Chapter 1 – Introduction to Transpersonal Psychology
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Spirituality CONVENER: Pomona E-Mail: [email protected] #6001 a #6004 a CLASS FEE: $9 Deep Trance Meditation Medicine Wheel Ceremony Sec
28 summer ‘10 Free FOR UMKC STUDENTS REGISTER BY PHONE! 816-235-1448 #6007 A Italian Paganism: Everyday Practices of Stregheria Have you ever heard of Stregheria, the “Old Religion” of Italian witches? Learn how to bring inner paths these beautiful and potent spiritual practices into your daily life. Basic knowledge of Wicca or Neo- paganism is recommended, but not required. Come prepared to participate! Spirituality CONVENER: Pomona E-mail: [email protected] #6001 A #6004 A CLASS FEE: $9 Deep Trance Meditation Medicine Wheel Ceremony Sec. A: 1 session; Saturday, July 17; 1:00 PM - 3:30 PM; Flarsheim Hall, Rm. 262, 5110 Rockhill Rd., UMKC Campus, Join us for group meditation using Created by Cherokee medicine man War Eagle at KCMO, South of 51st. On Rockhill Rd.; LIMIT: 12 Samadhi Nirvana Yoga technique (deep trance, the time of the harmonic convergence, at a place cessation, union with the Divine, or oneself). Brain- where a rainbow ended seventeen years earlier, this waves of deep delta can be reached, releasing one medicine wheel is dedicated to the healing of Earth #6008 A from “mind chatter”/negative thinking. This is not and all on it. Come add your stone, your prayers Fundamentals of Tibetan “guided” meditation - a “deep trance state” is given and your energy to 600 stones from all over the Buddhism—Sangha Book Group while in session. Swami Ramaraaja has been a world -- from Machu-Picchu to the Palace of the “The Fundamentals of Tibetan Buddhism” by Re- spiritual practitioner for over thirty years and offers Dali Lama. Bring your favorite food to share after becca McClen Novick will be our study guide. -
A Adamski, George, 83, 133 Alcubierre, Miguel, 117 Alternative
Index A Childress, David Hatcher, 44, 48, 119 Adamski, George, 83, 133 Christie, Agatha, 127 Alcubierre, Miguel, 117 Chupacabra, 80 Alternative 3, 174 Clarke, Arthur C., 8, 17, 57, 113, 120, 121, Amazing Stories, 2, 38, 41, 46, 53, 61, 65, 105, 112 124, 149 Ancient astronauts, 136 Clarke, David, 67, 72, 73, 82 Anti-gravity, 119 Clegg, Brian, 26, 88, 113, 117, 129 Antimatter, 126 Clifton, Mark, 91 Apollo Moon landings, 163 Close Encounters of the Third Kind, 38, 72, Ark of the Covenant, 142 160, 175 Armageddon, 171 Cold fusion, 125 Arnold, Kenneth, 62, 65, 68 Conspiracy theory, 30, 44, 50, 51, 55, 58, 64, Asimov, Isaac, 13, 26, 64, 98, 112, 124, 130, 65, 67, 145, 148, 155, 157, 159, 167 158, 165 Cox, Brian, 95 Asteroid impact, 171 Cultural tracking, 70 Astounding Science Fiction, 8, 12, 22, 57, 64, 91, 97, 107, 115, 117, 121, 125, 158, 165 Atlantis, 37, 42, 59, 106, 139, 143 D Däniken, Erich von, 135, 136, 143, 150 Dash, Mike, 35, 36, 79 B De Camp, L. Sprague, 141 Ballard, J.G., 82 Dean Drive, 113 Bates method, 103 Death ray, 127 Berlitz, Charles, 36, 68 deFord, Miriam Allen, 9, 22 Bermuda Triangle, 36, 139 Dianetics, 97 Binder, Otto, 67 Dick, Philip K., 26, 52, 56, 77, 99, 156, 163, 170 Blavatsky, Madame, 94, 141 Disch, Thomas M., 169 Blish, James, 90, 104 Ditko, Steve, 104 Boltzmann brain, 76 Doc Savage, 112 Brown, Dan, 94, 126, 156 Doctor Strange, 104 Brown, Fredric, 27, 77 Doctor Who, 37, 145, 162 Brunner, John, 107 Dowsing, 101 Doyle, Arthur Conan, 88 Dyatlov Pass Incident, 31 C Campbell, John W., 13, 57, 64, 91, 99, 107, 115, 130 E Capricorn One, 163 EmDrive, 115 Carpenter, John, 51, 57 England, George Allan, 4 Champions, 104 Extrasensory perception (ESP), 54, 66, 88, 91, 121 Chemtrails, 167 Ezekiel, 134 © Springer International Publishing Switzerland 2017 A. -
Exploring Relationships of Meaning, Co-Occurring Diagnoses, and Attitudes About
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Exploring Relationships of Meaning, Co- Occurring Diagnoses, and Attitudes About Substances Misty Grant Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Psychiatric and Mental Health Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Counselor Education & Supervision This is to certify that the doctoral dissertation by Misty Grant has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Corinne Bridges, Committee Chairperson, Counselor Education and Supervision Faculty Dr. Michelle Perepiczka, Committee Member, Counselor Education and Supervision Faculty Dr. Jason Patton, University Reviewer, Counselor Education and Supervision Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Exploring Relationships of Meaning, Co-Occurring Diagnoses, and Attitudes About Substances by Misty Grant MA, Argosy University, 2012 BS, University of Utah, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements -
