DOCSLIB.ORG

Postsecondary Delay in the US and Taking a Gap Year

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Postsecondary Delay in the US and Taking a Gap Year University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2014 Not All Types of Delay are Equal: Postsecondary Delay in the U.S. and Taking a Gap Year Nina DePena Hoe University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Higher Education Administration Commons, Higher Education and Teaching Commons, and the International Relations Commons Recommended Citation Hoe, Nina DePena, "Not All Types of Delay are Equal: Postsecondary Delay in the U.S. and Taking a Gap Year" (2014). Publicly Accessible Penn Dissertations. 1313. https://repository.upenn.edu/edissertations/1313 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/1313 For more information, please contact [email protected]. Not All Types of Delay are Equal: Postsecondary Delay in the U.S. and Taking a Gap Year Abstract Postsecondary delay in the U.S. is a topic that has generated interest in the field of higher education in recent decades. Seventeen percent of U.S. students under the age of 24 who began their postsecondary education in 2004 delayed their entrance for some period of time. At the national level, studies have indicated that students who delay are not only at a disadvantage in terms of their pre-college experiences, including lower socioeconomic status and lower levels of academic preparation and achievement, but also are less likely to enroll in a baccalaureate granting institution and complete a bachelor's degree. Another vein of higher education research, supplemented by promotion from popular media, has reported a host of positive effects associated with delaying specifically for a gap" year," or an intentional, one-year delay for the purpose of personal growth and learning, including travel, work and/or service work. Although gap year students have been reported to come from privileged backgrounds, this type of delay has been associated with higher academic performance and increased maturity in college. Consequently, there remains a significant disconnect in the literature that would explain how the reported positive effects of delaying college specifically for a gap eary co-occur with negative effects found to be associated with delaying postsecondary education in general, observed on a national level. This dissertation is comprised of three papers that focus on different aspects of postsecondary delay in the U.S. The first paper utilizes a large-scale national data set to describe the delay practices of students in the U.S., paying particular attention to the reasons students choose to delay and how different types of students delay for different reasons. This paper also identifies students' pre-college characteristics that predict delay choice. Findings show that there is considerable variation in student characteristics associated with different delay reasons. The second paper uses propensity score matching to create matched samples of students who delay for different reasons and immediate enrollers, to examine how the effects of delaying vary by students' reasons for delaying. The results indicate that when all other factors are equal, delaying for travel as compared to delaying but not for travel has a positive effect on students' academic outcomes and measures of civic engagement six years after starting postsecondary education. Specifically addressing the finding that travel has a positive effect during a delay, the third paper offers findings from interviews of students participating in gap year programs in Ecuador in order to examine the nature of their experiences. This study contributes to existing literature and the field of higher education yb disaggregating postsecondary delay in the U.S. and examining the students and outcomes associated with delaying for different reasons. In addition, this study expands existing frameworks for understanding both the delay and gap year choice processes and how delay and specifically gap eary experiences may serve in supporting, student success, overall well-being and development. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) Graduate Group Education First Advisor Janine T. Remillard Keywords bridge year, delay, gap year, Global Citizen Year, higher education, postsecondary delay Subject Categories Education | Higher Education Administration | Higher Education and Teaching | International Relations This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations/1313 NOT ALL TYPES OF DELAY ARE EQUAL: POSTSECONDARY DELAY IN THE U.S. AND TAKING A GAP YEAR Nina DePena Hoe A DISSERTATION in Education Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 2014 Supervisor of Dissertation: _________________________________________ Janine T. Remillard, Associate Professor of Education Graduate Group Chairperson: _________________________________________ Stanton E. F. Wortham, Professor of Education Dissertation Committee: Janine T. Remillard, Associate Professor of Education Laura W. Perna, Professor of Education Matthew Steinberg, Assistant Professor of Education NOT ALL TYPES OF DELAY ARE EQUAL: POSTSECONDARY DELAY IN THE U.S. AND TAKING A GAP YEAR COPYRIGHT 2014 Nina DePena Hoe DEDICATION This work is dedicated to my parents, Barbara and Bob Hoe, who always supported my passion for education and exploration. iii ACKNOWLEDGEMENTS Getting to this point feels like nothing shy of a miracle. I feel incredibly fortunate to have received so much support along the way from many wonderful people. Talar, you are the best graduate school best friend anyone could ask for. Above all – thank you for the laughs and answering calls and emails of desperation at all the right times. We met on the very first day of it all… and little did I know. We did this all together – from co-writing papers in ECS, first-year exams, comps, proposals, our dissertations and all of the great things in between; I can’t express how much having you as a partner at every step has meant. For your phenomenal editing