DOCSLIB.ORG

Brief Resume

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Brief Resume BRIEF RESUME John H. Morgan Bristol, Indiana 46507 DEGREES Ph.D. (Doctor of Philosophy) Hartford Seminary, CT (social and behavioral science) Psy.D. (Doctor of Psychology) Foundation House/Oxford, UK (counseling psychology) D.Sc. (Doctor of Science) London College of Applied Science, UK (behavioral studies) Th.D. (Doctor of Theology) Graduate Theological Foundation, IN (social science and religion) M.A. (Master of Arts) Hartford Seminary, CT (social and behavioral science) B.A. (Bachelor of Arts) Berkshire College, MA (philosophy & psychology) FACULTY APPOINTMENTS University of Hartford Philosophical Studies University of Connecticut Cross-Cultural Studies University of Texas Behavioral Studies Oxford University Professional Studies POSTDOCTORAL APPOINTMENTS Harvard University Postdoctoral Visiting Scholar (1998) Postdoctoral Visiting Scholar (2011) Postdoctoral Visiting Scholar (2015) Yale University Postdoctoral Research Fellow (1972-73) Postdoctoral Research Fellow (1973-74) Princeton Theological Seminary Postdoctoral Resident Fellow (1977-78) New York University Postdoctoral Visiting Scholar (2010) The University of Notre Dame National Science Foundation Science Faculty Fellow (1979-1980) Postdoctoral Research Scholar/Department of Sociology (1998-1999) Postdoctoral Research Associate/History & Philosophy of Science (1983-1984) The University of Chicago Postdoctoral Research Scholar (1975-76) Postdoctoral Research Scholar (1985-86) Postdoctoral Research Scholar (1991-92) Hebrew Union College Jewish Institute of Religion Visiting Fellow (1974-1975) PROFESSIONAL MEMBERSHIPS American Psychological Association (professional member) American Counseling Association (professional member) Society of Clinical Psychology (professional member) Society of Behavioral Medicine (professional member) American Psychopathological Association (professional member) COUNSELING CENTERS Counseling Internship, Martha Watson, M.S.W., LCSW, Avon Old Farms Counseling Center, Avon Old Farms, Connecticut 1972 Counseling Internship, Kitti Kerti, M.D., Jungian Counseling and Training Center, West Hartford, Connecticut 1973 Social Psychotherapist and Junior Partner, Guthrie Creek Counseling Center, Supervisor and Senior Partner, Dr. Eugene Langford, Ph.D., Longview, Texas 1978-1979 Clinical Counselor and Director of Catholic Charities Counseling Center, Elkhart, IN 1985-86 Charles Matthis, M.S.W., supervisor Examining Chaplain in Pastoral Psychology for the Diocese of Northern Indiana, Bishop William Sheridan, Supervisor 1979-1989 Director of Research, Harry Stack Sullivan Institute for Behavioral Research, Zycon Corporation, Bristol, IN (1987-2017) BOOKS PUBLISHED IN PSYCHOLOGY AND COGNATE FIELDS Psychoanalysis: The Comprehensive Reference Dictionary (Based on the Standard Edition of the Collected Psychological Works of Sigmund Freud) (private printing, 2020) The Scope of Modern Psychiatry: Treatment Options in Clinical Practice (2020) An Encyclopedia Dictionary of Interpersonal Psychotherapy: Terms and Concepts (2019) Psychopathology: A Clinical Guide to Personality Disorders (2018) Private Practice: A Guide for Clergy Desiring a Counseling Career (2017) Geriatric Psychotherapy: Essays in Clinical Practice & Counseling Psychology (2016) Clinical Psychotherapy: A History of Theology and Practice (2015; 2017 2nd edition) Understanding Ourselves: Essays in the History and Philosophy of the Social Sciences (2014) Clinical Pastoral Psychotherapy: A Practitioner’s Handbook (2012) Beginning With Freud: The Classical Schools of Psychotherapy (2010) Beyond Divine Intervention: The Biology of Right and Wrong (2009) From Beginning to End: Internet Research and the Writing Process (2007) In the Beginning: The Paleolithic Origins of Religious Consciousness (2007) Naturally