Motivational Interviewing with the Older Adult

Total Page:16

File Type:pdf, Size:1020Kb

Motivational Interviewing with the Older Adult This article was downloaded by: [Dr Mirsad Serdarevic] On: 11 December 2013, At: 16:44 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK International Journal of Mental Health Promotion Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rijm20 Motivational interviewing with the older adult Mirsad Serdarevica & Sonne Lemkeb a Geriatrics Research, Education and Clinical Centers (GRECC), VA Palo Alto Health Care System, Palo Alto, CA, USA b Center for Health Care Evaluation and Program Evaluation and Resource Center, VA Palo Alto Health Care System, Menlo Park, CA, USA Published online: 11 Dec 2013. To cite this article: Mirsad Serdarevic & Sonne Lemke , International Journal of Mental Health Promotion (2013): Motivational interviewing with the older adult, International Journal of Mental Health Promotion, DOI: 10.1080/14623730.2013.862362 To link to this article: http://dx.doi.org/10.1080/14623730.2013.862362 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms- and-conditions Downloaded by [Dr Mirsad Serdarevic] at 16:44 11 December 2013 International Journal of Mental Health Promotion, 2013 http://dx.doi.org/10.1080/14623730.2013.862362 Motivational interviewing with the older adult Mirsad Serdarevica and Sonne Lemkeb* aGeriatrics Research, Education and Clinical Centers (GRECC), VA Palo Alto Health Care System, Palo Alto, CA, USA; bCenter for Health Care Evaluation and Program Evaluation and Resource Center, VA Palo Alto Health Care System, Menlo Park, CA, USA (Received 29 October 2013; final version received 6 November 2013) Motivational interviewing (MI) is an evidence-based psychotherapeutic approach to health behavior change and has great potential to improve medical regimen adherence among the older population. This article provides a concise summary of MI as it can be applied to geriatric patient populations. The goal is to provide readers with an overview of MI, its clinical applications within psychological and medical settings and its adaptation for use with older individuals dealing with both mental health and general medical conditions. The article also discusses how varied systemic and therapeutic contexts (e.g., biomedical vs. psychological) may affect the meaning and implementation of MI. Although published randomized controlled studies on the effects of MI in the older population are limited, the majority of such studies indicates that MI is effective in influencing change in health behaviors. As a proven, cost-efficient treatment, MI should be considered for clinical use in geriatric and primary care clinics providing care to older adults. Keywords: Empathy, health behavior change, primary care, self-efficacy, therapeutic alliance, treatment adherence. Why motivational interviewing for the elderly? Older patients are likely to present health-care settings with multiple, interacting problems or complaints, such as chronic pain, diabetes, hypertension, congestive heart failure, dementia and depression. They are consequently likely to be on complex treatment regimens requiring multiple medications or medical interventions that may increase the likelihood of negative side effects. Furthermore, older patients are often dealing with grief over losses, fear of physical illness and guilt over past events, all of which can have a negative impact on self-efficacy and can impede treatment adherence and needed behavior Downloaded by [Dr Mirsad Serdarevic] at 16:44 11 December 2013 change. Undertaking and maintaining positive health behaviors, such as physical activity and exercise, medication adherence and other forms of medical and psychological treatment engagement, can be challenging but can significantly improve both quality of life and longevity for the elderly (e.g., Phillips, Schneider, & Mercer, 2004). Thus, to address the varied medical and mental health needs of their clients, geriatric medical and mental health services would benefit from non-psychopharmacological treatments that are person-centered, that address the need for behavior change and that are adapted to the needs of elderly clients (e.g., Bugelli & Crowther, 2008). Motivational interviewing (sometimes referred to as MI) is one such approach. It has been defined as: ‘A skillful clinical style for eliciting from patients their own motivation for making changes in the interest of their health’ (Rollnick, Miller, & Butler, 2008, p. 246). As such, *Corresponding author. Email: [email protected] q 2013 The Clifford Beers Foundation 2 M. Serdarevic and S. Lemke MI could be a powerful psychological intervention in working with older peoples’ ambivalence or resistance to change during psychotherapy and other health-related treatments. The word ‘style’ in the definition of MI implies a degree of therapeutic flexibility, which allows the clinician to continuously adjust to unique demands of each individual patient. As a therapeutic style, rather than restrictive, manualized psychotherapeutic