The Evolutionary Basis of Logotherapy
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An "Authentic Wholeness" Synthesis of Jungian and Existential Analysis
Modern Psychological Studies Volume 5 Number 2 Article 3 1997 An "authentic wholeness" synthesis of Jungian and existential analysis Samuel Minier Wittenberg University Follow this and additional works at: https://scholar.utc.edu/mps Part of the Psychology Commons Recommended Citation Minier, Samuel (1997) "An "authentic wholeness" synthesis of Jungian and existential analysis," Modern Psychological Studies: Vol. 5 : No. 2 , Article 3. Available at: https://scholar.utc.edu/mps/vol5/iss2/3 This articles is brought to you for free and open access by the Journals, Magazines, and Newsletters at UTC Scholar. It has been accepted for inclusion in Modern Psychological Studies by an authorized editor of UTC Scholar. For more information, please contact [email protected]. An "Authentic Wholeness" Synthesis of Jungian and Existential Analysis Samuel Minier Wittenberg University Eclectic approaches to psychotherapy often lack cohesion due to the focus on technique and procedure rather than theory and wholeness of both the person and of the therapy. A synthesis of Jungian and existential therapies overcomes this trend by demonstrating how two theories may be meaningfully integrated The consolidation of the shared ideas among these theories reveals a notion of "authentic wholeness' that may be able to stand on its own as a therapeutic objective. Reviews of both analytical and existential psychology are given. Differences between the two are discussed, and possible reconciliation are offered. After noting common elements in these shared approaches to psychotherapy, a hypothetical therapy based in authentic wholeness is explored. Weaknesses and further possibilities conclude the proposal In the last thirty years, so-called "pop Van Dusen (1962) cautions that the differences among psychology" approaches to psychotherapy have existential theorists are vital to the understanding of effectively demonstrated the dangers of combining existentialism, that "[when] existential philosophy has disparate therapeutic elements. -
Existential Psychotherapy Societies And/Or Training Institutes List By
Existential Psychotherapy Societies and/or Training Institutes List By: Edgar Correia 1. ABILE-West Österreich 2. Akademie für Logotherapie und Existenzanalyse 3. American Association for Existential Analysis 4. Arizona Institute of Logotherapy 5. Asociación Argentina de Analisi Existencial y Logoterapia (GLE Argentina) 6. Asociación Bonaerense de Logoterapia "Por Amor a la Vida" 7. Asociación Cooperativa Viktor Frankl de Venezuela 8. Asociación Española de Logoterapia (AESLO) 9. Asociación Guatemalteca de Logoterapia 10. Asociación Latinoamericana de Psicoterapia Existencial (ALPE) 11. Asociación Peruana de Análisis Existencial y Logoterapia (APAEL) 12. Asociación Viktor E. Frankl de Valencia 13. Asociaţia Ştiinţifică Internaţională de Logoterapie şi Analiză Existenţială (LENTE) 14. Associação Brasileira de Daseinsanalyse (ABD) 15. Associação Brasileira de Logoterapia e Análise Existencial (ABLAE) 16. Associação de Logoterapia Viktor Emil Frankl (ALVEF) 17. Associació Catalana de Logoteràpia i Anàlisi Existencial (ACLAE) 18. Association de Logothérapeutes Francophones 19. Associazione di Logoterapia e Analisi Esistenziale Frankliana (ALAEF) 20. Associazione di Logoterapia Italiana (ALI) 21. Associazione Iar Esistenziale 22. Ausbildungsinstitut für Logotherapie und Existenzanalyse (ABILE) 23. Australasian Existential Society (AES) 24. Australian Section of International Society for Existential Analytical Psychotherapy (ISEAP) 25. Boulder Psychotherapy Institute (BPI) 26. Canadian Institute of Logotherapy 27. Casa Viktor Frankl 28. Center for Existential Depth Psychology (CEDP) 29. Centre et École Belge de Daseinsanalyse (CEBDA) 30. Centre for Existential Practice (CEP) 31. Centre for Research in Existence and Society 32. Centro de Anàlisis Existencial Viktor Frankl de Rosario 33. Centro de Logoterapia de Tucumán 34. Centro de Logoterapia y Análisis Existencial (CELAE) 35. Centro de Psicoterapia Existencial (CPE) 36. Centro Ecuatoriano de Análisis Existencial y Logoterapia 37. -
A Comprehension of Spinoza's God