Good: A Behavioral History of Moral Development (2006) Being Human: Perspective in Meaning and Interpretation (2nd ed.) (2005) From Freud to Frankl: Our Modern Search for Personal Meaning (1991) COURSES TAUGHT AT THE GRADUATE LEVEL 1. Classical Schools of Psychology 2. Sigmund Freud and Psychoanalysis 3. Alfred Adler and Individual Psychology 4. Abraham Maslow and Humanistic Psychology 5. Erik Erikson and Developmental Psychology 6. Carl Rogers and Client-Centered Counseling 7. Harry Stack Sullivan and Interpersonal Psychoanalysis 8. Clinical Pastoral Psychology 9. Clinical Psychopathology and Personality Disorders 10. Modern Schools of Psychology 11. Geriatric Psychotherapy 12. Pastoral Issues in Clinical Psychology 13. Psychoanalysis and the Whole Person 14. Psychology of Religion 15. Moral Development and Child Psychology (Jean Piaget) ============================================================== CURRICULUM VITAE (follows) John Henry Morgan Bristol, Indiana 46507 [email protected] PERSONAL I have been married over 50 years a father of three daughters and twice a grandfather now living on our family farm in Indiana. I am a Free Quaker in the humanistic tradition of the Religious Society of Friends and taught a doctoral-level summer seminar in the Department for Continuing Education in the international program division of Oxford University (UK) for twenty years. My field is the history and philosophy of the social sciences and research areas includes the classical and modern schools of psychotherapy and the history of clinical practice. My most recent work is in clinical psychopathology. EDUCATION Psy.D. Doctor of Psychology Foundation House/Oxford (UK) D.Sc. Doctor of Science London College of Applied Science (UK) Th.D. Doctor of Theology Graduate Theological Foundation (IN) Ph.D. Doctor of Philosophy The Hartford Seminary Foundation (CT) M.A. Master of Arts The Hartford Seminary Foundation (CT) B.A. Bachelor Arts Berkshire College (MA) LANGUAGES Hebrew (Pittsfield Hebrew Academy/MA) validated Greek (Hartford Seminary Foundation) validated French (Princeton Language Examination) validated APPOINTMENTS Harvard University Postdoctoral Visiting Scholar (1998) Postdoctoral Visiting Scholar (2011) Postdoctoral Visiting Scholar (2015) Yale University Postdoctoral Research Fellow (1972-73) Postdoctoral Research Fellow (1973-74) Princeton Theological Seminary Postdoctoral Resident Fellow (1977-78) New York University Postdoctoral Visiting Scholar (2010) The University of Notre Dame National Science Foundation Science Faculty Fellow (1979-1980) Postdoctoral Research Scholar/Department of Sociology (1998-1999) Postdoctoral Research Associate/History & Philosophy of Science (1983-1984) The University of Chicago Postdoctoral Research Scholar (1975-76) Postdoctoral Research Scholar (1985-86) Postdoctoral Research Scholar (1991-92) Hebrew Union College Jewish Institute of Religion Visiting Fellow (1974-1975) Oxford University Advisory Board, Centre for the Study of Religion in Public Life (2009-2014) Board of Studies International Summer Programmes (1995-2015) Foundation House/Oxford Senior Fellow in the Behavioral Sciences retired (1995-2015) Hartford Seminary Foundation Dean’s Scholar (1968-1972) COLLEGIAL CONSORTS (postdoctoral appointments) Rabbi Samuel Sandmel (Hebrew Union College/Jewish Institute of Religion) Dr. Peter Homans (University of Chicago) Dr. Peter Berger (Hartford Seminary) Rev. Canon John Macquarie (Christ Church/Oxford University) Rev. Canon Vincent Strudwick (Kellogg College/Oxford University) Rev. Canon John Fenton (Queen’s College/Oxford University) Dr. Angus Hawkins (Fellow, Keble College/Oxford Unversity) Rev. Dr. Seward Hiltner (Princeton University) Dr. Clifford Geertz (Institute for Advanced Studies/Princeton) Rev. Dr. Roland Bainton (Yale University) Dr. Michael Gilsenan (New York University) Dr. E. O. Wilson (Harvard University) Dr. Karin Grundler-Whitacre (Harvard University) Dr. Imam Omar Shahin, JD (North American Imams Federation) Dr. Basil Mustafa (Oxford Centre for Islamic Studies/Oxford University) PROFESSIONAL MEMBERSHIPS American Psychopathological Association (professional member) American Psychological Association (professional member) American Counseling Association (professional member) Society of Clinical Psychology (professional member) Society of Behavioral Medicine (professional member) Member, Board of Studies (International Programs), Oxford University (1995-2015) Senior Fellow in Behavioral Science, Foundation House / Oxford (1995 – 2015, retired) Director, Doctoral Programs in Clinical Psychotherapy (Psy.D. & Ph.D.) President/Chairman of the Board, Dodge House (1982-2010) C.E.O. & Chairman of the Board, Cloverdale Corporation (1992-2008) Managing Editor, Wyndham Hall Press (1985-2000) (scholarly publishing house with 625 titles published) Editor-in-Chief, Rhodes Fulbright International Library publishing series (1985-2000) Chairman of the Board, Zycon Corporation USA (1986-present) Director of Research, Harry Stack Sullivan Institute for Behavioral Research, Zycon Corporation, Bristol, IN (1987-2017) Chairman, Library Research Council in the Social Sciences (Notre Dame/1980-85) Clinical Counselor and Staff Psychologist East Texas Counseling Center, Longview, TX (1977-79) Director, Council of Research on Aging and Social Health (1974-1975) Earlham College, Richmond, IN TEACHING Faculty, International Summer Programs/Oxford University (1998 – 2015, retired) Karl Mannheim Professor of the History and Philosophy of the Social Sciences and Research Professor of Clinical Psychopathology Dodge House, IN (l982-2018) Senior Fellow in the Behavioral Sciences, Foundation House/Oxford (1995-2015, retired) Professor and Chair of the Psychology Dept. and Director
Load more

Recommended publications
  • Cognitive Behavioural Therapy (CBT)
    EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Cognitive Behavioural Therapy (CBT) Olga Sidorova Published on: Jul 05, 2019 Updated on: Jul 11, 2019 EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Cognitive Behavioural Therapy (CBT) Cognitive behavioural therapy (CBT) is the most widely used evidence-based psychotherapy for improving mental health. Brief historic overview Cognitive behavioural therapy is a fusion of the behavioural and cognitive theories of human behaviour and psychopathology. Modern CBT development had three “waves”. The first, or behavioural wave was inspired and developed by notable people such as John B. Watson, Joseph Wolpe, Ivan Pavlov, Hans Eysenck, Arnold Lazarus and B. F. Skinner and comes from learning theory (Skinner et Pavlov). Learning theory is a concept describing the process of gaining, keeping and recalling knowledge. Behavioural learning theory assumes that learning is built on responses to environmental stimuli. I. Pavlov introduced a concept of classical conditioning where behaviour is a reflexive and involuntary response to stimuli. The exposure, which originated from the works of Pavlov and Watson, is a widely used instrument in CBT. It is a process of changing the unwanted, learned response or behaviour to a more desirable response. In addition to this, B. F. Skinner later shaped a concept of operant conditioning, which is based on the voluntary behaviour that is modified through the use of positive and negative reinforcements. The foundation for the second or “cognitive wave” of CBT can be tracked to numerous ancient philosophical ideas, notably in Stoicism. Stoic philosophers, particularly Epictetus, believed that logic could be used to identify and discard false beliefs that lead to destructive emotions and that individuals are responsible for their own actions, which they can examine and control through rigorous self-discipline.
