DOCSLIB.ORG

John Mccarthy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
John Mccarthy John McCarthy EDUCATION 1990-1995 Ph.D., Counseling Psychology, 1995 University of Missouri-Kansas City – Kansas City, Missouri (APA-Accredited) Chancellor's Non-Resident Scholarship Recipient 1988-1989 M.S., Counseling Psychology, 1989 St. Bonaventure University – St. Bonaventure, New York 1984-1985 M.Ed., Higher Education Administration, 1985 University of Arizona – Tucson, Arizona 1979-1983 B.A., Mass Communication, 1983 St. Bonaventure University – St. Bonaventure, New York Graduated Magna Cum Laude CREDENTIALS Licensed Professional Counselor, Commonwealth of Pennsylvania (since 2/02), #PC002963 (inactive) Licensed Psychologist, New York (since 1/98), #013240 (inactive) Licensed Psychologist, Pennsylvania (since 2/99), #PS-008920-L (inactive) TEACHING EXPERIENCE June 2021-July 2021 Instructor: Readiness Institute (summer program ending in July 2021) Pennsylvania State University Outreach Office of the Vice President Achievements: Selected to be among the inaugural staff for this summer program for rising 12th graders from the Pittsburgh area. Presented on creative problem-solving and other topics related to community and future readiness. Facilitated exercises and discussions in both face-to-face and virtual formats in areas such as change literacy, emotional wellness, digital agency, financial literacy, and entrepreneurship. Accompanied learners on tours of areas colleges/universities and companies. Served as mentors for learners in fulfilling the vision statement of the Readiness Institute. Aug 2001-June 2021 Professor: Department of Counseling Indiana University of Pennsylvania Indiana, Pennsylvania - 1 - Achievements: Promoted twice in seven years, reaching Full Professor in August, 2008. Created electives on “Introduction to Cognitive Therapy;” “Solution-Focused Counseling;” and “Counseling Issues in Adolescence.” Instrumental in developing innovative, regional professional development workshops since January, 2002. Created and direct the Center for Creativity and Change and direct its profit- generating workshops. Served on various Department/College/University committees. Courses taught since 2001 COUN 610: Introduction to Community Counseling COUN 615: Counseling across the Life Span COUN 617: Basic Counseling Skills COUN 618: Multicultural and Diversity Issues in Counseling COUN 624: Assessment Procedures for School Counselors COUN 634: Assessment Procedures for Community Counselors COUN 636: Career Counseling and Development (Community) COUN 637: Counseling and Consultation Theories (Adolescent/Adult) COUN 639: Group Counseling COUN 659: Group Counseling Skills (Adolescent/Adult) COUN 671: Introduction to Diagnostic Issues for Counselors COUN 672: Wellness-Based Counseling COUN 673: Introduction to Family Issues in Counseling COUN 674: Addictions and Addictions Counseling COUN 676: Counseling Issues in Adolescence COUN 677: Crisis and Addictions Counseling COUN 677: Crisis and Addiction Counseling COUN 681: Introduction to Cognitive Therapy COUN 738: Advanced Counseling Theory (Solution-Focused Counseling) COUN 738: Brief Approaches to Change COUN 755: Field Experience COUN 880: Leadership and Advocacy in the Counseling Profession COUN 890: Quantitative Research and Statistical Analysis in Counselor Education GSR 615: Elements of Research 1/11-4/11 Academic Visitor Faculty of Education University of Cambridge (UK) Achievements: Offered lectures to students in the Master’s degree programme (Counselling) and for the “Development and Psychopathology” course (Department of Social and Developmental Psychology). Gave a four-part, weekly seminar on counseling issues at the Faculty of Education (open to all). Will be conducting IRB- approved research on counselor preparation in UK and Ireland (USRC grant-funded project). Observed training at Addenbrooke’s Hospital. Met with Dr. Felicia Huppert, Institute for Well-Being (Addenbrooke Hospital), and Andrea Grosbois, Cambridgeshire and Peterborough HHS Foundation Trust. 