al., 2010). Although no published study has empirically examined the association between procedural justice and psychological flourishing, a positive relationship would be expected because the presence of procedural justice implies that the organizational procedures are impartial, which can build trust, respect, control, and empowerment (Duff et al., 2016), and hence a sense of justice and being fairly treated may motivate individuals to become more active in work and life (Dunaetz, 2010). We therefore hypothesized higher levels of procedural justice to be associated with higher levels of psychological flourishing in mental health professionals (Hypothesis 1). ...
This study aimed to examine whether and how organizational factors (i.e., procedural justice) are associated with psychological flourishing, an optimal mental state. Path analysis was conducted among 195 Chinese mental health professionals (females = 69%; Mean age = 30 years) in Macao, and results showed that emotional exhaustion partially mediated the positive association between procedural justice and psychological flourishing, whereas emotion regulation significantly diminished the effects of procedural injustice on emotional exhaustion. Our findings highlight the emotional mechanisms underlying the influence of organizational procedures on employees’ wellbeing, and wellness programs for enhancing employees’ emotional regulation skills are recommended.
... According to the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2020), the pandemic is the biggest school disruption in history. In this context, the World Health Organization (WHO, 2021) recommendations for schooling during COVID-19 highlights the relationship between the education and the health of children, and seeks for countries to recognize and strengthen this link by paying attention to the conditions and opportunities that are generated to promote social wellbeing and mental health of the different members of the school community (Duff et al., 2016;Velasco, 2021). In spite of these efforts, the COVID-19 pandemic threatens to perpetuate and increase inequalities and vulnerabilities, especially in lower income countries (Organisation for Economic Co-operation and Development [OECD], 2021). ...
The COVID-19 pandemic continues to impact schools and how education is conveyed to students. One of the aspects that has gained strength is supporting the wellbeing of educational communities. The purpose of this study was to describe and understand the construction of school wellbeing during the pandemic, based on the notion of collective and sustainable wellbeing. Through a qualitative design, we conducted a study in four Chilean low-SES schools in which a national school mental health program is implemented. A total of 41 in-depth interviews and one group interview were conducted with students, parents, teacher, teacher assistants, school principals, psychosocial professionals, and the school mental health officers during the second half of the 2020 school year. Thematic content analyses showed that, while facing the school closure challenges, schools strived to protect students’ and teachers’ wellbeing. However, participants highlighted necessary conditions for sustaining the school community’s wellbeing and mental health in the context of the COVID-19 pandemic: assuring digital connectivity for all students; coordinated work with families and within the school; strengthening networks; curriculum adaptation and diversified pedagogical strategies; and emotional support toward teachers, families, and students. We discuss these findings and their implications for a sustainable and collective perspective of the wellbeing of school communities in low-SES schools, as well as for policy, practice, and research from the perspective of schools for social justice and health promotion.
... Therefore, the necessity to integrate social justice as the guiding paradigm in counseling after psychoanalytic, cognitive-behavioral, humanistic/existentialist and multicultural trend is discussed (Ratts, 2009). In that vein, the proposition that wellness and fairness are the basic values for the humanist model (Duff, Rubenstein & Prilleltensky, 2016) is also valid for counseling relations. In this neoliberal age, the development of phenomena such as happiness, flow, mindfulness, and self-management in clients only makes sense when integrated with social justice-based perspective as well as intersectionality paradigm. ...
Psikolojide neyin bilgi değeri taşıdığı ve ne tür konuların araştırılabileceği, içinde bulunulan dönemin yansımalarından etkilenebilmektedir. Neoliberalizmin sosyopolitik düzlemi yeni bir psişe anlatısı ortaya koymuştur. Bu psişe anlatımı doğrultusunda, neoliberal sistem benliğe yönelik bilgiyi ve öyküyü yeniden yapılandırmıştır. Bu çalışmada, neoliberal politikaların psikoloji ve daha özelde de psikolojik danışma alanında yansımaları tartışılmıştır. İlgili yazın incelendiğinde mikro tahakküm alanı olarak birey/ özne, mikro tahakküm biçimi olarak içselleştirilmiş disiplin ve psikolojinin çeşitli yöntemlerle piyasalaşması ya da bireyliğin piyasalaştırılması temaları üzerinde durulmuştur. Ayrıca neoliberal sistemde benliğin yeniden yapılandırılma biçimi incelenmiş, İçsel disipline etme sürecinde benliğe ve duygulara değinilmiştir. Psikolojik danışma alanında bireyin özerkliği ve pozitif gelişiminin sosyal adalet paradigmasıyla bütünleştirilmesinin gereğine vurgu yapılmıştır. Neoliberalizm bağlamındaki eleştirel yazın çerçevesinde oluşturulan bu temaların psikolojik danışma alanına olası yansımaları ele alınmış, sosyal adalet paradigması çerçevesinde psikolojik danışma alanına yönelik önerilere dikkat çekilmiştir. Güçlülük temelli müdahalelerde, iyi oluşun yanında benliğe yönelik neoliberal baskıdan özgürleşme vurgusu yapılmıştır.