    [Show full text]
  • Alfred Adler and Viktor Frankl's Contribution To
    ALFRED ADLER AND VIKTOR FRANKL’S CONTRIBUTION TO HYPNOTHERAPY by Chaplain Paul G. Durbin Introduction: In 1972 and 1973, I went through four quarters of Clinical Pastoral Education (C.P.E.) at Walter Reed Army Medical Center in Washington D.C. When I went there, I was a very outgoing person but inside, l felt inferior. When someone gave me a compliment, I would smile and say "Thank you," but inside I would discount the compliment. During the second quarter of C.P.E., our supervisor Chaplain Ray Stephens assigned each student, two pioneer psychologist to present a class on each. I was assigned to report on Alfred Adler and Viktor Frankl. As I prepared those two classes, I began to notice a change in how I felt about myself. I recognized that I could overcome my inferiority feelings (Adler) and that I could have meaning and purpose in my life (Frankl). As a result of those two classes, I went from low man on the totem pole to a class leader. The transformation I experienced (physically, emotionally and spiritually) could be compared to a conversion experience. Adler and Frankl have contributed to my understanding of human personality and how I relate to an individual in the therapeutic situation. Though neither were hypnotherapist, they have contributed greatly to my counseling skills, techniques and therapy. Alfred Adler: What is the difference between "Inferiority Feeling" and "Inferiority Complex" and "Superiority Complex"? What is meant by "Organ Inferiority"? "Birth Order"? "Fictional Fatalism"? "Mirror Technique?" These are concepts developed by Alfred Adler. In his youth, Adler was a sickly child which caused him embarrassment and pain.
    [Show full text]
  • Finding Meaning in Later Life Janet Anderson Yang, Ph.D
    Finding Meaning in Later Life Janet Anderson Yang, Ph.D. Krista McGlynn, Breanna Wilhelmi, Heritage Clinic, a division of the Center for Aging Resources [email protected] 1 Helping Clients develop Meaning • Meaningful roles in family & the community • Meaningful activities in the community and/or individually at home • Meaning as an attitude • Meaning & Hope intertwined 2 Later life’s losses can make it harder to find meaning: • Can make it harder (physically & mentally) to follow past meaningful pursuits • Can make it harder to develop new meaningful activities/roles • Can make it harder to find hope 3 Existential Meaning in the face of loss How can we help older clients build meaning and hope when faced with loss or decline? 4 Existential Meaning in the face of loss How can we help clients improve their mental health and quality of life through development of altered perspectives, existential meaning, wisdom, integrity, spirituality? 5 Viktor Frankl (1980) stated that there are 3 avenues to meaning 6 Existential Meaning • Victor Frankl (1980) stated that there are 3 avenues to meaning: – Creating a work or doing a deed; – Experiencing something or encountering someone; – Attitudes: “Even if we are helpless victims of a hopeless situation, facing a fate that cannot be changed, we may rise above ourselves, grow beyond ourselves and by so doing change ourselves.” 7 Existential Meaning in the face of loss Developing meaning is one approach which may help. 8 Meaning • Robert Neimeyer counsels helping bereaved clients develop and internalize sense of attachment security with newly constructed meaning. • Martin Horrowitz recommends following trauma, helping clients create new meaning in a world which allows/permits such trauma to occur.
    [Show full text]
  • Sullivan: Interpersonal Theory
    CHAPTER 8 Sullivan: Interpersonal Theory B Overview of Interpersonal Theory B Biography of Harry Stack Sullivan B Tensions Needs Anxiety Energy Transformations B Dynamisms Malevolence Intimacy Lust Self-System Sullivan B Personifications Bad-Mother, Good-Mother B Psychological Disorders Me Personifications B Psychotherapy Eidetic Personifications B Related Research B Levels of Cognition The Pros and Cons of “Chums” for Girls and Boys Prototaxic Level Imaginary Friends Parataxic Level B Critique of Sullivan Syntaxic Level B Concept of Humanity B Stages of Development B Key Terms and Concepts Infancy Childhood Juvenile Era Preadolescence Early Adolescence Late Adolescence Adulthood 212 Chapter 8 Sullivan: Interpersonal Theory 213 he young boy had no friends his age but did have several imaginary playmates. TAt school, his Irish brogue and quick mind made him unpopular among school- mates. Then, at age 81/2, the boy experienced an intimate relationship with a 13-year-old boy that transformed his life. The two boys remained unpopular with other children, but they developed close bonds with each other. Most scholars (Alexander, 1990, 1995; Chapman, 1976; Havens, 1987) believe that the relationship between these boys—Harry Stack Sullivan and Clarence Bellinger—was at least in some ways homosexual, but others (Perry, 1982) believed that the two boys were never sexually intimate. Why is it important to know about Sullivan’s sexual orientation? This knowl- edge is important for at least two reasons. First, a personality theorist’s early life his- tory, including gender, birth order, religious beliefs, ethnic background, schooling, as well as sexual orientation, all relate to that person’s adult beliefs, conception of humanity, and the type of personality theory that that person will develop.