2000-2001 Assistant Professor: - 2 - Department of Counseling and Educational Psychology Slippery Rock University Slippery Rock, Pennsylvania (One-year, non-tenure track position) Achievements: Taught graduate sections of “Life Span Development” and “Family Counseling” for the first time. Received two College of Education “Rock Grants,” both of which were for the organization of counseling-related workshops in the Spring 2001 semester. Published two articles during this academic period. Chairperson of “Faculty Professional Development Committee.” Delivered Department’s “Fall Symposium” on Motivational Interviewing in November, 2000. 1999-2000 Visiting Assistant Professor/Field Placement Coordinator: Department of Psychology Counseling Psychology Program Chatham College Pittsburgh, Pennsylvania Achievements: Increased number of affiliation agreements with field sites from zero to 12. Designed and wrote “field placement handbook.” Created numerous forms and obtained authors’ permission for other forms in evaluation within the field placement process. Taught 2-3 courses per semester, including “Professional Practice of Community Counseling;” “Counseling Theories & Techniques;” “Research Design;” and practicum/internship courses. 1998-1999 Assistant Professor: Department of Psychology Slippery Rock University Slippery Rock, Pennsylvania (One-year, non-tenure track position) Achievements: Taught introductory courses for first-year students in psychology (PSYC 100: Psychology Applied; PSYC 200: Principles of Psychology) as well as upper-division course (PSYC 301: Motivation; PSYC 449: Seminar in Counseling Theories). Member of “Faculty-in-Residence” program. 1995-1998 Assistant Professor: Department of Counselor Education St. Bonaventure University St. Bonaventure, New York (Tenure-track position) Achievements: 12 credits per semester within the courses of individual and group practica; counseling services; career counseling; statistics; testing and assessment; counseling theories; and research methods. Instituted linkage between Department and University Counseling Center, developing first-ever handbook for practicum courses. Created electives in “Counseling and Change,” “Counseling and Human Relationships,” and “Stress Management.” - 3 - Committees: Graduate Assistant Committee (School of Education) Universities Ministries Council Departmental accomplishments: Initiated on-campus practicum site at University Counseling Center Wrote and edited departmental practicum handbook Spearheaded adoption of requirement of liability insurance for students Researched and wrote handbook section on qualification exam Organized in-person feedback sessions with graduates-to-be Developed and coordinate interview portion of admissions process Overhauled comprehensive exam process Coordinated one-day workshop in “Impact Therapy” (April 1998) Served as Hilbert (Buffalo area campus) liaison (1997-1998) 1986-1988 Lecturer: Foreign Language Center National Chengchi University Republic of China Achievements: Utilized creative methods in teaching 10 sections of listening comprehension/conversation to first-year college students. Refined language skills of business professionals at Center for Business and Public Administration Education during evening program. RELATED HIGHER EDUCATIONAL EXPERIENCE Administration/Public Affairs 1993 Coordinator: Campus Coordinating Board of Diversity Office of Student Affairs University of Missouri-Kansas City Kansas City, Missouri Established the Board by investigating diversity-related efforts of other universities, creating a campus-wide “diversity calendar.” Served as liaison between 17-member Board and campus units. Conducted cultural sensitivity training to students, faculty, and staff. 1990-1993 International Associate: International Student Affairs University of Missouri-Kansas City Kansas City, Missouri - 4 - Initiated and coordinated “UMKC Global Roundtable,” a monthly discussion Group consisting of faculty, students, and administrators. Developed and led “International Student Support Groups” for newly arrived students. Directed University’s Study Abroad program. 