Healthy Personality
HEALTHY PERSONALITY Presented by CONTINUING PSYCHOLOGY EDUCATION 6 CONTINUING EDUCATION HOURS “I wanted to prove that human beings are capable of something grander than war and prejudice and hatred.” Abraham Maslow, Psychology Today, 1968, 2, p.55. Course Objective Learning Objectives The purpose of this course is to provide an Upon completion, the participant will understand understanding of the concept of healthy personality. the nature, motivation, and characteristics of the Seven theorists offer their views on the subject, healthy personality. Seven influential including: Gordon Allport, Carl Rogers, Erich psychotherapists-theorists examine the concept Fromm, Abraham Maslow, Carl Jung, Viktor of healthy personality allowing the reader to Frankl, and Fritz Perls. integrate these principles into his or her own life. Accreditation Faculty Continuing Psychology Education is approved to Neil Eddington, Ph.D. provide continuing education by the following: Richard Shuman, LMFT Texas State Board of Social Worker Examiners (Provider # CS3329) - 5 hours for this course; Texas State Board of Examiners of Professional Counselors (LPC Provider # 2013) - 6 hours for this course; Texas State Board of Examiners of Marriage and Family Therapists - 6 hours for this course; this course meets the qualifications for 6 hours of continuing education for Psychologists, LSSPs, LPAs, and Provisionally Licensed Psychologists as required by the Texas State Board of Examiners of Psychologists. Mission Statement Continuing Psychology Education provides the highest quality continuing education designed to fulfill the professional needs and interests of mental health professionals. Resources are offered to improve professional competency, maintain knowledge of the latest advancements, and meet continuing education requirements mandated by the profession. -
Extending Psychophysics Methods to Evaluating Potential Social Anxiety
logy ho & P yc s s y Gabay, J Psychol Psychother 2014, 5:1 c P f h o o t DOI: 10.4172/2161-0487.1000167 l h a e n r r a u p o y J Journal of Psychology & Psychotherapy ISSN: 2161-0487 Research Article Article OpenOpen Access Access Extending Psychophysics Methods to Evaluating Potential Social Anxiety Factors in Face of Terrorism Gillie Gabay* College of Management Academic Studies, Rishon Letzion, Israel Abstract Objective: There is an urgent need to develop tools to effectively measure the impact of psychological responses consequent a terror attack or threat. There is also a need to understand the impact both the personal preparedness of each citizen, and acts of counter terrorism by governments. This paper addresses the question ‘how to create a database of the citizen’s mind about anxiety-provoking situations in the face of terrorism’. Approach: The approach is grounded in a combination of experimental design, psychophysics, as a branch of psychology and consumer research. The theoretical foundation is illustrated using a set of fifteen empirical studies using conjoint analysis, which help uncover how people respond to anxiety-provoking situations. The approach identifies the mindset towards terrorism at the level of the individual respondent. This study identifies critical drivers of anxiety; the specific terrorist act; the location of the act; the feelings and the proposed remedies to reduce anxiety. Results: By exploring responses embedded in a general study of ‘dealing with anxiety provoking situations’, the study uncovers the ‘algebra of the individual respondent’s mind; how important the basic fear of terrorism actually is, how important it is to specify the type of terrorism (bombing versus contamination of the food supply), and how fears of terrorism are structured. -
Does Paranormal Perception Occur in Near-Death Experiences?" Defended