A Comprehension of Spinoza's God Through the Dichotomy of Labels Tania Norell LUNDS UNIVERSITET | CENTRUM FÖR TEOLOGI OCH RELIGIONSVETENSKAP TLVM77 Philosophy of Religion Master Thesis 30 credits Supervisor: Jayne Svenungsson, Professor of Systematic Theology Examiner: Jesper Svartvik, Professor of Theology of Religions Autumn term 2015 Lund University Sweden Lund University Tania Norell Abstract: The 17 th century philosopher Spinoza is known for his concept of God as One Substance, God or Nature and therefore considered as a monist and categorized as a naturalist. He has been labeled an atheist and God-intoxicated man, as well as a determinist and pantheist, which I perceive to be dichotomies. The problem, as I see it, is that Spinoza’s philosophy and concept of God has mainly been interpreted through a dualistic mind-set, traditional to philosophers and theologians of the West, but Spinoza has a monistic worldview, and this has consequences in regards to the comprehension of what Spinoza’s concept of God entails and what a relationship “with” God implies . The labels panentheist and necessitarianist are discussed and the label of theologian argued. The thesis methodology is constructive because the purpose is to provide a theoretical foundation that has the potential to be applied in dialogues about God between the vast varieties of believers and non-believers alike, as well as across boundaries of contradicting worldviews and academic disciplines, and this focus on functionalism is inspired by a theory that calls for the furthering of inter-disciplinary dialogue between the subject areas philosophy of religion and theology specifically. My personal worldview is that there might well be One Substance, God or Nature, but that does not necessarily mean that there is one truth that is valid, but rather that all truth claims may be of value. -
An Introduction to Late British Associationism and Its Context This Is a Story About Philosophy. Or About Science
Chapter 1: An Introduction to Late British Associationism and Its Context This is a story about philosophy. Or about science. Or about philosophy transforming into science. Or about science and philosophy, and how they are related. Or were, in a particular time and place. At least, that is the general area that the following narrative will explore, I hope with sufficient subtlety. The matter is rendered non-transparent by the fact that that the conclusions one draws with regard to such questions are, in part, matters of discretionary perspective – as I will try to demonstrate. My specific historical focus will be on the propagation of a complex intellectual tradition concerned with human sensation, perception, and mental function in early nineteenth century Britain. Not only philosophical opinion, but all aspects of British intellectual – and practical – life, were in the process of significant transformation during this time. This cultural flux further confuses recovery of the situated significance of the intellectual tradition I am investigating. The study of the mind not only was influenced by a set of broad social shifts, but it also participated in them fully as both stimulus to and recipient of changing conditions. One indication of this is simply the variety of terms used to identify the ‘philosophy of mind’ as an intellectual enterprise in the eighteenth and nineteenth centuries.1 But the issue goes far deeper into the fluid constitutive features of the enterprise - including associated conceptual systems, methods, intentions of practitioners, and institutional affiliations. In order to understand philosophy of mind in its time, we must put all these factors into play. -
Wundt's "New Psychology"
Wundt's "New Psychology" Wilhelm Wundt(1832-1920) was the first professional to call himself a psychologist. He founded one of the first psychological laboratories in Leipzig, Germany, in 1879. Wundt believed the "only certain reality is immediate experience" (Blumenthal, 1975). If psychology were to be a science, then psychologists would have to collect data about experience. To do this, Wundt used procedures similar to those developed by the psychophysicists. He arranged controlled laboratory settings. He carefully administered stimulation such as sounds and sights. He gathered information about how quickly people responded to a stimulus (reaction time) and what they experienced. Wundt believed these experiments would lead to a consensus or agreement among scientists about the nature of experience. Wilhelm Wundt