skills, advising capabilities, dedoosing habits, humor, rationality, generosity, and your attempt to keep me on-time and on-task – I am forever grateful. I look forward to continuing this relationship throughout our personal and professional lives. Edith, your generosity overwhelms me. I am forever indebted to the time and energy (and mole) you gave to me during this process. You are going to be the best professor and advisor in the world – I have learned so much from you. Paper 2, we did together. And Rachel, my first academic friend – thank you for always being a source of truly valued feedback and advice, and for giving me confidence in my work – no matter where we happen to be around the globe. Mom, Dad, Victoria and Anna – what a truly amazing family you are, and I would not be at this point without your daily support. Through this process, you have endured thousands of hours of phone calls, and have done everything from listening to my ideas and struggles, to giving me feedback and carefully editing chapters. Thank you for your curiosity and interest in my work, all of the counseling sessions, many, many laughs, and iv always believing in me. I am eternally grateful for you all. I also want to remember Grammy Alice, who inspired my love for learning, stories, and hard work. I am thankful for my wonderful friends here in Philadelphia who provided me with much needed comic relief and delicious meals over the past few years – Amanda, our Thursday run-dinners are the best tradition; Jesse – thank you for walks, runs and hours of coffee shop support time even when you didn’t have work to do; and Sofia – my hslp, gym buddy, and chef – I cannot imagine daily life without you; IES crew and endless entertainment from Jamey DOONE, Claire, and Jess; and others who have been so important during the past years – Kate, my ski, bike, and cook partner; Luke, my secretary; Emily, my dissertation buddy; Eduardo, my work coach; Katie, Matt, and all others from my starting cohort. I’m also grateful for my wonderful friends outside of Philadelphia that have all played a part in getting me to this point. – Julia and Kate, Linny, Cacy; and Colorado friends, for the adventures and hospitality – Bre, Polly, Emmy, Melissa, Molly, Kat, and Stoney. And, Greg, you were instrumental in this entire process. Also, I am appreciative of the faculty and students at the University of Colorado – Boulder who welcomed me into their academic community last year, and to my dear Aunt Kathleen who provided the best dissertation writing retreat imaginable. Janine, thank you for taking me under your wing when I was a master’s student, and supporting me through the evolution of my work over the past five years. I have learned so much from you on many levels. Laura, I am grateful that you agreed to be on my committee, and particularly for your perspectives, your lightning-fast email responses, and for pushing me to make my papers better. Matthew, thank you for guidance and the valuable skills and lessons you taught me during this process. I am also v very appreciative of other professors and GSE staff, without whom I would not be here – Henry May, Becka, Lorna, Aislinn, Ameena, Rand, and Zach for years of computer and data help. The presence of and my access to the secure data room also contributed significantly to my productivity during this process – so thank you, Becka and NCES. For the content of this dissertation, I am indebted to the leaders in the Gap/Bridge Year world who allowed me to learn from their passions, ideas, goals and programs in general. The inspiration for this work stemmed from a serendipitous connection made through meeting with my first IES speaker, Jonah Rockoff, who connected with Abby Falik, the Founder and CEO of Global Citizen Year. I am grateful to Abby and Shannah and all others at Global Citizen Year, as well as Brad, Shawn, and Jo at Youth International who allowed me to spend time with your groups in Ecuador, become part of your teams, and think through so many important questions and issues with you all.
Load more

Recommended publications
  • Introjection and Dissociative Identity Disorder: a Case Report
    Journal of Psychology and Clinical Psychiatry Case Report Open Access Introjection and dissociative identity disorder: a case report Abstract Volume 8 Issue 1 - 2020 Background: We wish to add to the current body of knowledge by investigating the George Letterio,1 Karlyle Bistas,1 Emmanuel different factors that play into the development of dissociative identity disorder, particularly Katehis,2 Puja Patel,2 Heela Azizi,2 Ayodeji trauma. DID in accordance with the Diagnostic and Statistical Manual of Mental Disorders 3 5th edition (DSM-5) is defined as a disruption in the identity by the presence of two or Jolayemi 1 more distinct personality states, which often occurs after significant trauma. Ferenzci’s Department of Psychiatry, Medical University of the Americas, Interfaith Medical Center, USA explored this with the theory on trauma-inducing neurosis. This theory was applied to our 2Department of Psychiatry, American University of Antigua case presentation. College of Medicine, Interfaith Medical Center, USA Case presentation: We present a 19-year-old female patient who presented with active 3Department of Psychiatry, Interfaith Medical Center, USA shifting of personalities was visualized in the clinical setting. This patient had experienced various forms of traumatic abuse, including sexual, verbal, physical, and even neglectful Correspondence: George Letterio, Medical University of the Americas, Department of Psychiatry, Interfaith Medical Center, abuse from multiple family members. The patient developed dissociative states in which Brooklyn, New York, USA, Tel (905)-902-7191, characteristics of the aggressors were mimicked. Email Conclusion: Ferenzci’s idea that traumatic situations likely trigger dissociative states March 31, 2020 | April 21, 2020 during the early years in this patient was noticed in ⅗ personalities, while did not Received: Published: support this claim.