1985-1986 Program Coordinator: University Extension Office University of Arizona Tucson, Arizona Formulated and marketed off-campus credit program. Improved community relations with IBM, Hughes Aircraft, Davis-Monthan AFB, and area school districts. Streamlined registration process. Created unique courses and recruited new instructors, including former KGB agent. 1985 Assistant to the Director of Community Relations: Office of University Relations University of Arizona Tucson, Arizona Designed and distributed over 1000 campus-wide surveys concerning student attitudes on the transportation/parking problem. Created “semester ticket” scheme in conjunction with Tucson mass transit organizations. PUBLICATIONS 1. McCarthy, J., & Pollard-Kosidowski, B. (in press). Five ways to embed strengths in counselor training. Journal of Pennsylvania Counseling Association. 2. McCarthy, J., Shannon, E., & Bruno, M. (2020). Creative question-framing: 12 ideas for counselors-in-training. Journal of Creativity in Mental Health. DOI: 10.1080/15401383.2020.1800543 3. McCarthy, J. (2018). Do creative thinking and creative problem-solving have a place in counseling curricula? Journal of Creativity in Mental Health, 13(3), 306-317. 4. McCarthy, J. (2017). Teaching creativity: A look beyond counseling. Journal of Asia Pacific Counseling, 7(1), 37-45. 5. Wilkinson, R. T., & McCarthy, J. (2016). Economic factors related to enrollment in a counseling program.
Load more

Recommended publications
  • Search Terms for Pubmed
    Search terms for Pubmed ("Schizophrenia"[Mesh] OR "Paranoid Disorders"[Mesh] OR schizo*[Title/Abstract] OR psychotic*[Title/Abstract] OR psychosis[Title/Abstract] OR psychoses[Title/Abstract]) AND ("Psychotherapy"[Mesh] or "Behavior Therapy"[Mesh] or "Cognitive Therapy"[Mesh] or "Complementary Therapies"[Mesh] or "Psychoanalysis"[Mesh] or "Counseling"[Mesh] or "Hypnosis"[Mesh] or "Association"[Mesh] or "Association Learning"[Mesh] OR abreaction[Title/Abstract] OR "acceptance[Title/Abstract] AND commitment therapy"[Title/Abstract] OR "acting out"[Title/Abstract] OR adlerian[Title/Abstract] OR "analytical psychotherapy"[Title/Abstract] OR "analytical psychotherapies"[Title/Abstract] OR "anger control"[Title/Abstract] OR "anger management"[Title/Abstract] OR "animal therapy"[Title/Abstract] OR "animal therapies"[Title/Abstract] OR "art therapy"[Title/Abstract] OR "art therapies"[Title/Abstract] OR "assertive training"[Title/Abstract] OR "assertiveness training"[Title/Abstract] OR "attention training technique"[Title/Abstract] OR "autogenic training"[Title/Abstract] OR autosuggestion[Title/Abstract] OR "aversion therapy"[Title/Abstract] OR "aversion therapies"[Title/Abstract] OR "balint group"[Title/Abstract] OR befriending[Title/Abstract] OR "behavior contracting"[Title/Abstract] OR "behavior modification"[Title/Abstract] OR "behavior regulation"[Title/Abstract] OR "behavior therapy"[Title/Abstract] OR "behavior therapies"[Title/Abstract] OR "behaviour contracting"[Title/Abstract] OR "behaviour modification"[Title/Abstract] OR "behaviour
    [Show full text]
  • T-Group Method of Sensitivity Training: Its Effect on Teacher Attitudes As Indicated on the Minnesota Teacher Attitude Inventory
    DOCUMENT RESUME ED 038 372 SP 003 833 AUTHOR Sweeney, Daniel B. TITLE T-Group Method of Sensitivity Training: Its Effect on Teacher Attitudes as Indicated on the Minnesota Teacher Attitude Inventory. INSTITUTION Three Village Central School District 1, Setauket, N.Y. PUB DATE Jun 69 NOTE 24p. FDRS PRICE EDRS Price MF-$0.25 HC-$1.30 DESCRIPTORS *Changing Attitudes, Elementary School Teachers, *Inservice Teacher Education, Secondary School Teachers, *Sensitivity Training, *Teacher Attitudes, *T Groups ADSTRACT In order to assess the effect of T- -Group sensitivity training on teacher attitudes, 25 elementary and secondary school teachers were given the Minnesota Teacher Attitude Inventory (MTAI) both before and after a 10-week T-Group program. A ccAtrolgroup of 16 teachers taking an inservice course in Iroquois Indian Historywas used. Results showed that the control group's testscores remained the same or decreased slightly, while the experimental group'sscores increased five to 20 percentile points. The greatest increasewas shown by secondary school teachers of academic subjects. Itmay possibly be inferred that the T-Group training caused the increase in scores, but further research must be done to determine whether this training causes any actual changes in the teacher's classroom behavior. One approach would be pre- and posttesting of student attitudes to the teacher undergoing T-Group sensitivity training. (Four pages of teacher comments on the T-Group experienceare appended.) (RT) THE UNIVERSITY OF THE STATE OF NEW YORK THE STATE EDUCATION DEPARTMENT BUREAU OF GUIDANCE ALBANY, NEW YORK 12224 frol OIC LLJCD =2C, C, 7E P"' rc "1de 2. 4.4 =oE zst W.; Jw "ALI CIL W.