treatment, MI lends itself to adaptation across different settings and different populations. MI’s greatest strength is its adaptability to different clinical problems and situations. MI is grounded in the Rogerian premise that all humans have the built-in motivation to develop their potential to the fullest extent possible, even when faced with barriers and challenges (Rogers, 1995). Making use of this internal motivation to encourage change of maladaptive health-related behavior is the primary focus of MI. Within Rogers’ framework, change occurs through the ‘paradox of acceptance,’ as only after the patient experiences empathy and acceptance and perceives the clinician as genuine can change begin. By exploring and resolving the patient’s ambivalence, MI enhances intrinsic motivation to change. It also elicits from the patient and reinforces ‘change talk,’ as the patient feels safe to explore and verbalize his/her goals to the clinician. Incorporating a Rogerian approach as a fundamental part of MI, the clinician is able to listen and reflect the client’s story in a therapeutic (or ‘holding’) environment where the whole experience (emotions, actions, thoughts, etc.) is unconditionally accepted by the clinician. It is thought that such an approach allows the patient to become gradually more comfortable with aspects of the self that may be anxiety-causing, shameful, scary, threatening and so on, which in turn facilitates the patient’s growth and eventual change. Rogers described this process as follows: ‘If I can provide a certain type of relationship, the other person will discover within himself the capacity to use that relationship for growth, and change and personal development will occur’ (Rogers, 1995, p. 33). The ‘if’ in Rogers’ statement implies that ‘a certain type of relationship’ is a primary goal for the clinician as it will lead to gradual self-acceptance and growth on the patient’s part. While acceptance can be conceptualized in many ways, an example may best illustrate it. Picture a toddler who is roaming around in a supermarket with her parents, picking up random items from shelves, which she then, with a smile on her face, offers to some total strangers. Other than being charmed by a young child, these recipients will most likely feel accepted by this toddler, who is not judging them, not telling them what or how to be, but simply rewarding them with a smile, acknowledging their presence and offering a ‘present’ in turn. At the most fundamental level, such an Downloaded by [Dr Mirsad Serdarevic] at 16:44 11 December 2013 experience has a psychologically (and possibly physiologically) beneficial effect on these individuals. MI integrates both person-centered and directive psychotherapeutic approaches. As noted above, MI affects positive behavioral change by utilizing therapeutic empathy forged within a person-centered psychotherapeutic framework. It also entails a goal- oriented therapeutic collaboration focused on problem solving, which in turn can bolster a patient’s self-efficacy (Bandura, 1982). Self-efficacy within health-care settings refers to the patient’s belief that he/she can successfully perform the targeted behavioral change that would lead to improved health outcomes. When a patient’s
Recommended publications
  • Bullies to Buddies P. 1 a Pilot Study of the Bullies To
    Bullies to Buddies p. 1 A Pilot Study of the Bullies to Buddies Training Program Running Head: Bullies to Buddies Bullies to Buddies p. 2 A Pilot Study of the Bullies to Buddies Training Program In a national study of bullying, Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt (2001) found that 29.9% of sixth through tenth grade students in the United States report moderate to frequent involvement in bullying: 13% as bullies, 10.6% as victims, and 6.3% as both bullies and victims. Even if they are not chronically involved with bullying, research indicates that the majority of students will experience some form of victimization at least once during their school careers (Felix & McMahon, 2007). Research has shown that students involved in bullying are at increased risk for negative outcomes throughout childhood and adulthood. Children who are the targets of bullying are more likely to experience loneliness and school avoidance than non-bullied students (Kochenderfer & Ladd, 1996; Nansel et al., 2001), have poor academic outcomes, and are at increased risk for mental health problems such as anxiety and suicidal ideation, which can persist into adulthood (Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000; Kochenderfer & Ladd, 1996; Kumpulainen et al., 1998; Olweus, 1995; Rigby, 2000; Schwartz, Gorman, Nakamoto, & Tobin, 2005). Bullies also experience more negative outcomes than their peers; they are more likely to exhibit externalizing behaviors, conduct problems, and delinquency (Haynie et al., 2001; Nansel et al., 2001), are more likely to sexually harass peers, be physically aggressive with their dating partners, and be convicted of crimes in adulthood (Olweus, 1993; Pepler et al., 2006).