... When viewed through a HP lens, our themes demonstrate participants utilise the creative potential of games for self-care activities that touch on their self-actualisation [53]: The drive to authentically and genuinely be themselves (see 3.1.1). Participants shared moments of personal vulnerability, emotional sensitivity and creative interpretation. ...
Games have the potential to not only entertain and immerse people, but can be used as vehicles for meaning-making. Given these qualities, games are approached as inspiration for caring technologies, especially for mental health. This transformative process often prioritises learning from games as systems, but not necessarily from the experiences of people with mental distress who play games for self-care. In this paper, we report on a participatory workshop series that sets out to further illuminate the connection between games, self-care and mental health from a humanistic, person-centred perspective. Over four workshops, we engaged 16 people with experiences of mental distress in speculative making activities and discussions of how self-care technology inspired by games could be re-envisioned. By thematically analysing our discussions and collective sense-making, we showcase how participants actively "re-frame" games for self-care. Finally, we sketch out how game developers and makers of gameful self-care technologies could build on our findings.
... Humanistic psychology's core values seem to struggle with the conditions under which students worldwide receive education since they burst out of the pandemic. Wellness and fairness principles are hardly implemented (Duff et al., 2016), yet it has been the primary concern of educators and administrators. The ultimate aim is to provide instruction to as many students as possible, regardless of the quality of content or teaching methods. ...
COVID-19, an infectious disease occurring globally and caused by
the newly discovered coronavirus, affected millions of people worldwide
and caused hundreds of thousands of people to die. The first cases began
to be seen as of March 11, 2020, in Turkey and as of this date with the
World Health Organization declaring the new coronavirus epidemic as a
pandemic, more attention has been drawn to the epidemic. Since the first
days of the COVID-19 pandemic, news with scientific content has been
frequently discussed in a versatile way in the media. Since the first cases
detected in Turkey Ministry of Health publishes daily koronovirüs table.
The coranavirus table includes the total number of tests, cases, deaths,
intensive care patients, intubated patients and recovering patients, and the
number of daily tests, cases and deaths. Later, instead of intubated and
intensive care patient data, serious patient data were used in the table and
additionally, pneumonia rate was started to be given in patients. In addition
to the total and daily data in the table, weekly data are also started to be
shared. Weekly data is included pneumonia rate, bed occupancy rate, adult
intensive care occupancy rate, ventilator occupancy rate, average contact
detection time, and filiation rate. In the news as a society, etc. we are
dealing with scientific concepts and data about coronovirus pandemic in
mass media. In this process, the most common scientific concepts we
encounter as a society; coronavirus, epidemic, pandemic, intubated patient,
symptom, antibody tests, virus mutation, herd immunity, fillation,
transmission coefficient, herd immunity (social immunity), negative pressure ventilation systems. The best measure that can be taken for
COVID-19, which has a high human-to-human contagion and has no
definitive treatment yet, would be to take the necessary precautions to
avoid the disease. By increasing the awareness of the society in combating
the pandemic, managing the process well will ensure that this process is
overcome with the least damage and loss both in terms of education and
socioeconomics.
Emphasizing the relationship between individual behavior and
group risk, the COVID-19 pandemic is above all a Public Health issue
(Mantzari, Rubin, & Marteau, 2020) and initially scientists and drug
manufacturers focused on the production of vaccines or other drugs to
mitigate the impact of COVID-19, which causes the pandemic for
treatment. However, over time, it has been seen that the pandemic should
be viewed not only as a Public Health issue but also from social, economic,
political and educational perspectives. The restrictions on the mobility caused by the social distance have
seriously affected the businesses by reducing the economic supply and
demand and also affected education to a great extent. In this process,
students carried out their education and training processes through distance
education. Mass education of all social strata of a country's entire
population is critical to mitigating a pandemic (Lopes, & McKay, 2020).
Differences in families' provision of educational opportunities to their
children directly from home or privately, differences in the capacity of
different types of schools to support learning, and differences in motivation
and independent learning situations among students also greatly affect the
success of distance education. For unintentional reasons, the COVID-19
pandemic will likely disrupt the education of a generation worldwide, and
these disruptions will affect the livelihoods of individuals and communities
(OECD, 2020). With the pandemic in the distance education process,
families have a great responsibility in minimizing these disruptions in
education.