    [Show full text]
  • Cross-Cultural Empathy and Training the Contemporary Psychotherapist
    Clinical Social Work Journal Vol. 29, No. 3, Fall 2001 CROSS-CULTURAL EMPATHY AND TRAINING THE CONTEMPORARY PSYCHOTHERAPIST Lawrence Dyche, A.C.S.W., and Luis H. Zayas, Ph.D. ABSTRACT: The diversity of today’s client population has required that psychotherapy training confront the importance of cultural competence in gradu- ates. Approaches in this area of education create dynamic tensions between stress- ing therapist openness to diversity and therapist knowledge of clients’ cultures. This paper proposes that this attitude-knowledge dilemma in psychotherapy edu- cation can be reconciled by helping trainees develop an empathic response capable of transcending cultural differences. Cross-cultural empathy helps provide the therapist with a coherent and familiar means of maintaining affective receptivity in the therapeutic encounter with clients while making use of a repository of information about clients’ cultures. Such empathy can also be a base for building the skills needed to develop collaborative relationships with clients who are often disempowered and distrustful. The paper examines approaches and resources for training psychotherapists in cross-cultural empathy. KEY WORDS: cross-cultural empathy; therapy training; urban practice. Attention to the area of cultural competence has become an essential aspect in training psychotherapists to work with the diverse populations found throughout this country. Yet, the components of this competency involve attitudes, knowledge, and skills that can be difficult to integrate (Falicov, 1995; Sue & Zane, 1987). As educators, we seek to prepare clinicians who are knowledgeable about the specifics of particular cultures but who are able to suspend this knowledge when with a client in order to listen openly and without assumptions.
    [Show full text]
  • {PDF} Hypnotherapy
    HYPNOTHERAPY PDF, EPUB, EBOOK Dave Elman | 336 pages | 01 Dec 1984 | Westwood Publishing Co ,U.S. | 9780930298043 | English | Glendale, United States Hypnotherapy - NHS Hypnotherapy uses hypnosis to try to treat conditions or change habits. What happens in a hypnotherapy session There are different types of hypnotherapy, and different ways of hypnotising someone. After this, the hypnotherapist may: lead you into a deeply relaxed state use your agreed methods to help you towards your goals — for example, suggesting that you don't want to carry out a certain habit gradually bring you out of the trance You're fully in control when under hypnosis and don't have to take on the therapist's suggestions if you don't want to. If necessary, you can bring yourself out of the hypnotic state. Hypnosis doesn't work if you don't want to be hypnotised. Important Don't use hypnotherapy if you have psychosis or certain types of personality disorder, as it could make your condition worse. Check with your GP first if you've got a personality disorder. Yes, sometimes. More specifically, hypnosis is a form of hypnotherapy, which is a form of psychotherapy. As a result, hypnosis is sometimes used during counseling to relax a patient or client. Note: Those, who have psychotic symptoms, such as delusions or hallucinations, should speak to a qualified hypnotherapist or psychologist to determine if this therapy is right for them. This method is commonly used to control or stop unwanted or unhealthy behaviors like smoking, gambling, nail-biting, and excessive eating. Studies have suggested that it may also be beneficial for those with chronic pain.