"Does Paranormal Perception Occur in Near-Death Experiences?" Defended Keith Augustine, M.A. Internet Infidels, Colorado Springs, CO ABSTRACT: Four preceding commentaries present a variety of criticisms of "Does Paranormal Perception Occur in Near-Death Experiences?": that most near-death researchers do not interpret near-death experiences (NDEs) as evidence for life after death; that near-death researchers never appeal to NDE accounts incorporating predictable or uncorroborated details as evidence for veridical paranormal perception during NDEs; that reliable data contradict my critique of near-death veridicality studies; that it is unscientific to suggest a role for embellishment in NDE reports; that the patient in the Maria's shoe case reported veridical details that she could not have learned about through conventional means; and that my critique of the Pam Reynolds case amounts to an "a priori dismissal" of features suggesting veridical paranormal perception or consciousness in the absence of brain activity. I respond to each of these and other criticisms in kind. KEY WORDS: out-of-body experiences; survival hypothesis; veridical para normal perception; embellishment; anesthesia awareness. According to Bruce Greyson, my critique of near-death veridicality research - particularly my claim that the majority of near-death researchers interpret NDEs as evidence for survival after death - is founded on "unsubstantiated speculation from the popular media" rather than any scientific data or scholarly literature. In fact, the claim is an inference based on the explicit comments of prominent near-death researchers themselves, including the very researchers Keith Augustine, M.A., is Executive Director and Scholarly Paper Editor of Internet Infidels, a nonprofit educational organization dedicated to defending and promoting metaphysical naturalism on the Internet. -
1 Psychological Operationisms at Harvard: Skinner, Boring, And
[Forthcoming in Journal of the History of the Behavioral Sciences] Psychological operationisms at Harvard: Skinner, Boring, and Stevens Sander Verhaegh Tilburg University Abstract: Contemporary discussions about operational definition often hark back to Stanley Smith Stevens’ classic papers on psychological operationism (1935ab). Still, he was far from the only psychologist to call for conceptual hygiene. Some of Stevens’ direct colleagues at I would like to thank Julie Vargas, anonymous referees for the Journal of the History of the Behavioral Sciences, and the staff at the Harvard University Archives for their help with this project. Drafts of this paper were presented at the 2019 conference of the History of Science Society (Utrecht University) and the 2019 conference of the Canadian Society for the History and Philosophy of Science (University of British Columbia). I would like to thank the audiences at both events for their valuable suggestions. This research is funded by The Netherlands Organisation for Scientific Research (grant 275–20–064). My archival research was funded by a Kristeller-Popkin Travel Fellowship from the Journal of the History of Philosophy, by a Rodney G. Dennis Fellowship in the Study of Manuscripts from Houghton Library, and a travel grant from the Evert Willem Beth Foundation. Correspondence concerning this paper should be addressed to Tilburg University, Department of Philosophy, Warandelaan 2, 5037AB, Tilburg, The Netherlands or to [email protected]. 1 Harvard⎯ most notably B. F. Skinner and E. G. Boring⎯ were also actively applying Bridgman’s conceptual strictures to the study of mind and behavior. In this paper, I shed new light on the history of operationism by reconstructing the Harvard debates about operational definition in the years before Stevens published his seminal articles. -
Camilla Persson Benbow