Families undertook the task of guiding their children in this process
and tried to manage this process with the least harm. During the pandemic
process, individuals frequently follow scientific news and the vaccine and
drug development studies for COVID-19, which has not yet a clear
treatment, and learn that the process of developing the most effective
treatment against a disease is not that easy and indirectly, they follow the
stages of the scientific process steps with multi-dimensional discussions in
a real case study. Science news in the media should be interpreted correctly
in order to manage the process well by taking the necessary measures. The
low level of literacy in scientific developments also constitutes an
important obstacle for scientific news, which is one of the most important
tools used in conveying research results to the public, and for scientists who want to convey their research results and ideas to the public through
these news (Utma, 2017).
In this context, the study aimed to determine the awareness of
parents about the scientific concepts of the pandemic process, which we
have encountered especially in the news, and how families' perspectives
on science have changed in this process, and what difficulties they face.
... Humanistic psychology's core values seem to struggle with the conditions under which students worldwide receive education since they burst out of the pandemic. Wellness and fairness principles are hardly implemented (Duff et al., 2016), yet it has been the primary concern of educators and administrators. The ultimate aim is to provide instruction to as many students as possible, regardless of the quality of content or teaching methods. ...
To explore the ways our brains process information and
generates the models of thinking and learning has been widely
studied in the field. The background information about cognitive
science comes from mid-20th century psychologists’ attempts to
create a model. What cognitive load emphasizes is how human beings
interact with the world while learning. This approach determines
which part of the information is processed and interacted with by
analyzing cognitive load theory (CLT) and background information.
The analysis results can help us create a more effective learning
environment, especially when considering the online learning and
teaching and teaching environment
... Humanistic psychology's core values seem to struggle with the conditions under which students worldwide receive education since they burst out of the pandemic. Wellness and fairness principles are hardly implemented (Duff et al., 2016), yet it has been the primary concern of educators and administrators. The ultimate aim is to provide instruction to as many students as possible, regardless of the quality of content or teaching methods. ...
This book provides a detailed and up-to-date overview of works in
education, science and mathematics education. This book is informative
for especially educators, reseachers, academics, postgraduate students,
preservive teachers, teachers and school leaders own development. It
gives suggestions to educators, reseachers, academics, postgraduate
students, preservive teachers, teachers, school leadersand policy makers
and so on...
The book presents educational articles on various aspects, all
of them centred on the area of Area of Education and Pandemia. The
book consists of eleven chapters and 173+-page work.Thus, first paper –
“Opinions of the High School Students Regarding the Flipped Classroom
Practice…”. The next work is “The Content Analysis of Studies on
Individual Differences in Education In Turkey From 2000 to 2020”. After
that, the paper entitled “Effectiveness of Remote Training with Covid19 Pandemic Source”, Another study “Investigatıon Of Awareness of
Parents in the Pandemic Process and the Perspectives Related to Science
and Education In This Process”, and other namely: “Multiple
Intelligence Theory and Effective Learning in Visual Arts Education” ,
“The Relationship Between the Views of The Preservice Mathematics
Teachers on Proof and Their Multiple Intelligence…”, “The Significance
of Science Centers in Science Education…”, “The Effect of Positivist And
Post-Positivist Paradigms on The Change of Validity Conceptualization”,
“A Psychological Perspective on Organizational Loneliness…” and
“Studies on Cognitive Load Theory in Turkey: A Literature Survey”.
December, 2020 Prof. Dr. Hulya GUR
Balikesir University
... Humanistic psychology's core values seem to struggle with the conditions under which students worldwide receive education since they burst out of the pandemic. Wellness and fairness principles are hardly implemented (Duff et al., 2016), yet it has been the primary concern of educators and administrators. The ultimate aim is to provide instruction to as many students as possible, regardless of the quality of content or teaching methods. ...
The studies examined in this research, doctoral theses, master theses, and the main subject of education and individual differences are limited to the sources and data reviews. In this sense, more comprehensive and detailed content analysis can be made for individual differences. In this sense, broader and more detailed content analysis could be made regarding individual differences. In the studies reviewed, the suggestions variable was not included in the current study since it was not available in every study and was not generalizable. It was revealed that the effects of individual differences in students' attitudes and achievements in the learning process have a positive meaning. This finding is important data for us to see the importance of the subject. Therefore, quantitative, qualitative, and mixed studies and quasi-experimental studies could be done in this field. The findings examined from the research results show that individuals have significant individual differences in learning characteristics. Traditional methods do not provide equal benefits for all individuals. Individual differences, quantity and quality problems in learning, the structure of teaching materials, the impossibility of having a mental knowledge level, and similar reasons require education according to the individual and his / her needs.