    [Show full text]
  • Spatially Talented Students Experience Less Academic Engagement and More Behavioural Issues Than Other Talented Students Joni M
    1 British Journal of Educational Psychology (2020) © 2020 The British Psychological Society www.wileyonlinelibrary.com Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students Joni M. Lakin1* and Jonathan Wai2 1Auburn University, Auburn, Alabama, USA 2University of Arkansas, Fayetteville, Arkansas, USA Background. Spatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement. Aims. The goal of this research was to explore empirical evidence for the claim that spatially talented students would experience more academic struggles than other gifted students. We sought to understand the size of the ‘spatially talented’ population and their patterns of behavioural and academic struggles in high school. We also looked at long- term outcomes, including degree completion. Samples. This article explores characteristics of spatial talent in three US nationally representative data sets: Project Talent (1960), High School and Beyond (1980), and the National Longitudinal Study of Youth (1997). Combined, these data provide a 60-year longitudinal study of student outcomes. Methods. This study utilized factor analysis, analysis of variance (ANOVA), and regression methods to explore the research questions for each data set. Results and Conclusions. From our analyses, we estimate that 4–6% (at least 2 million) of the 56.6 million students in the US K-12 system are spatially talented students that are not identified by common gifted and talented screening processes.
    [Show full text]
  • Pop-Culture Psychopathy: How Media and Literature Exposure Relate To
    Pop-Culture Psychopathy: How Media and Literature Exposure Relate to Lay Psychopathy Understanding Dissertation Presented to The Faculty of the College of Arts and Sciences Drexel University In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy by Michael E. Keesler, M.S., J.D. Department of Psychology May, 2013 Pop-Culture Psychopathy ii Table of Contents Table of Contents ............................................................................................................................ ii Abstract ........................................................................................................................................... v Introduction ..................................................................................................................................... 1 Background and Literature Summary ............................................................................................. 2 Psychopathy’s Evolution Over Time ........................................................................................ 2 Contemporary Psychopathy ................................................................................................ 4 The Public’s Evolving Relationship with Psychology.............................................................. 8 Increase in Psychopathy Professional Literature for Lay Consumer ...................................... 10 Increase in Psychopathy Popular Media Delivered to Lay Consumer ................................... 13 What Effect Do Mixed Messages
    [Show full text]
  • Illusion and Well-Being: a Social Psychological Perspective on Mental Health
    Psyehologlcal Bulletin Copyright 1988 by the American Psychological Association, Inc. 1988, Vol. 103, No. 2, 193-210 0033-2909/88/$00.75 Illusion and Well-Being: A Social Psychological Perspective on Mental Health Shelley E. Taylor Jonathon D. Brown University of California, Los Angeles Southern Methodist University Many prominenttheorists have argued that accurate perceptions of the self, the world, and the future are essential for mental health. Yet considerable research evidence suggests that overly positive self- evaluations, exaggerated perceptions of control or mastery, and unrealistic optimism are characteris- tic of normal human thought. Moreover, these illusions appear to promote other criteria of mental health, including the ability to care about others, the ability to be happy or contented, and the ability to engage in productive and creative work. These strategies may succeed, in large part, because both the social world and cognitive-processingmechanisms impose filters on incoming information that distort it in a positive direction; negativeinformation may be isolated and represented in as unthreat- ening a manner as possible. These positive illusions may be especially useful when an individual receives negative feedback or is otherwise threatened and may be especially adaptive under these circumstances. Decades of psychological wisdom have established contact dox: How can positive misperceptions of one's self and the envi- with reality as a hallmark of mental health. In this view, the ronment be adaptive when accurate information processing wcU-adjusted person is thought to engage in accurate reality seems to be essential for learning and successful functioning in testing,whereas the individual whose vision is clouded by illu- the world? Our primary goal is to weave a theoretical context sion is regarded as vulnerable to, ifnot already a victim of, men- for thinking about mental health.
    [Show full text]
  • Bullying Newsletter
    Let’s Meet Henry…….Henry is 11 years old and attends Main Elementary School which is located a few blocks from his home. He is in the sixth grade and is an average student. Henry has always been a bit shy and somewhat anxious around his peers. He just moved to this city 3 months ago and has not yet made any friends at the new school, though he does have a "best friend" at his old school. Henry is quite tall and thin for his age and is very self-conscious about his appearance. “Bullying - not just Over the past month, Henry has become increasingly withdrawn. Several weeks child’s ago he came home with a tear in his favorite jacket. When his mother asked him play.” what happened, he hurriedly said it was an accident. He goes straight to his room after school and shuts the door. His mother has noticed that he has become more irritable and is often tearful, but when she tries to talk to him about this, he tells her to go away. She is worried about him but, thinks this is a phase he's going through because they've just moved to a new city, etc. She also worries about mak- ing Henry too dependent on her if she gets too involved in his problems. Bullying—What it is all about WHAT: Bullying is an everyday occurrence that many people discount or view as something that will work itself out. Bullying, however, is not a random passing of kids and a one-time occurrence.