CAMILLA PERSSON BENBOW March 2019 Patricia and Rodes Hart Dean of Education and Human Development Peabody College MSC 329, Peabody Station Office: (615) 322-8407 Vanderbilt University Fax: (615) 322-8501 Nashville, TN 37203 [email protected] Educational Background BA (1977-Psychology), MA (1978-Psychology), MS (1980-Education), and EdD (1981-Gifted), Johns Hopkins University Dissertation Development of Mathematical Talent Academic Background Dean, Peabody College of Education and Human Development, 7/98-present Professor, Department of Psychology and Human Development, Vanderbilt University, 7/98-present Interim Dean, College of Education, Iowa State University, 7/96-6/98 Chair, Department of Psychology, Iowa State University, 7/92-6/98 Distinguished Professor, Department of Psychology, Iowa State University, 7/95-6/98 Professor, Department of Psychology, Iowa State University, 8/90-6/95 Associate Professor, Department of Psychology, Iowa State University, 7/85-8/90 Assistant Professor, Department of Sociology (part-time), Johns Hopkins University, 7/83-4/86 Associate Research Scientist, Department of Psychology, Johns Hopkins University, 5/81-4/86 Administrative Positions (Not Listed Above) Director, Iowa Talent Search Program, Iowa State University, 8/89-6/98 Director, Office of Precollegiate Programs for Talented and Gifted, Iowa State University, 9/87-6/98 Director, CY-TAG (Challenges for Youth - Talented and Gifted), Iowa State University, 9/86-6/98 Co-Director, Iowa Governor's Institute for the Gifted and Talented, Iowa State University, 10/89-91 Co-Director, Study of Mathematically Precocious Youth (SMPY), 7/91-present Director, Study of Mathematically Precocious Youth (SMPY), Iowa State University, 5/86-6/91 Co-Director of Study of Mathematically Precocious Youth (SMPY), Johns Hopkins University, 7/85-4/86 Associate Director, Study of Mathematically Precocious Youth (SMPY), Johns Hopkins University, 5/81- 7/85 Assistant Director, Study of Mathematically Precocious Youth, Johns Hopkins University, 6/79-6/81 Benbow 2 Books Benbow, C. -
The Use of Experiential Acceptance in Psychotherapy with Emerging Adults
Pepperdine University Pepperdine Digital Commons Theses and Dissertations 2015 The use of experiential acceptance in psychotherapy with emerging adults Lauren Ford Follow this and additional works at: https://digitalcommons.pepperdine.edu/etd Recommended Citation Ford, Lauren, "The use of experiential acceptance in psychotherapy with emerging adults" (2015). Theses and Dissertations. 650. https://digitalcommons.pepperdine.edu/etd/650 This Dissertation is brought to you for free and open access by Pepperdine Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Pepperdine Digital Commons. For more information, please contact [email protected], [email protected], [email protected]. Pepperdine University Graduate School of Education and Psychology THE USE OF EXPERIENTIAL ACCEPTANCE IN PSYCHOTHERAPY WITH EMERGING ADULTS A clinical dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Psychology in Clinical Psychology by Lauren Ford, MMFT October, 2015 Susan Hall, J.D., Ph.D. – Dissertation Chairperson This clinical dissertation, written by: Lauren Ford, MMFT under the guidance of a Faculty Committee and approved by its members, has been submitted to and accepted by the Graduate Faculty in partial fulfillment on the requirements for the degree of DOCTOR OF PSYCHOLOGY Doctoral Committee: Susan Hall, J.D., Ph.D., Chairperson Judy Ho, Ph.D. Joan Rosenberg, Ph.D. © Copyright by Lauren Ford (2015) All Rights Reserved -
Statement on Diversity: As a Subfield of Religious Studies, the Study of Comparative Mysticism Has Been Dominated by Male White Western Scholars Since Its Inception
California Institute of Integral Studies EWP9566: ADVANCED Ph.D. SEMINAR: COMPARATIVE MYSTICISM Spring 2014 (3 units) Thursdays 3:00pm-6:00pm (Jan 30-Mar 13; Mar 27-May 1); Saturday 10-5pm (May 10) Instructor: Jorge N. Ferrer, PhD. Tel. (415) 575-6262; email: [[email protected]]. Course Description: In the spirit of dialogue and inquiry, this advanced seminar provides an in-depth exploration of the field of comparative mysticism. After discussing the various meanings of the term “mysticism,” an overview of the field of comparative mysticism and its methodological foundations will be offered. We will discuss the major horizons of the field, as well as the main families of interpretive models in the field: typological, perennialist, constructivist, feminist, neo-perennialist, evolutionary, contextualist, postmodern, pluralist, and participatory. Topical sessions will address five contemporary areas of inquiry in the study of mysticism: (1) the intermonastic dialogue, (2) mysticism and gender, (3) embodiment and erotic mysticism, (4) the ethics of mysticism, and (5) psychedelic research and mystical experience. Students select two mystical traditions, authors, notions or phenomena and compare them applying one of the models studied or their own comparative approach. Students are encouraged to approach the study of mystics and mystical texts from an empathic, participatory, and contemplative perspective. Summary of Educational Purpose: The main purpose of this course is to deepen students’ knowledge of classic and contemporary approaches to the study of mystical phenomena and comparative mysticism. An additional objective is to guide students in the selection of the most appropriate comparative approach for their research interests. Learning Objectives: After completing this course, students will be able to: 1. -