... Neither the activity, nor the results of the study, are therefore directly transferable to other contexts. Notes 1. Wellbeing is here defined as a positive state, brought about by satisfaction of interpersonal community, occupational, psychological, physical, and economic needs (Duff et al., 2016). 2. Three of the authors were also poets. ...
Creative writing might support recovery and wellbeing of patients with mental distress. Writing activities often take place in communities, social service facilities, or outpatient care, including psychotherapy. Hospitalized individuals however also need meaningful activities. Therefore, a one-year creative writing project was established at a Swedish psychiatric inpatient clinic. Creative writing workshops were led by established authors. The purpose was to provide opportunities for patients to develop their writing, support recovery, and offer meaningful activities. This study is based on interviews with the four authors who led the activities. The aim of the study was to understand the prerequisites and possibilities of integrating creative writing activities, led by authors, at psychiatric inpatient clinics. The authors sensed that a high level of flexibility was needed during workshops. Moreover, the time frame and the room need to be adapted to writing activities. Moreover, they described meaningful and supportive encounters, belonging, and joy. Clinical recommendations are presented.
... 203) [10]. These shifts in psychology have moved closer to understandings of health espoused as early as 1948 by the World Health Organisation, where health is understood to be a complex, multidimensional concept [13,14], defined as 'a state of complete physical, mental and social well-being, and not merely the absence of disease and infirmity' [15]. Given this definition, a framework for psychological research which integrates physical health, social engagement, culture, being INTEGRATIVE PSYCHOLOGY PRACTICE 6 self-determining, and having emotional and spiritual states of well-being [14] is needed. ...
Background
and purpose: Although Complementary and Alternative Therapies (CATs) are currently incorporated into psychotherapy, scepticism remains among professional and practicing psychologists about integration of CATs into professional practice. This research explored perceived benefits and barriers to integrating CATs into psychology practice with individual clients.
Materials and methods
We used a qualitative framework informed by Transpersonal Psychology to explore benefits and barriers to integrative psychology practice. We conducted semi-structured interviews with six practitioners trained or training in psychology and CATs and analysed verbatim transcripts using thematic analysis.
Results
Participants reported personal, career-based, and epistemological benefits and barriers to integrative psychology practice. Benefits were improved therapeutic relationships, specialisation options, and a time reflective psychology. Barriers included stigma and bias, regulations, and dominance of the scientist-practitioner model. Superordinate themes were holism, connectedness, and governance.
Conclusion
Results activate conversation about the importance of a transpersonally oriented integrative psychological practice for the 21st century.
Las becas federales buscan apoyar el gasto familiar y el bienestar de las personas a través de la satisfacción de sus necesidades básicas, garantizando la educación y la permanencia escolar de los jóvenes estudiantes. Por lo tanto, el presente trabajo tiene como objetivo: Conocer el uso de las becas otorgadas por el gobierno y los cambios identificados en el bienestar escolar, personal y familiar de los estudiantes de los CBTas 134 y 162 de la educación media superior agropecuario del estado de Tlaxcala, México. El estudio se desarrolló a través de una investigación cualitativa, con una entrevista estructurada a profundidad, la cual fue grabada a fin de tomar los datos con la mayor fidelidad posible. Como resultado se encontró que las becas ayudan de forma mínima a los problemas económicos del hogar, escuela y cuestiones personales, por las condiciones de carencia que presentan los estudiantes. Se concluye que las becas son un apoyo económico que no cumplen para lograr mejor rendimiento escolar y bienestar social.
Although fairness is a key moral trait, limited research focuses on participants' observed fairness behavior because moral traits are generally measured through self-report. This experiment focused on day-to-day interpersonal fairness rather than impersonal justice, and fairness was assessed as observed behavior. The experiment investigated whether a self-reported fairness trait would moderate a situational influence on observed fairness behavior, such that individuals with a stronger fairness trait would be less affected by a situational influence than those with a weaker fairness trait. We used an iterated resource game in which participants could withdraw resources as they chose, and we manipulated the number of resources bogus players withdrew. The number of resources participants withdrew was the behavioral measure of fairness. Results confirmed the expected moderation of the unfairness manipulation by a fairness trait on observed behavior. Those reporting a stronger fairness trait were unaffected by the manipulation, whereas those reporting a weaker fairness trait were more strongly influenced.