    [Show full text]
  • EXISTENTIAL PSYCHOTHERAPY Irvin D Yalom
    EXISTENTIAL PSYCHOTHERAPY Irvin D Yalom ..• BasicBooks A Division ofHarperCollinsPublishers Library of Congress Cataloging in Publication Data Yalom, Irvin D 1931- Existential psychotherapy. Includes bibliographical references and index. 1. Existential psychotherapy. I. Title. RC489.E93Y34 616.89 80-50553 ISBN: Q-465-Q2147-6 Copyright @ 1980 by Yalom Family Trust Printed in the United States of America Designed by Vincent Torre 25 24 CONTENTS ACKNOWLEDGMENTS xi CHAPTER 1 I Introduction 3 Existential Therapy: A Dynamic Psychotherapy 6 The Existential Orientation: Strange But Oddly Familiar 11 The Field of Existential Psychotherapy 14 Existential Therapy and the Academic Community 21 PART I I Death CHAPTER 2 I Life, Death, and Anxiety 29 Life-Death Interdependence 30 Death and Anxiety 41 The Inattention to Death in Psychotherapy Theory and Practice 54 Freud: Anxiety without Death 59 CHAPTER 3 I The Concept of Death in Children 75 Pervasiveness of Death Concern in Children 76 Concept of Death: Developmental Stages 78 Death Anxiety and the Development of Psychopathology 103 The Death Education of Children 107 CHAPTER 4 I Death and Psychopathology 110 Death Anxiety: A Paradigm of Psychopathology 112 Specialness 117 The Ultimate Rescuer 129 Toward an Integrated View of Psychopathology 141 Schizophrenia and the Fear of Death 147 An Existential Paradigm of Psychopathology: Research Evidence 152 vii Contents CHAPTER 5 I Death and Psychotherapy 159 Death as a Boundary Situation 159 Death as a Primary Source of Anxiety 187 Problems of Psychotherapy
    [Show full text]
  • Carl Gustav Jung (1875-1961) and Analytical Psychology (Søren Kierkegaard 1813-1855; Viktor Frankl 1905-1997)
    Carl Gustav Jung (1875-1961) and Analytical Psychology (Søren Kierkegaard 1813-1855; Viktor Frankl 1905-1997) Reading: Robert Aziz, C. G. Jung’s Psychology of Religion and Synchronicity (Course Reader 8). Psychological Culture: Examples of ideas that have entered into our everyday vocabulary 1. Ego 2. Complex 3. Psychological Types: Introvert and Extrovert 4. Unconscious Influences on the Psychological Theories of C. G. Jung 1. Philosophical: Existentialism and Asian Philosophy (Buddhism, Hinduism, Daoism) 2. Religious: Christianity, but Jung rejects much of institutionalized religion 3. Scientific: Description of the inner life of human beings expressed scientifically Jung's Definition of the Dark Side: The Shadow 1. Jung's view of the mind or psyche: ego consciousness, personal unconscious, and collective unconcious 2. The "Shadow" overlaps the personal unconscious and collective unconscious 3. Personal unconscious: Contents of the mind/psyche that have been Repressed from Consciousness 4. Collective unconscious: Collective or universal contents that are always there, inherent to the psyche 5. The Dark Shadow side can well up from what is inherent to the psyche as well as from what is repressed. Jung's Theory of the Mind/Psyche 1. Depth psychology: Three layer view of mind: ego consciousness, personal unconscious, and collective unconscious 2. Themes, motifs, or ARCHETYPES that exist in the inherent, collective, or universal unconscious 1. Shadow, 2. Male (Animus), Female (Anima), 3. Self (comprehensive motif or archetype, representing the whole psyche/mind) 3. For Jung, the ego is the center of waking consciousness, and the Self, the center and circumference of the Unconscious 4. Process: Goal is to achieve wholeness through individuation: Become a true individual, a whole person who is indivisible 5.