    [Show full text]
  • Defense Mechanism Towards Social Anxiety As Reflected by the Main Character in Palacio’S Wonder
    DEFENSE MECHANISM TOWARDS SOCIAL ANXIETY AS REFLECTED BY THE MAIN CHARACTER IN PALACIO’S WONDER Final Project submitted in partial fulfilment of the requirements for the degree of Sarjana Sastra in English Literature by Crystal Tanjaya Kusuma Dewi 221145038 ENGLISH DEPARTMENT FACULTY OF LANGUAGES AND ARTS UNIVERSITAS NEGERI SEMARANG 2020 ii iii MOTTO AND DEDICATION While we are at the lowest point of our lives, we have three choices. Giving up, staying stuck or moving on. This final project is dedicated to My beloved family My one and only self My friends in ups and downs and those who have inspired and encouraged me over past few years iv ACKNOWLEDGEMENT The first and foremost, all praises are to Allah SWT the Almighty, the Most Gracious, and the Merciful for His endless blessing, grant, mercy, and grace. With His permission, this final project can be finished by passing through ups and downs. I would like to express my sincerest gratitude to my supervisor, Fatma Hetami S.S., M.Hum., for the guidance, patience, encouragement, and never-ended worthwhile advice during the process of writing until the completion of this final project. It absolutely has created such a meaningful experience for me to learn more things about the unknown. My appreciation and gratitude is also dedicated to the Head of English Department, the Head of English Literature Program, all lecturers and staffs for helping me particularly upon administration concerns. Last but not least, I am grateful for prayers and supports in a term of finance and motivation from my family in finishing this final project.
    [Show full text]
  • Investigating Correlations Between Defence Mechanisms and Pathological Personality Characteristics
    rev colomb psiquiat. 2019;48(4):232–243 www.elsevier.es/rcp Artículo original Investigating Correlations Between Defence Mechanisms and Pathological Personality Characteristics Lucas de Francisco Carvalho ∗, Ana Maria Reis, Giselle Pianowski Department of Psicology, Universidade São Francisco, Campinas, São Paulo, Brazil article info abstract Article history: Introduction: The purpose of this study was to investigate the relationship between defence Received 4 October 2017 mechanisms and pathological personality traits. Accepted 10 January 2018 Material and methods: We analysed 320 participants aged from 18 to 64 years (70.6% women, Available online 10 February 2018 87.5% university students) who completed the Dimensional Clinical Personality Inventory (IDCP) and the Defence Style Questionnaire (DSQ-40). We conducted comparisons and cor- Keywords: relations and a regression analysis. Personality disorders Results: The results showed expressive differences (d>1.0) between mature, neurotic and Defence mechanisms immature defence mechanism groups, and it was observed that pathological personality Self-assessment traits are more typical in people who use less mature defence mechanisms (i.e., neurotic and immature), which comprises marked personality profiles for each group, according to the IDCP. We also found correlations between some of the 40 specific mechanisms of the DSQ-40 and the 12 dimensions of pathological personality traits from the IDCP (r ≥ 0.30 to r ≤ 0.43), partially supported by the literature. In addition, we used regression analysis to verify the potential of the IDCP dimension clusters (related to personality disorders) to predict defence mechanisms, revealing some minimally expressive predictive values (between 20% and 35%). Discussion: The results indicate that those who tend to use immature defence mechanisms are also those most likely to present pathological personality traits.