Wundt's approach was not unreasonable. It resembled the way most natural sciences developed in the 1800s. Science like botany and zoology began with careful observation and an effort to arrive at consensual validation (agreement among different observers). For example, biologists began with careful descriptions of plants and animals before trying to classify them. Wundt believed the same approach would work in psychology. Careful scientific observers could simply look inside themselves to see the mind in action, and they should be able to agree on the basic phenomena of psychology. After agreeing about basic observations, they could do a deeper analysis of what they had found. The technique of "looking inside" to gather data about the mind is called introspection . The problem with Wundt's program is fairly obvious to those of us in the modern world, where differences between people are taken for granted. -
The Life Purpose Questionnaire: a Factor-Analytic Investigation
University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2012 The Life Purpose Questionnaire: a Factor-Analytic Investigation Stephanie Wood Campbell Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Psychology Commons Recommended Citation Campbell, Stephanie Wood, "The Life Purpose Questionnaire: a Factor-Analytic Investigation" (2012). Electronic Theses and Dissertations. 74. https://egrove.olemiss.edu/etd/74 This Thesis is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. THE LIFE PURPOSE QUESTIONNAIRE: A FACTOR-ANALYTIC INVESTIGATION A Thesis presented in partial fulfillment of requirements for the degree of Master of Arts in the Department of Psychology The University of Mississippi by Stephanie W. Campbell August 2012 Copyright Stephanie W. Campbell 2012 ALL RIGHTS RESERVED ABSTRACT Meaning in life has been a popular topic of philosophy and study, and the perceived presence of meaning in one’s life has been associated with many positive psychological variables (e.g., life satisfaction), while the perceived absence of meaning has been associated with negative variables (e.g., depression). The Purpose in Life test (PIL) was developed in order to assess the amount of perceived meaning in a person’s life. Despite good psychometric support, there have been questions about the structural validity of the measure (i.e., only one model has been replicated, consisting of two factors that reflect exciting life and purpose in life) as well as assertions that it is difficult to understand. -
Chapter 11: Behaviorism
Chapter 11: Behaviorism Megan Davis, Nicole Pelley and Stephanie Quinlan Behaviorism (1892-1956) ● Psychology has been the study of the mind since the Greeks ○ The definition of the mind has been debated extensively ○ 20th century: Shift from what the mind was to what it did ■ Mind causes behavior ● New field of research ○ Psychology was redefined with help from animal psychology ○ People started believing humans evolved from animal forms ○ Had to rethink Descartes’ definition of the mind New Directions in Animal Psychology New Directions in Animal Psychology Animal psychology as Romanes begun it, used 2 methods: 1. Anecdotal Method → Collect data 2. Method of Inference → Interpret data Close examination in late 19th, early 20th century. Anecdote → Experiment From Anecdote to Experiment ● Experiment replaced anecdotes and informal, naturalistic experiments ● Aim of animal psychology - produce natural science and anecdote not the path to science ● Two important research programs: ○ Thorndike ○ Pavlov From Anecdote to Experiment Edward Lee Thorndike (1874-1949): ● Initially wanted to study children ● Not many readily available, took up animals ● Studied with William James ● Developed “connectionism” ○ Methodological and theoretical approach to animal learning ○ Formulation of an S-R psychology he called “connectionism” ○ Anecdotal method overestimated animal intelligence From Anecdote to Experiment Thorndike’s Puzzle Boxes ● Trap cat inside box ● Each box opened by cat in different way ● Rewarded with salmon for escaping ○ Ex. of instrumental -
Existential and Humanistic Theories