    [Show full text]
  • 1 from Viktor Frankl's Logotherapy to the Four Defining Characteristics of Self-Transcendence (ST) Paul T. P. Wong Introductio
    1 From Viktor Frankl’s Logotherapy to the Four Defining Characteristics of Self-Transcendence (ST) Paul T. P. Wong Introduction The present paper continues my earlier presentation on self-transcendence (ST) as a pathway to meaning, virtue, and happiness (Wong, 2016), in which I introduced Viktor Frankl’s (1985) two-factor theory of ST. Here, the same topic of ST is expanded by first providing the basic assumptions of logotherapy, then arguing the need for objective standards for meaning, and finally elaborating the defining characteristics of ST. To begin, here is a common-sense observation—no one can remain at the same spot for life for a variety of reasons, such as developmental and environmental changes, but most importantly because people dream of a better life and want to move to a preferred destination where they can find happiness and fulfillment. As a psychologist, I am interested in finding out (a) which destination people choose and (b) how they plan to get there successfully. In a free society that offers many opportunities for individuals, there are almost endless options regarding both (a) and (b). The reality is that not all purposes in life are equal. Some life goals are misguided, such as wanting to get rich by any means, including unethical and illegal ones, because ultimately, such choices could be self-defeating—these end values might not only fail to fill their hearts with happiness, but might also ruin their relationships and careers. The question, then, is: What kind of choices will have the greatest likelihood of resulting in a good life that not only benefits the individual but also society? My research has led me to hypothesize that the path of ST is most likely to result in such a good life.
    [Show full text]
  • Transference and Countertransference
    Washington Center for Psychoanalysis Psychoanalytic Studies Program, 2018-2019 TRANSFERENCE AND COUNTERTRANSFERENCE 18 December 2018- 19 March 2019 Tuesday: 5:30-6:45 Faculty: David Joseph and Pavel Snejnevski “I believe it is ill-advised, indeed impossible, to treat transference and countertransference as separate issues. They are two faces of the same dynamic rooted in the inextricable intertwining with others in which individual life originates and remains throughout the life of the individual in numberless elaborations, derivatives, and transformations. One of the transformations shows itself in the encounter of the psychoanalytic situation.” Hans Loewald Transference and Countertransference OVERVIEW OF THE COURSE Although it was first formulated by Freud, transference, as we currently understand it, is integral to all meaningful human relationships. In a treatment relationship characterized by the therapist’s professional but friendly interest, relative anonymity, neutrality regarding how patients conduct their lives, non-judgmental attitude, and a shared conviction that associating freely and speaking without censorship will best facilitate the goals of the treatment, patients come to experience the therapist in ways that are powerfully and unconsciously shaped by aspects of earlier important relationships. The patient is often not aware that he is “transferring” these earlier experiences to the therapist but is also often completely unaware of “transferred” reactions to the therapist that only become manifest as the treatment relationship develops. Laboratory experiments in animals demonstrate neurophysiological processes that cast light on the processes that contribute to transference reactions in humans. If a rat is trained to respond negatively to the sound of a bell that is paired with an electric shock, recordings from a single cell in the structure of the brain that responds to fear will indicate nerve firing.
    [Show full text]
  • 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.
    [Show full text]
  • Integrating Logotherapy with Cognitive Behavior Therapy: a Worthy Challenge
    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/300077249 Integrating Logotherapy with Cognitive Behavior Therapy: A Worthy Challenge Chapter · January 2016 DOI: 10.1007/978-3-319-29424-7_18 CITATIONS READS 2 4,466 1 author: Matti Ameli 5 PUBLICATIONS 25 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Integrating Logotherapy with Cognitive Behavior Therapy (CBT) View project Translation of a Logotherapy workbook on meaningful and purposeful goals. View project All content following this page was uploaded by Matti Ameli on 13 November 2017. The user has requested enhancement of the downloaded file. Integrating Logotherapy with Cognitive Behavior Therapy: A Worthy Challenge Matti Ameli Introduction Logotherapy, developed by Victor Frankl in the 1930s, and cognitive behavior therapy (CBT) , pioneered by Aaron Beck in the 1960s, present many similarities. Ameli and Dattilio ( 2013 ) offered practical ideas of how logotherapeutic tech- niques could be integrated into Beck’s model of CBT. The goal of this article is to expand those ideas and highlight the benefi ts of a logotherapy-enhanced CBT. After a detailed overview of logotherapy and CBT, their similarities and differences are discussed, along with the benefi ts of integrating them. Overview of Logotherapy Logotherapy was pioneered by the Austrian neurologist and psychiatrist Viktor Frankl (1905–1997) during the 1930s. The Viktor-Frankl-Institute in Vienna defi nes logotherapy as: “an internationally acknowledged and empirically based meaning- centered approach to psychotherapy.” It has been called the “third Viennese School of Psychotherapy” (the fi rst one being Freud’s psychoanalysis and the second Adler’s individual psychology).