    [Show full text]
  • Defense Mechanisms.Pdf
    Defense Mechanisms According to Sigmund Freud, who originated the Defense Mechanism theory, Defense Mechanisms occur when our ego cannot meet the demands of reality. They are psychological strategies brought into play by the unconscious mind to manipulate, deny or distort reality so as to maintain a socially acceptable self-image. Healthy people normally use these mechanisms throughout life. it becomes pathological only when its persistent use leads to maladaptive behavior such that the physical and/or mental health of the individual is adversely affected. The purpose of ego defense mechanisms is to protect the mind/self/ego from anxiety and/or social sanctions and/or to provide a refuge from a situation with which one cannot currently cope. Defense mechanisms are unconscious coping mechanisms that reduce anxiety generated by threats from unacceptable impulses In 1977, psychologist George Vaillant took Freud’s theory and built upon it by categorizing them, placing Freud’s mechanisms on a continuum related to their psychoanalytical developmental level. Level 1: Pathological Defenses The mechanisms on this level, when predominating, almost always are severely pathological. These six defense’s, in conjunction, permit one to effectively rearrange external experiences to eliminate the need to cope with reality. The pathological users of these mechanisms frequently appear irrational or insane to others. These are the "psychotic" defense’s, common in overt psychosis. However, they are found in dreams and throughout childhood as well. They include: Delusional Projection: Delusions about external reality, usually of a persecutory nature. Conversion: the expression of an intra-psychic conflict as a physical symptom; some examples include blindness, deafness, paralysis, or numbness.
    [Show full text]
  • Defense Mechanisms
    CLINICAL EDUCATION AND INTERVENTIONS FOR DEFENSE STRUCTURES OF CO-OCCURRING POPULATIONS Brian G. Lengfelder LCPC, CAADC, CCJP, SAP, MAC, CSAT, CMAT, ACRPS WHAT CONSTITUTES DEFENSE MECHANISMS • The term ‘defense mechanisms’ was coined over 100 years ago to describe a construct of psychological mechanisms for coping with intrapsychic conflicts. • Defense mechanisms and conflicts are two hypothetical constructs that have remained at the core of psychodynamic approaches to understanding and treating clinical psychopathology. • Defense mechanisms mediate between an individual’s wishes, needs, and affects on the one hand, and both internalized object relations and external reality on the other. Freud, S. The neuro-psychosis of defense, in Strachey, J. (ed.): The Standard Edition of the Complete Psychological Works of Sigmund Freud, London, Hogarth, (original work published 1894), 1962, pp. 43-68. DEFENSE MECHANISMS DEFINED • Mechanisms that mediate the individual’s reaction to emotional conflicts and to external stressors. Some defense mechanisms (e.g., projection, splitting, acting out) are almost invariably maladaptive. Others (e.g., suppression, denial) may be either maladaptive or adaptive, depending on their severity, their inflexibility, and the context in which they occur. 2013, DSM-5 American Psychiatric Association DEFENSE MECHANISMS DEFINED • Defense mechanisms (or coping styles) are automatic psychological processes that protect the individual against anxiety and from the awareness of internal or external dangers or stressors. Individuals
    [Show full text]
  • Unit 3 Defence Mechanism
    UNIT 3 DEFENCE MECHANISM Contents Objectives Introduction Types of Defence Mechanisms Different Defence Mechanisms Let Us Sum Up Key Words Suggested Readings Answers to Check Your Progress 3.0 OBJECTIVES - This unit will present you a general introduction about defence mechanisms and their features. After its completion you may be able to understand: the nature of defence mechanism; .e types of defence mechanisms; and features of different defence mechanisms. 3.1 INTRODUCTION - - - - All of us, quite often, face environmental or personal obstacles in life which cause anxiety and lead to stress. Psychologists have given different names to stress such as frustration, conflict, pressure etc. To protect ourselves against anxiety and stress, our ego sets up mechanisms which are known as defence mechanisms. Defence mechanisms are unrealistic and operate at the unconscious level. While one uses such a mechanism one is unaware of it. Defence mechanisms are not healthy methods to cope with anxiety and stress as they are an unrealistic approach to problems. If defence mecha~lismsare used frequently, they lead tc, serious psychological disorders. The severity of stress depends on individual. personality, situations, contexts, duration, importance, multiplicity of need, strength and quantity of conflicting forces, eminence of anticipated stress, unfamiliarity or suddenness of the problem, perception of a problem, degree of thzeat, stress tolerance of the individual and external resources and supports etc. We experiency stress in our life when we
    [Show full text]
  • Psychoanalytic Theory Used in English Literature: a Descriptive Study by Md