    [Show full text]
  • The Relation of Sensitivity Training to Marital Integration of Graduate Student Husbands and Their Wives
    AN ABSTRACT OF THE THESIS OF Merlin Duane Darby for the Ed. D. (Name of student) (Degree) in Guidance presented on March 5, 1968 (Major) (Date) Title: THE RELATION OF SENSITIVITY TRAINING TO MARITAL INTEGRATION OF GRADUATE STUDENT HUSBANDS AND THEIR WIVES Abstract approved: Redacted for Privacy William R. Crooks The purpose of this study was to ascertain the usefulness of sensitivity training with wives of graduate students in decreasing role tension resulting from the husband's participation in an advanced degree-seeking program and to assess the effect of professional en- deavor of wives upon marital integration. Three groups for comparison were chosen:(1) a sensitivity group wherein the wives of graduate students who had no regularly scheduled activities outside the home met in two and one-half hour sensitivity sessions for at least 14 weeks;(2) an active group made up of wives of graduate students who were involved one-half time or more in seeking a college degree or pursuing a professional occupa- tion such as teaching, nursing, social work, etc. ; and (3) a non- active group including wives of graduate students who had no involve- ment outside the home nor sensitivity training. Upon completion of the sensitivity training period, all couples in the three groups were administered the Index of Marital Integra- tion.The resulting scores for the three groups were combined and ranked.The ranked scores were converted to standard scores for the purpose of normalizing the sample.The groups were then sepa- rated and compared by analysis of variance using the z scores. Computation of variance for groups of unequal size yielded an F value of 2.37 which is not significant at either the five or one per- cent level of probability.
    [Show full text]
  • Existentialism, Humanism and Psychotherapy by Daniel Burston, Ph.D
    This paper, which was first published in Existential Analysis 14.2 July 2003, is displayed here by kind permission of the author. Existentialism, Humanism and Psychotherapy By Daniel Burston, Ph.D. Abstract Authors of American psychology textbooks habitually refer to the “existential-humanistic” or “humanistic-existential” approach to treatment, while therapists in the UK and Europe say that this usage is inaccurate, and that the differences between the existential and humanistic approaches outweigh their similarities. To assess the merit of these competing claims, we must distinguish between literary and philosophical humanism, which is European in origin, and humanistic psychology, which is a recent American innovation. Having carefully discriminated between the two, it transpires that the similarities between the two approaches are often greater than Europeans concede, but also less than many Americans imagine. The fact that existential psychotherapy in Europe precedes American humanistic psychology by more than two decades entitles existential psychotherapists outside the USA to insist on the uniqueness and specificity of their approach. Consult almost any textbook on Abnormal Psychology in the United States and you will discover that existential psychotherapy and humanistic psychology are viewed as kindred approaches to treatment here. Under the heading of “Models of Mental Disorder”, often in the first few chapters, one generally finds the “humanistic-existential ” or “existential-humanistic” model discussed alongside of the cognitive, behavioral psychodynamic and sociocultural approaches. Meanwhile, in the UK and Europe, the existential and humanistic approaches are considered very different, the former originating on European soil, the latter being a recent American import regarded warily at best (e.g.