    [Show full text]
  • Biographical Sketch
    T. Byram Karasu, M.D. May 11, 2015 Page 1 of 8 Biographical sketch T. Byram Karasu, M.D. graduated from Yale University School of Medicine, Department of Psychiatry in 1969. He is presently Silverman Professor and the University Chairman of the Department of Psychiatry & Behavioral Sciences at Albert Einstein College of Medicine and Psychiatrist-in-Chief at Montefiore Medical Center. The author or editor of 21 books, author or co-author of more than 100 papers, Dr. Karasu is Editor-in-Chief emeritus of the American Journal of Psychotherapy and a Distinguished Life Fellow of the American Psychiatric Association (APA). He has been the recipient of numerous awards, including the Sigmund Freud Award and the APA's Presidential Commendation. From 1979-1983, Dr. Karasu chaired the APA’s Commission on Psychiatric Therapies, which produced a critical review of psychosocial and somatic therapies. In 1981, Dr. Karasu was appointed chairman of another national task force comprised of over 400 scholars, researchers, and clinicians with the goal of producing a seminal document describing the treatment of each psychiatric disorder. This four-volume report, Treatments of Psychiatric Disorders, published in May 1989, has been praised as being: “...twenty-five years ahead of its time,” Atlantic Monthly and “the best psychiatric book ever,” Contemporary Psychiatry. From 1991-1993, Dr. Karasu chaired the APA’s Work Group on Major Depressive Disorders, and in April 1993, its findings were published in Practice Guideline for Major Depressive Disorder in Adults. A revised edition of this work was published in April 2000. His latest book, Life Witness: Transcendental Evolution of the Psychotherapist is praised as: This extraordinary volume offers a profound and moving analysis of the spiritual potential of psychotherapy—a fundamental contribution to therapists of all traditions.
    [Show full text]
  • Sándor Ferénczi and the Origins of Humanistic Psychology
    ARTÍCULOS SOBRE FERENCZI. CONTEXTUALES E HISTÓRICOS SÁNDOR FERENCZI AND THE ORIGINS OF HUMANISTIC PSYCHOLOGY Dassie Hoffman ABSTRACT This article discusses Sándor Ferenczi’s contributions to the evolution of psychoanalytic theories, and how these ideas were passed through the generations. Ferenczi introduced such concepts as greater activity by the psychotherapist, the need for emotional connection between the therapist and client, the significance of the interpersonal aspects of the therapeutic experience, and the place of empathy within the therapeutic milieu. The second generation reviewed here is the Neo-Freudian, including Andras Angyal, Izette deForest, Erich Fromm, Frieda Fromm-Reichmann, Karen Horney, Harry Stack Sullivan, and Clara Thompson. The next generation reviewed is that of the foremost humanistic psychologists, Abraham Maslow, Rollo May, Carl Rogers, and James Bugental. INTRODUCTION This paper focuses on Sándor Ferenczi’s impact upon the ideas of four co-founders of humanistic psychology. The essay is divided into three sections; the first reviews the origins of psychoanalysis, and the importance of Sándor Ferenczi’s ideas to this process; the second section examines how Ferenczi’s ideas influenced the neo-Freudians, and how this next generation employed his theories; the final section of this essay explores the ways in which the co-founders of humanistic psychology, Abraham Maslow, Rollo May, Carl Rogers, and James Bugental were influenced directly and indirectly byFerenczi. THE IMPORTANCE OF SANDOR FERENCZI TO PSYCHOANALYSIS Humanistic psychology evolved partly as a response to the teachings of psychoanalysis and behaviorism: “Some psychologists... drew upon a long tradition linking psychology with the humanities and in a rebellious manner, institutionally founded humanistic psychology.
    [Show full text]