Existential Theories 1 RUNNING HEAD: EXISTENTIAL THEORIES Existential and Humanistic Theories Paul T. P. Wong Graduate Program in Counselling Psychology Trinity Western University In Wong, P. T. P. (2005). Existential and humanistic theories. In J. C. Thomas, & D. L. Segal (Eds.), Comprehensive Handbook of Personality and Psychopathology (pp. 192-211). Hoboken, NJ: John Wiley & Sons, Inc. Existential Theories 2 ABSTRACT This chapter presents the historical roots of existential and humanistic theories and then describes four specific theories: European existential-phenomenological psychology, Logotherapy and existential analysis, American existential psychology and American humanistic psychology. After examining these theories, the chapter presents a reformulated existential-humanistic theory, which focuses on goal-striving for meaning and fulfillment. This meaning-centered approach to personality incorporates both negative and positive existential givens and addresses four main themes: (a) Human nature and human condition, (b) Personal growth and actualization, (c) The dynamics and structure of personality based on existential givens, and (c) The human context and positive community. The chapter then reviews selected areas of meaning-oriented research and discusses the vital role of meaning in major domains of life. Existential Theories 3 EXISTENTIAL AND HUMANISTIC THEORIES Existential and humanistic theories are as varied as the progenitors associated with them. They are also separated by philosophical disagreements and cultural differences (Spinelli, 1989, 2001). Nevertheless, they all share some fundamental assumptions about human nature and human condition that set them apart from other theories of personality. The overarching assumption is that individuals have the freedom and courage to transcend existential givens and biological/environmental influences to create their own future. -
Annotated Existential Therapies Reading List
Annotated existential therapies reading list This is a selective, and inevitably subjective, annotated list of key readings on existential therapeutic practice and philosophy. It was developed as supplementary reading for: Cooper, M (2015) Existential psychotherapy and counselling: Contributions to a pluralistic practice (London: Sage). References in bold are strongly recommended. Mick Cooper, Professor of Counselling Psychology, University of Roehampton [email protected] 23rd February 2015 Introductory/general texts Adams, M. (2013). A concise introduction to existential counselling. London: Sage. Brief, practice-focused introduction to existential therapy. Barnett, L., & Madison, G. (Eds.). (2012). Existential psychotherapy: Vibrancy, legacy and dialogue. London: Routledge. Collection of papers on range of aspects of contemporary existential therapy. Cooper, M. (2003). Existential Therapies. London: Sage. Guide to the key existential approaches to therapy, exploring their key concepts, practices, commonalities and differences. Cooper, M. (2012). Existential counselling primer. Ross-on-Wye: PCCS. Concise overview of existential therapy concepts, practices and research. Correia, E., Cooper, M., & Berdondini, L. (2014). Existential Psychotherapy: An International Survey of the Key Authors and Texts Influencing Practice. Journal of Contemporary Psychotherapy, 1-8. doi: 10.1007/s10879-014-9275-y. Correia, E., Cooper, M., & Berdondini, L. (2014). The worldwide distribution and characteristics of existential psychotherapists and counsellors. Existential Analysis, 25(2), 321-337. Reviews presence and orientation of existential therapists from around the world. Correia, E., Cooper, M., & Berdondini, L. (in preparation). The practices of existential counsellors and psychotherapists. Craig, M., Vos, J., Cooper, M., & Correia, E. (in press). Existential psychotherapies. In D. Cain, K. Keenan & S. Rubin (Eds.), Humanistic psychotherapies. Washington: APA. -
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View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Cork Open Research Archive Title Gamification as behavioral psychology Author(s) Linehan, Conor; Kirman, Ben; Roche, Bryan Editor(s) Walz, Steffen P. Deterding, Sebastian Publication date 2015-01 Original citation Linehan, C., Kirman, B. and Roche, B. (2015) 'Gamification as behavioral psychology' in Walz, S.P. and Deterding, S. (eds.) The Gameful World: Approaches, Issues, Applications. Cambridge, MA, USA : MIT Press, pp. 81-105. Type of publication Book chapter Link to publisher's https://mitpress.mit.edu/books/gameful-world version Access to the full text of the published version may require a subscription. Rights © 2014, Massachusetts Institute of Technology. All