    Global Journal of HUMAN-SOCIAL SCIENCE: G Linguistics & Education Volume 17 Issue 1 Version 1.0 Year 2017 Type: Double Blind Peer Reviewed International Research Journal Publisher: Global Journals Inc. (USA) Online ISSN: 2249-460x & Print ISSN: 0975-587X Psychoanalytic Theory used in English Literature: A Descriptive Study By Md. Mahroof Hossain Z.H. Sikder University of Science & Technology Abstract- Psychoanalysis is one of the modern theories that are used in English literature. It is a theory that is regarded as a theory of personality organization and the dynamics of personality that guides psychoanalysis. It is known that the closet connection between literature and psychoanalysis has always been deployed by the academic field of literary criticism or literary theory. Among the critical approaches to literature, the psychoanalysis has been one of the most controversial and for many readers the least appreciated. In spite of that it has been regarded one of the fascinating and rewarding approach in the application of interpretative analysis. This psychological interpretation has become one of the mechanisms to find out the hidden meaning of a literary text. It also helps to explore the innate conglomerate of the writer’s personality as factors that contribute to his experience from birth to the period of writing a book. The goal of psychoanalysis was to show that behaviour which was caused by the interaction between unconscious and unco-nsciousness. The proposed work titled ‘Psychoanalytic theory used in English Literature: A Descriptive Study’ aims to explore where psychoanalysis has been used by the author’s in his/her literary works in English literature.
    [Show full text]
  • Psychological and Pedagogical Features of the Relationship Between Subjective Control and Anxiety of Students in the Practice Of
    E3S Web of Conferences 210, 18060 (2020) https://doi.org/10.1051/e3sconf/202021018060 ITSE-2020 Psychological and pedagogical features of the relationship between subjective control and anxiety of students in the practice of the educational process of the university Laura Kagermazova1,*, Zarema Masaeva2, Ahmed Azhiev2 and Tsiala Kalmanova2 1Chechen State University, Grozny, 364093, Russia 2Chechen State Pedagogical University, Grozny, 364024, Russia Abstract. The article examines the peculiarities of the relationship between subjective control and anxiety of students of humanitarian and medical specialties of the university, the development of self-regulation and its connection with self-knowledge of students. The purpose of the research is to study the relationship of subjective control and anxiety of participants in the educational process, the relationship of personal characteristics that affect anxiety in students of various specialties. An understanding of the terms anxiety and disquiet in various psychological concepts shown in article. The idea of self-knowledge in this study realized by various specialties of the university in humanitarian and medical. The manifestation of anxiety, self-regulatory mechanisms in the educational process, taking into account the psychological characteristics of students of humanitarian and medical specialties, is considered. Factors of influence on the student's anxiety are determined: strong-willed characteristics, self-knowledge, development of self-regulation, coping strategy. The following research methods were used in the empirical part: the technique "Spielberger-Khanin Scale of Reactive (Situational) and Personal Anxiety," the Plutchik- Kellerman-Conte personal questionnaire "Lifestyle Index," the Zverkov- Adman test questionnaire "Volitional self-diagnosis" as well as methods of mathematical statistics for processing the results.
    [Show full text]
  • Psychoanalysis, Social Studies Education, and the Shock Doctrine
    Canadian Social Studies, Volume 45, No. 2 Why Didn’t I Know This Before? Psychoanalysis, Social Studies Education, and The Shock Doctrine H. James Garrett University of Georgia Abstract In this essay, the author employs psychoanalytic inquiry (Britzman, 1998; Felman, 1992; Lacan, 1988) to think about the relationships between pedagogy, trauma, and crisis in the contexts of social studies and teacher education. The paper explores a potential space in social studies education that can acknowledge the psychic consequences of encountering “difficult knowledge” where and when pedagogy and representations of trauma meet (Britzman, 1998). To do so, the author examines a question posed by his students – Why didn’t I know this before? – describes the context that gave rise to it, and then demonstrates a way for social studies educators to think about the psychical demands inherent in learning about the world. Curricular documents and scholarly work ask social studies educators to help students negotiate, among other priorities, multiple perspectives on historical events. Whether this encounter with competing accounts is actualized through the interpretation of primary documents to practice “historical thinking” (Wineburg, 2001), postmodern critique (Segall, 2006; Seixas, 2001) or critical pedagogy (Kincheloe, 2001), when done well social studies provides students opportunities to examine competing narratives offering differing readings of events and processes. (den Heyer & Abbott, 2011). Such a stance is a necessity that becomes clear as we consider The Cold War, Vietnam, the post-Cold War nation building projects, genocides in Rwanda and Sudan, the War on Terror, recent NATO military intervention in Northern Africa, and the global economic crisis are all historical events that are part of the purview of social education and that can each be accounted for in a number of different ways.