    [Show full text]
  • Curriculum Vitae
    1 CURRICULUM VITAE THOMAS G. PLANTE GENERAL INFORMATION Business Addresses: Department of Psychology Alumni Science Hall, Room 203 Santa Clara University 500 El Camino Real Santa Clara, CA 95053-0333 (408) 554-4471 Office (408) 554-4493 Administrative Assistant (408) 554-5241 Fax 358-201-2190 (Zoom) ORCID ID Number: 0000-0001-5314-2991 e-mail: [email protected] Web Site: http://www.scu.edu/tplante Blog: http://www.psychologytoday.com/blog/do-the-right-thing Blog 2: http://scu.edu/alumni/illuminate/leaders.cfm?b=619&c=20256 885 Oak Grove Avenue, Suite 203 Menlo Park, CA 94025-4421 (650) 346-2043 (cell) LICENSURE AND CERTIFICATIONS Licensed Psychologist, State of California (PSY 11002) Diplomate in Clinical Psychology, American Board of Professional Psychology (# 4461) EDUCATION Postdoctoral YALE UNIVERSITY, 1987-8 Fellowship Clinical/Health Psychology Ph.D. UNIVERSITY OF KANSAS, 1987 Clinical Psychology (GPA = 4.0) Clinical Internship: YALE UNIVERSITY SCHOOL OF MEDICINE, Department of Psychiatry, 1986-7 M.A. UNIVERSITY OF KANSAS, 1983 Clinical Psychology (GPA = 4.0) Sc. B. BROWN UNIVERSITY, 1982 2 Psychology (GPA = 4.0) PROFESSIONAL POSITIONS Current Positions 2018 - PROFESSOR (By Courtesy), Department of Religious Studies, Santa Clara University, Santa Clara, CA 2012 - AUGUSTIN CARDINAL BEA, S.J. UNIVERSITY PROFESSORSHIP, Santa Clara University, Santa Clara, CA. 2009- ADJUNCT CLINICAL PROFESSOR, Department of Psychiatry and Behavioral Sciences, Stanford University Medical School, Stanford, CA. 2009- BLOGGER, Psychology Today Magazine 2002- PROFESSOR, Department of Psychology, Santa Clara University, Santa Clara, CA. 2002- DIRECTOR, Applied Spirituality Institute (formerly the Spirituality and Health Institute), Ignatian Center for Jesuit Education, Santa Clara University, Santa Clara, CA.
    [Show full text]
  • Careers in Psychology | 2019
    education CAREERS IN PSYCHOLOGY | 2019 PPORTUNITES ARE The need for addiction treatment to be in tune with recent psychological BLOSSOMING EVERY YEAR. continues to grow. Cognitive-behavioral evidence can foster mental well-being In a time when the growth of techniques are being used to help and aid in the assessment of disorders countless occupations has been patients with chronic pain. The bur- resulting from potential misuse. in question, the U.S. Bureau of Labor geoning fi eld of pain psychology needs Applications for statistical meth- Statistics has projected a 14 percent fresh minds to increase both viability ods in psychology have been greatly expansion in careers for psychologists and effectiveness. Nutritional psychol- expanded by digital tech. A brief survey between 2016 and 2026, double the ogy often overlaps with life coaching. delivered via smartphone can provide average growth rate of all careers. Sports psychology is an increasingly data on millions of people, leading to For those with a bachelor’s degree, valuable resource for players dealing enormous sample sizes in new studies. new avenues of understanding human with brain injury, stress, sexual assault, The research of the mind is just behavior, through social media, market- and problems relating to culture on and getting started. At all levels of edu- ing, and sales, are evolving. Bachelor’s off the fi eld. cation, the science of consciousness, degree holders can fi nd opportunities in In the areas of artifi cial intelligence behavior, mental faculties, and decision public relations, business administration, and the application of personal tech making is among the most complex in market research, residential counseling, such as smartphones, psychologists the universe.