Psychology Collection
A GUIDE TO THE: PSYCHOLOGY COLLECTION Scope of the Collection The Library’s psychology collection contains approximately 3000 volumes. These include theoretical works, material on the history of the subject, and biographies. The collection covers the main branches of psychology, including social, cognitive, comparative and child psychology. Also represented in the Library’s holdings are theories such as psychoanalysis, and interdisciplinary fields including the psychology of religion, war-related trauma (shellshock), and parapsychology. Most material is in English but German, French and Russian are also represented. Shelving Arrangements The majority of the collection is shelved at S. Psychology, although there is a separate shelfmark for comparative psychology, S. Psychology (Animal). Material within the two shelfmarks is arranged on the shelves in single alphabetical sequences, not subdivided by geographical area or topic. The S. Psychology and S. Psychology (Animal) shelfmarks are sub-divisions of the Library’s Science & Miscellaneous classification. The sequence begins on Level 5, running up to S. Psychology, Jung and continues on Level 6 from S. Psychology, K. Oversize books designated as ‘quarto’ (4to.) in the Library’s catalogues will be found in the section of the Science & Misc., 4to. sequence on Level 5, at the shelfmarks S. Psychology, 4to. and S. Psychology (Animal), 4to. Relevant material in related subjects may also be located at a number of additional shelfmarks, so it is always worth consulting the printed and computer subject indexes. Interdisciplinary works on the relationship between psychology and other disciplines are often located in the relevant areas, e.g. A. Art for books on the psychology of art, Literature for literary criticism, and Philology (Gen.) for material on the psychology of language. -
Varieties of Fame in Psychology Research-Article6624572016
PPSXXX10.1177/1745691616662457RoedigerVarieties of Fame in Psychology 662457research-article2016 Perspectives on Psychological Science 2016, Vol. 11(6) 882 –887 Varieties of Fame in Psychology © The Author(s) 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/1745691616662457 pps.sagepub.com Henry L. Roediger, III Washington University in St. Louis Abstract Fame in psychology, as in all arenas, is a local phenomenon. Psychologists (and probably academics in all fields) often first become well known for studying a subfield of an area (say, the study of attention in cognitive psychology, or even certain tasks used to study attention). Later, the researcher may become famous within cognitive psychology. In a few cases, researchers break out of a discipline to become famous across psychology and (more rarely still) even outside the confines of academe. The progression is slow and uneven. Fame is also temporally constricted. The most famous psychologists today will be forgotten in less than a century, just as the greats from the era of World War I are rarely read or remembered today. Freud and a few others represent exceptions to the rule, but generally fame is fleeting and each generation seems to dispense with the lessons learned by previous ones to claim their place in the sun. Keywords fame in psychology, scientific eminence, history of psychology, forgetting First, please take a quiz. Below is a list of eight names. done. (Hilgard’s, 1987, history text was better known Please look at each name and answer the following three than his scientific work that propelled him to eminence.) questions: (a) Do you recognize this name as belonging Perhaps some of you recognized another name or two to a famous psychologist? (b) If so, what area of study without much knowing why or what they did.