    [Show full text]
  • Social Group Work in Action: a Sociometry, Psychodrama, and Experiential Trauma Group Therapy Curriculum
    University of Pennsylvania ScholarlyCommons Doctorate in Social Work (DSW) Dissertations School of Social Policy and Practice Summer 6-18-2019 SOCIAL GROUP WORK IN ACTION: A SOCIOMETRY, PSYCHODRAMA, AND EXPERIENTIAL TRAUMA GROUP THERAPY CURRICULUM Scott Giacomucci University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations_sp2 Part of the Social Work Commons Recommended Citation Giacomucci, Scott, "SOCIAL GROUP WORK IN ACTION: A SOCIOMETRY, PSYCHODRAMA, AND EXPERIENTIAL TRAUMA GROUP THERAPY CURRICULUM" (2019). Doctorate in Social Work (DSW) Dissertations. 124. https://repository.upenn.edu/edissertations_sp2/124 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations_sp2/124 For more information, please contact [email protected]. SOCIAL GROUP WORK IN ACTION: A SOCIOMETRY, PSYCHODRAMA, AND EXPERIENTIAL TRAUMA GROUP THERAPY CURRICULUM Abstract The demand for group work in social work practice has steadily increased while the group work education provided in social work programs has exponentially declined. Social work education and social work practice are intimately linked – one cannot be examined without considering the other. The historical, theoretical, and clinical intersections of social work with groups and the triadic system of J.L. Moreno (sociometry, psychodrama, and group psychotherapy) will be explored. Moreno’s work will be framed through a social work lens with primary concepts defined. woT trauma-specific psychodrama models
    [Show full text]
  • Holotropic Breathwork and Group Process
    Holotropic Breathwork and Group Process Group dynamics represent a largely subtle aspect of Holotropic Breathwork, but they are fundamental to its process. Because they are so subtle, they require a facilitator’s very careful attention. This workshop will consider concerns about group dynamics that are significant for understanding how groups work and how to manage them effectively in the context of Holotropic Breathwork. We will explore the history and various instances of group process as well as practical details of their use. Breathwork sessions will offer participants opportunities for developing the self-understanding required for effectively facilitating Tavia Ito group process. The modern development of group methods and theory began in 1889 with Jane Adams’ famous Hull House model of social service to the burgeoning waves of immigrants. Though the development of group techniques began with social concerns, it was taken up by sequelae of the industrial revolution and corporate interests in the rapid growth of the twentieth century. Psychological considerations gained prominence in business and government, but also blossomed in the countercultural era of the 1960’s and provided important inspiration to the Grofs’ development of Holotropic Breathwork. Underlying the modern phenomenon of group process is its long evolutionary history, with our origins of animal grouping and our achievement of upright walking, which created the need for assistance in giving birth. Needing assistance enhanced the social cohesion at the heart of the tribal behavior that has been critical to our human survival. Complex copying behavior at the core of our group behavior is evolutionarily embodied in mirror neuron activity in our brains.
    [Show full text]
  • Carl Rogers and the IHM Nuns: Sensitivity Training, Psychological
    Carl Rogers and the IHM Nuns: Sensitivity Training, Psychological Warfare and the "Catholic Problem" by E. Michael Jones, Ph.D. During the summer of 1966, at the end of the Second Vatican Council and the beginning of the sexual revolution, the world seemed alive to new sexual possibilities, especially for Catholic nuns and priests, many of whom confidently expected that the Catholic Church’ s discipline on celibacy was about to be lifted. Joining them in a chorus of mute anticipation were the Catholic laity, who were just as confident in their expectation that the ban on artificial birth control would be lifted soon as well. Pope Paul VI had appointed a layman-staffed advisory board and it was assumed—correctly, it turns out—that they would vote to overturn the Church’ s long-standing ban on contraception, a ban which had been reaffirmed as recently as 30 years before in Pius XI’ s encyclical Casti Connubii (On Christian Marriage). Because of Pope John XXIII, President John F. Kennedy, and the Vatican Council, Catholics had become the focus of so much media attention, they failed to see distortions in the mirror which the media, dominated by alumni of the OSS and other psychological warfare operations, held up to their collective face. They failed 1 to understand how seriously malformed their opinions were becoming at the hands of people like Xavier Rhynne and Michael Novak and other media enthusiasts who felt to a man that the long reign of anti-Catholic bigotry in the United States had come to an end and that all the Church needed to do to create its own happy ending was join hands with the liberal Zeitgeist, as reported in places like Time and the New Yorker, drop a few medieval sexual prohibitions, and walk off into the sunset.