    [Show full text]
  • January 27, 2019 a Model of Political Bias in Social Science Research
    January 27, 2019 A Model of Political Bias in Social Science Research Nathan Honeycutt Lee Jussim Rutgers University 2 In 2019 at the SPSP Political Psychology Pre-Conference, key stakeholders and researchers were invited to debate the question “does ideological diversity impact the quality of our research?” If Clark and Winegard's (in press) review of ideological epistemology and its significance to social science is mostly on target, it would predict that many at the debate were unconvinced by those arguing that political bias matters. Why? To the extent that social psychologists function as a moral tribal community (as Clark and Winegard argue), motivated to protect their professional and political interests, they will fight tooth and nail to defend their sacred values and professional statuses against charges of political bias. Of course, they might also do so out of a justified belief that they were unfairly accused. How can one tell the difference? In this paper we argue that this can be accomplished by identifying how political biases manifest in social psychology. To that end, we expand upon two of Clark and Winegard's (in press) arguments: 1. there are no reasons to believe that social scientists are immune to the biases, errors, and social processes that can lead to distortions that stem from tribal loyalties; 2. these tribal tendencies, combined with extreme ideological homogeneity, work to create significant problems for the pursuit of scientific truth. Specifically, we present a heuristic model of political bias that identifies ways they manifest, and we review evidence that bears on it. Equalitarianism as a Primary Source of Scientific Bias Clark and Winegard (in press) reviewed some of the ways in which political biases undermine the validity and credibility of social science research.
    [Show full text]
  • Set Straight on Bullies
    DOCUMENT RESUME ED 512 744 EA 021 386 AUTHOR Greenbaum, Stuart; And Others TITLE Set straight on Blanes. INSTITUTION National School Safety Center, Malibu, CA. SPONS AGENCY Department of Justice, Washington, D.C. Office of Juvenile Justice and Delinquency Prevention. REPORT NO ISBN-0-932612-23-7 PUB DATE 89 GRANT 85-MU -CX -0003 NOTE 89p. AVAILABLE FROMPublications, National School Safety Center, 16830 Ventura Boulevard, Encino, CA 91436 ($l'.00; quantity discounts). PUB TYPE Tests/Evaluation Instruments (160) -- Guides - Non- Classroom Use (055) -- Information Analyses (070) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Aggression; Delinquency; Elementary Secondary Education; *Prevention; Student Alienation; *Student Behavior; *Student Subcultures IDENTIFIERS *Bullying ABSTRACT Bullying, perhaps the most underrated problem in America's schools today, distracts minds and inhibits the learning process; if left unchecked, it can destroy lives and place society at risk. Bullying is defined as one or more individuals inflicting physical, verbal, or emotional abuse upon another individual or individuals. Subliminal abuses related to bullying--such as being teased, intimidated, or intentionally excluded or ostricized--can create fear, anxiety, and pain tantamount to that resulting from physical abuse. In fact, fear of other students motivated 1 of every 12 student dropouts. This book, divided into two sections and four chapters, examines the bullying problem and defines solutions. Chapter 1 discusses the serious and widespread bullying phenomenon; highlighted is the escalation of the problem, if ignored. Chapter 2 pinpoints bully and victim characteristics, causes, and manifestations; permanent scars for the victim and a gloomy future for the bully are predicted. Chapter 3 suggests heightened public awareness to generate support for handling the antisocial bullying phenomenon and chapter 4 explores the intervention strategies of educator action, parental action, and student action.