    [Show full text]
  • 15 Common Defense Mechanisms
    15 Common Defense Mechanisms psychcentral.com/lib/15-common-defense-mechanisms/ View all posts by John M. Grohol, Psy.D. → 5/17/2016 Pages: 1 2All In some areas of psychology (especially in psychodynamic theory), psychologists talk about “defense mechanisms,” or manners in which we behave or think in certain ways to better protect or “defend” ourselves. Defense mechanisms are one way of looking at how people distance themselves from a full awareness of unpleasant thoughts, feelings and behaviors. Psychologists have categorized defense mechanisms based upon how primitive they are. The more primitive a defense mechanism, the less effective it works for a person over the long-term. However, more primitive defense mechanisms are usually very effective short-term, and hence are favored by many people and children especially (when such primitive defense mechanisms are first learned). Adults who don’t learn better ways of coping with stress or traumatic events in their lives will often resort to such primitive defense mechanisms as well. Most defense mechanisms are fairly unconscious – that means most of us don’t realize we’re using them in the moment. Some types of psychotherapy can help a person become aware of what defense mechanisms they are using, how effective they are, and how to use less primitive and more effective mechanisms in the future. Primitive Defense Mechanisms 1. Denial Denial is the refusal to accept reality or fact, acting as if a painful event, thought or feeling did not exist. It is considered one of the most primitive of the defense mechanisms because it is characteristic of early childhood development.
    [Show full text]
  • Dissociation and Sexual Trauma: the Moderating Role of Somatization
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2014 Dissociation and Sexual Trauma: The Moderating Role of Somatization Amineh Abbas University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Clinical Psychology Commons, Cognition and Perception Commons, Health Psychology Commons, Mental Disorders Commons, Psychiatric and Mental Health Commons, and the Psychoanalysis and Psychotherapy Commons Recommended Citation Abbas, Amineh, "Dissociation and Sexual Trauma: The Moderating Role of Somatization. " PhD diss., University of Tennessee, 2014. https://trace.tennessee.edu/utk_graddiss/3105 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Amineh Abbas entitled "Dissociation and Sexual Trauma: The Moderating Role of Somatization." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Psychology. Jenny Macfie, Major Professor We have read this dissertation and recommend its acceptance: Kristina C. Gordon, Gina P. Owens, Edwin S. Rogers Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Dissociation and Sexual Trauma: The Moderating Role of Somatization A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Amineh Abbas December 2014 Copyright © 2013 by Amineh Abbas All rights reserved.
    [Show full text]
  • An Introductory Dictionary of Lacanian Psychoanalysis
    An Introductory Dictionary of Lacanian Psychoanalysis Jacques Lacan is arguably the most original and influential psychoanalytic thinker since Freud. His ideas have revolutionised the clinical practice of psychoanalysis and continue to have a major impact in fields as diverse as film studies, literary criticism, feminist theory and philosophy. Lacan’s writings are notorious for their complexity and idiosyncratic style and An Introductory Dictionary of Lacanian Psychoanalysis will be invaluable for reading in every discipline where his influence is felt. Detailed definitions are provided for over two hundred Lacanian terms. Attention is given both to Lacan’s use of common psychoanalytic terms and how his own terminology developed through the various stages of his teaching. Taking full account of the clinical basis of Lacan’s work, the dictionary details the historical and institutional background to Lacanian ideas. Each major concept is traced back to its origins in the work of Freud, Saussure, Hegel and others. An Introductory Dictionary of Lacanian Psychoanalysis provides a unique source of reference for psychoanalysts in training and in practice. Placing Lacan’s ideas in their clinical context, the dictionary is also an ideal companion for readers in other disciplines. Dylan Evans trained as a Lacanian psychoanalyst in Buenos Aires, London and Paris. He is currently working on a PhD at the State University of New York at Buffalo. An Introductory Dictionary of Lacanian Psychoanalysis Dylan Evans London and New York First published 1996 by Routledge 11 New Fetter Lane, London EC4P 4EE This edition published in the Taylor & Francis e-Library, 2006. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to http://www.ebookstore.tandf.co.uk/.” Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 © 1996 Dylan Evans All rights reserved.
    [Show full text]