How do criminal justice interactions affect political participation and through what mechanisms? In this new era of criminal justice expansion, the number of people who have had interactions and who will interact with the criminal justice system has increased significantly. Notwithstanding the abundant scholarship detailing the expansion of the carceral state, the subsequent increases in carceral contact, and the negative externalities of punitivity, we know little about the mechanisms that drive the observed negative political consequences. We know what is happening but not how it is happening. I argue that predacious criminal justice policies are having a negative interpretative policy feedback effect on the well‐being of those contacted. First, I find that feelings of well‐being are strongly associated with political participation. Second, using structural equation modeling, I offer evidence that carceral contact has a strong direct effect on well‐being and a strong indirect effect on political participation mediated through measures of well‐being. Twenty‐three percent of the political suppression effect is an indirect effect of carceral contact mediated through well‐being.
Taking the debates on childhood well-being as framework, this work focuses on the study of girls’ and boys’ well-being inside the schools, from a discourse perspective centered in social relations and institutional practices within the school context and the opportunities generated in this social environment. The purpose of this study is to analyze how welfare is built by children on a discourse level. In order to achieve this, 39 boys and girls of 10 to 12 years old and from different socio-economic classes and different schools were interviewed. The results bring forward three interpretative repertoires: the debunking of the norm, recognizing of singularity and learning rhythms, and “amusing” teachers instead of “bitter” ones. These findings are discussed in relationship with the functioning of the institution and the current model of educational management. © 2018 Pontificia Universidad Catolica de Valparaiso. All rights reserved.
Статья посвящена решению проблемы преодоления нравственного кризиса в современном обществе путем исследования особенностей развития у молодых людей человечности и креативности в процессе нравственного развития. Человечность рассматривается как проявление нравственности.В статье показано, что признаки самоактуализирующейся личности с позиций зарубежной гуманистической психологии не во всем соответствуют требованиям, предъявляемым к нравственной личности с позиций отечественной психологии. Авторами статьи проанализированы и продемонстрированы различия в подходах к рассмотрению понятий «человечность» и «креативность» с данных позиций.Представлены результаты эмпирического исследования, выполненного в течение 2012–2016 гг. на выборке объемом 992 человека. Выявлено, что у молодых людей человечность и креативность развиты на среднем уровне. При этом у обучающихся и начинающих специалистов психолого-педагогического направления (особенно у девушек), в сравнении с другими выборками, слабо развиты как функции «добра», так и «зла». Следовательно, для формирования профессионально значимых качеств будущих педагогов и психологов необходимо особые усилия направлять на их нравственное развитие, на обучение их совершению нравственного выбора между добром и злом.Получены данные об отрицательной корреляции у молодежи креативности как проявления самоактуализации с «добром» и «коэффициентом человечности» и положительной корреляции со «злом». Развитие креативности у молодежи приводит к снижению уровня ее нравственного развития по показателю человечности.В статье на основании проведенного теоретического анализа и масштабного эмпирического исследования взаимосвязи развития человечности и креативности обоснована необходимость критического отношения к положениям зарубежной гуманистической психологии в части их противоречия реализации человеком в ходе своей жизнедеятельности непреходящих общечеловеческих нравственных принципов и норм.В процессе сопровождения личностного развития молодежи необходимо формировать у молодых людей умение оценивать происходящее по критериям человечности как проявления нравственности, основывающейся на непреходящих общечеловеческих принципах.
Humanistic psychology historically defined itself in part by its opposition to behavioral psychology, but the conditions now exist for a fundamental reconsideration of the relationship between these two traditions. Behavioral psychology includes contextualistic variants and is no longer limited to principles drawn from animal learning. Behavioral and cognitive therapies commonly address humanistic topics and have developed process accounts that cast new light on them. In that context, a reconsideration of this relationship could prove to be beneficial for both traditions. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
This chapter talks about the two challenges that are posed during the pursuit of social justice. It examines the relationship between fairness in the distribution of economic resources and the fairness in the accommodation of diversity. It outlines the current work on multicultural citizenship and then considers the concern that there is a trade-off between the welfare state and multiculturalism.
“Firebrand” focuses on the experience of being different and the struggles individuals face in coping with family, social, and political encroachments on identity and selfhood. “Firebrand” explores a series of challenging events and activities in my own life that evoked in me a determination to stay on the path of my own sense of meaning and truth even though I was being threatened by people in positions of power and by attempts to block, control, and restrain me. Firebrand is an affirmation of what it means to be an alive and unique human being, to maintain an authentic presence and moral values while also struggling to be personally, socially, and politically effective.