    [Show full text]
  • Elizabeth F. Loftus
    ELIZABETH F. LOFTUS Distinguished Professor University of California, Irvine 2393 Social Ecology II Tel: (949) 824-3285 University of California, Irvine Fax: (949) 824-3001 Irvine, California 92697-7080 email: [email protected] USA web: http://socialecology.uci.edu/faculty/eloftus/ EDUCATION B.A., with highest honors in Mathematics and Psychology, UCLA, 1966 M.A., Psychology, Stanford University, 1967 Ph.D., Psychology, Stanford University, 1970 TEACHING EXPERIENCE Permanent Distinguished Professor, University of California, Irvine, 2002 – present Psychology & Social Behavior, 2002- Criminology, Law & Society, 2002 – Cognitive Sciences, 2002- Fellow, Center for the Neurobiology of Learning and Memory, 2002- Founding Director, Center for Psychology & Law, 2005 - 2012 School of Law, 2007- Affiliate Professor, Univ. of Washington, Psychology Dept and School of Law, 2002 – 2016. Assistant, Associate, Full Professor, University of Washington, 1973-2002 Adjunct Professor of Law, University of Washington, 1984-2002 Assistant Professor, The New School, Graduate Faculty, New York 1970-73 Visiting Harvard University, Seminar on Law and Psychology, 1975-76 National Judicial College, University of Nevada, 1975-87 (summers) Visiting Professor, Georgetown University Law Center, 1986 HONORS AND AWARDS Honorary Degrees Doctor of Science, Miami University (Ohio), 1982 Doctorate Honoris Causa, Leiden University, The Netherlands, 1990 Doctor of Laws, John Jay College of Criminal Justice, City University of New York, 1994 Doctor of Science, University of Portsmouth, England, 1998 Doctor of Philosophy, Honoris Causa, University of Haifa, Israel, 2005 Doctor Honoris Causa, University of Olso, Norway 2008 Doctor of Social Sciences Honoris Causa, Goldsmiths College, University of London 2015 Honorary Societies Phi Beta Kappa, elected 1965 (President of University of Calif.
    [Show full text]
  • Abraham H. Maslow an Intellectual Biography
    ABRAHAM H. MASLOW (1908-1970) AN INTELLECTUAL BIOGRAPHY ROY JOSE DECARV ALHO SOME PSYCHOLOGISTS DURING THE "GOLDEN AGE" OF BEHAVIORISM after World War II, discontented with behaviorism's view of human nature and method, drew upon a long tradition linking psychology with humanities and in a rebellious manner institutionally founded humanistic psychology. They believed they were a "third force," an alternative to the dominant behavioristic and psychoanalytical orientation in psychology. Some of the best minds of the psychological world of the 1960s, such as Gordon Allport, Carl Rogers, Rollo May, and Henry Murray, adhered to the movement. Maslow was at the forefront of this group of founders of humanistic psychology in the mid-I960s. BIOGRAPHICAL SKETCH Abraham H. Maslow was born on April 1, 1908 in New York City, the first of seven children. Maslow's relationship with his parents, Russian-Jewish immigrants from Kiev, was neither intimate nor loving. He attended New York City public schools. At the age of nine he moved to a non-Jewish neigh­ borhood and, since he looked quite Jewish, discovered anti-semitism there. He described himself during his first twenty years as extremely neurotic, shy, nervous, depressed, lonely, and self-reflecting. He isolated himself at school THOUGHT Vol. 66 No. 260 (March 1991) ABRAHAM H. MASLOW 33 and, since he could not stand being at home, practically lived in the library. At school he was an achiever. Later, upon the advice of his father he enrolled in law school. He lost interest, and never finished the freshman year. At the end of 1928, then twenty years old, he married Bertha, a cousin, whom he had courted for a long time.
    [Show full text]
  • Psychology Today Article
    Liana Chaouli SITTING SOMEWHERE ON a hard time getting going DESIGNED a self-invented spectrum most days. Little Liana between image consul- wanted only to go to the tant and psychotherapist, park and play with other FOR Liana Chaouli dresses kids. Pleading with her people for a living, inside mother to get out of bed, and out. With a soft voice she’d go to her mother’s SUCCESS and a firm eye, she strips closet, pull on something Resilience is in human nature. off “the armor people hide until the hanger broke, lay behind” and sends them the dress on the bed, along Persevering through adversity is not out into the world men- with shoes and a scarf, a bug in our software but a feature tally freer, more confident, trying to “get my mother and a lot better looking. back.” And so, even before of the hardware. “I smuggle consciousness she had the words, Chaouli BY NOAM SHPANCER, PH.D. into people’s lives one knew: “If it’s to be, it’s up garment at a time,” she to me,” a principle that still says. It isn’t just the way guides her life. “My mother she saves other people. was my first client,” is how It’s how she came to save Chaouli charitably puts it. RE YOU FEELING herself. Born in Hamburg, Little Liana learned to size vulnerable? If so, you’re Germany, 61 years ago up people's mood quickly, certainly not alone. One to a father whose plans because she never knew thing the current coro- to attend the Sorbonne when her mother would navirus pandemic has were interrupted by a hit her.
    [Show full text]