rights reserved. No part of this chapter may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher. Item downloaded http://hdl.handle.net/10468/3462 from Downloaded on 2017-02-12T06:33:32Z PROPERTY OF THE MIT PRESS FOR PROOFREADING, INDEXING, AND PROMOTIONAL PURPOSES ONLY 3 GAMIFICATION AS BEHAVIORAL PSYCHOLOGY Conor Linehan, Ben Kirman, and Bryan Roche Those who advocate the benefits of a gamified or behavior, and introduce the field of behavioral psy- gameful world often advance a vision of the future in chology as an approach to understanding observed which all life and all work becomes increasingly behavior in gamified products. Behavior analysis is -
A Logotherapeutic Approach to Pastoral Counseling Education for Catholic Seminarians
American Journal of Psychiatry and Neuroscience 2019; 7(2): 43-51 http://www.sciencepublishinggroup.com/j/ajpn doi: 10.11648/j.ajpn.20190702.13 ISSN: 2330-4243 (Print); ISSN: 2330-426X (Online) A Logotherapeutic Approach to Pastoral Counseling Education for Catholic Seminarians Joseph R. Laracy 1, 2, 3 1Department of Systematic Theology, Seton Hall University, New Jersey, USA 2Department of Catholic Studies, Seton Hall University, New Jersey, USA 3Department of Mathematics and Computer Science, Seton Hall University, New Jersey, USA Email address: To cite this article: Joseph R. Laracy. A Logotherapeutic Approach to Pastoral Counseling Education for Catholic Seminarians. American Journal of Psychiatry and Neuroscience. Vol. 7, No. 2, 2019, pp. 43-51. doi: 10.11648/j.ajpn.20190702.13 Received : May 23, 2019; Accepted : June 20, 2019; Published : July 23, 2019 Abstract: Viktor Frankl, MD, PhD is one of the most widely known and highly respected professors of psychiatry and neurology of the twentieth century. In this article, we adapt and apply some of his profound insights for Catholic pastoral counseling education. Pastoral counseling is a very important aspect of the general pastoral formation of Catholic seminarians. The goal of any pastoral counseling course should be twofold. First, it should give seminarians a basic knowledge of mental illnesses to understand their parishioners better. Second, it should offer them concrete techniques to be used in the context of pastoral counseling. Seminary classes in pastoral psychology and counseling sometimes lack a consistent, coherent theoretical foundation, or may attempt to teach techniques inappropriate for use by future parish priests. This paper presents a logotherapeutic approach for the formation of seminarians in pastoral counseling. -
Finding Meaning: Narratives of Transformation in Action Dates: Friday-Monday, 11/13 Through 11/16
LPTI Zoom Weekend Workshop: Finding Meaning: Narratives of Transformation in Action Dates: Friday-Monday, 11/13 through 11/16 Viktor Frankl, creator of Logotherapy, is noted for saying, “Everything can be taken from a [hu]man but one thing: the last of the human freedoms—to choose one’s attitude in any given set of circumstances, to choose one’s own way.” Overview: This new LPTI workshop, featured at the First International Teledrama Conference, integrates ideas from logotherapy, existential psychotherapy, Jungian and Morenoean concepts. Using the powerful method of psychodrama—along with related experiential methods, we construct embodied stories of transformation. Our world needs these narratives more than ever. Workshop Schedule: Friday, 11/13 – Workshop Day 1 To Register: Saturday, 11/14 – Retreat Day: Email: [email protected] On Your Own Day of Rest & Self-Care Call: 410-746-7251 Sunday, 11/15 – Workshop Day 1 Monday, 11/16 – Workshop Day 3 Investment: $400 for 3 training days = 18 Continuing Education and Psychodrama Training Hours (NBCC, MD Bd SW, ABE). Discounts and a limited number of partial scholarships are available; please inquire. Finding Meaning: Narratives of Transformation in Action Training Objectives: At the end of this workshop, participants should be able to: ❖ Explain the significance of life narratives and narrative identity as a way of making meaning of our experience. ❖ Differentiate between a contamination/victimization narrative versus a narrative of redemption/transformation. ❖ Identify four archetypal narratives that may underlie our personal myth. ❖ Identify at least 2 holistic, integrative and experiential techniques for constructing and exploring a meaningful life narrative. Workshop Team: Catherine D.