    [Show full text]
  • University Microfilms
    INFORMATION TO USERS This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]
  • Bottom-Up Management: Participative Philosophy and Humanistic Psychology in American Organizational Culture, 1930-1970
    Bottom-Up Management: Participative Philosophy and Humanistic Psychology in American Organizational Culture, 1930-1970 Jenna Feltey Alden Submitted in partial fulfillment of the Requirements for the degree of Doctor of Philosophy In the Graduate School of Arts & Sciences COLUMBIA UNIVERSITY 2012 © 2012 Jenna Feltey Alden All rights reserved ABSTRACT Bottom-Up Management: Participative Philosophy and Humanistic Psychology in American Organizational Culture, 1930-1970 Jenna Feltey Alden This dissertation examines the rise and fall of participative and humanistic management in American organizational culture. In the years surrounding World War II, an influential network of psychologists and human-relations experts successfully promoted the idea that managers’ involvement of subordinates in decision-making, along with their cultivation of underlings’ authentic self-expression, would boost the effectiveness of organizations, individuals, and the nation as a whole. Four men proved particularly influential in this endeavor: German social psychologist Kurt Lewin (co-founder of the National Training Laboratories), survey pioneer Rensis Likert (founder of the Institute for Social Research at the University of Michigan), humanistic psychologist Abraham Maslow (developer of the “hierarchy of needs”), and industrial psychologist Douglas McGregor (author of The Human Side of Enterprise). Each of these men was deeply concerned about the fate of democracy in modern society, which they feared was endangered by both authoritarianism abroad and bureaucratic dehumanization at home. Each insisted that the nurturing of participation and “self-actualization” within organizations could help build an increasingly peaceful order in industry and the world at large. Ultimately, they found their most enthusiastic converts within the corner offices and personnel departments of corporations.
    [Show full text]
  • The Will to Meaning Foundations and Applications of Logotherapy 1St Edition Download Free
    THE WILL TO MEANING FOUNDATIONS AND APPLICATIONS OF LOGOTHERAPY 1ST EDITION DOWNLOAD FREE Viktor E Frankl | 9780142181263 | | | | | The Will to Meaning: Foundations and Applications of Logotherapy Paperback Books Victor Hugo. If there is a reason for happiness, happiness ensues … that is why one need not pursue happiness, one need not care for it once there is a reason for it. Larissa MacFarquhar. As to the first, I deem it to be a remarkable fact that man, as long as he regarded himself as a creature, interpreted his existence in the image of God, his creator; but as soon as he started considering himself as a creator, began to interpret his existence merely in the image of his own creation, the machine. Archived from the original on There was a particular presentation in the book that I found exceptional to mention in this review. New Foundations for Appreciating Africa. What I term the existential vacuum constitutes a challenge to psychiatry today. Joseph Wolpe. Save on Nonfiction Trending price is based on prices over last 90 days. Paul Schilder called psychoanalysis a Weltanschauungand only recently F. But I added that along with being a professor in two fields neurology and psychiatry I am a survivor of four camps that is, concentration campsand as such I also bear witness to the unexpected extent to which man is, and always remains, capable of resisting and braving even the worst conditions. How God Changes Your Brain. Co-therapy Couples therapy Family therapy Psychodrama Sensitivity training. Nor had I taken them as helpless pawns on the battleground of id, ego, and superego.
    [Show full text]