Origin and Evolution of the Concept Stress
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Lust and Unlust
Richard B. Wells ©2006 Chapter 15 Third Epilegomenon: Lust and Unlust Whatever passion masters you, it burns you with a flame for which you need not blush, and free-born always is the object of your weakness. Horace § 1. The Noumenal Character of Lust and Unlust The feeling of Lust and Unlust occupies a prominent position in both Critique of Practical Reason and Critique of Judgment as well as in Kant’s lectures and writings on metaphysics and anthropology. But what is it that stands as Object of this idea? The idea of Lust und Unlust is central to both the practical and judicial Standpoints. But it is also one of the least well explained ideas in Kant’s writings. This is not only because Lust and Unlust taken together as disjunction in a single Object (Lust per se) is a noumenon but also because it belongs to the metaphysics of Kantian anthropology, which Kant left as a task for future generations to work out. We have described Lust as “a kind of motivated wanting.” Clearly this is not sufficient. The exposition of Lust and Unlust requires more detail than this, and this detail we must uncover carefully bit by bit. We must begin by clearly understanding the implications of dealing with an Object that is a pure noumenon. Kant remarks: Now one calls the capability to have Lust or Unlust during a representation feeling for this reason: because both contain the merely subjective in the relationship of our representation and contain absolutely no reference to an Object for the possible cognition of the same (not even the cognition of our state) . -
Understanding Generalized Anxiety Disorder: Effective Case Conceptualization Using the Temporal/Contextual Model
Article 2 Understanding Generalized Anxiety Disorder: Effective Case Conceptualization Using the Temporal/Contextual Model Matthew Snyder and Lynn Zubernis Snyder, Matthew, is an associate professor and Chair of the Department of Counselor Education at West Chester University of Pennsylvania and a licensed professional counselor. He teaches courses in Student Affairs, Helping Relationship, Group Counseling, and Theories and Techniques of Counseling. His research interests include the case conceptualization process, the pedagogy of counseling practice, working with resistant clients, and counseling issues in higher education and college retention. Zubernis, Lynn, is an associate professor and Program Chair of the Clinical Mental Health Counseling Program at West Chester University and a licensed clinical psychologist. She teaches courses in Counseling Fundamentals, Group Dynamics, Human Development, and Theories of Counseling, and supervises practicum and internship students. Her research interests include case conceptualization, working with diverse populations, counseling issues in college transfer students, and the psychology of being a fan. Abstract This article examines generalized anxiety disorder (GAD) using a new holistic case conceptualization model, the Temporal/Contextual Model, which was first presented in the authors’ book, Case Conceptualization and Effective Interventions for Counselors. Clients with GAD can present a challenge for counselors because of their deeply ingrained belief systems, the pervasiveness of the anxiety symptoms, and problems with emotional regulation, which may be long-standing. Having a thorough understanding of both the symptoms of the disorder and the environmental factors contributing to the development and maintenance of the disorder are critical for gaining an understanding of the client’s problems, establishing a strong therapeutic alliance, and helping the client confront and begin to recover from a disorder that impacts many aspects of the client’s life. -
High Blood Pressure and Interpersonal "Disengagement": a Study of Maladaptive Coping Styles and Ameliorative Treatments
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1978 High Blood Pressure and Interpersonal "Disengagement": A Study of Maladaptive Coping Styles and Ameliorative Treatments Paul J. Minsky Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Psychology Commons Recommended Citation Minsky, Paul J., "High Blood Pressure and Interpersonal "Disengagement": A Study of Maladaptive Coping Styles and Ameliorative Treatments" (1978). Dissertations. 1753. https://ecommons.luc.edu/luc_diss/1753 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1978 Paul J. Minsky HIGH BLOOD PRESSURE AND INTERPERSONAL "DISENGAGEMENT": A STUDY OF MALADAPTIVE COPING STYLES AND AMELIORATIVE TREATMENTS by Paul J. Minsky A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy February 1978 ACKNOWLEDGMENTS Grateful appreciation is extended to all who have assisted me. My committee members, Drs. Alan De Wolfe, James Johnson, and Director Roderick Pugh, each provided valuable consultation and meaningful in put. Dr. Albert Kostlan, Chief, Psychology Service, Martinez VA Hos pital, very generously contributed of his wisdom, energy and support. Many thanks also are conveyed to the numerous cooperating patients and personnel of the Martinez YAH, including Dr. Alan Boysen, Dr. -
University of Copenhagen
Stress, nature & therapy Corazon, Sus Sola Publication date: 2012 Document version Publisher's PDF, also known as Version of record Citation for published version (APA): Corazon, S. S. (2012). Stress, nature & therapy. Forest & Landscape, University of Copenhagen. Forest & Landscape Research / Forest & Landscape No. 49/2012 Download date: 28. sep.. 2021 Stress, Nature & Therapy FOREST & LANDSCAPE RESEARCH 49 / 2012 Sus Sola Corazon 1 Stress, Nature & Therapy Sus Sola Corazon 2 Forest & Landscape Research is issued by Forest & Landscape Denmark which is a national centre for research, education and advisory services within the fields of forest and forest products, landscape architecture and landscape management, urban planning and urban design. The journal accepts Ph.D. theses, D.Sc. theses, and other major research reports of scientific standard concerning forest, park, landscape, and planning research written in Danish or English. The content of the journal undergoes a scientific peer-review process. Forest & Landscape Research is to be considered the continuation of Forskningsserien - The Research Series (ISSN: 1398-3423). Editorial board: Niels Elers Koch (editor-in-chief), director, professor, Forest & Landscape Denmark Frank Søndergaard Jensen (associate editor), senior researcher, Forest & Landscape Denmark Tilde Tvedt (associate editor), senior consultant, Forest & Landscape Denmark J. Bo Larsen, professor, Forest & Landscape Denmark Jørgen Primdahl, professor, Forest & Landscape Denmark Erik Dahl Kjær, professor, Forest & Landscape Denmark Title: Stress, Nature & Therapy Series-title, no.: Forest & Landscape Research, No. 49-2012 Author: Sus Sola Corazon Citation: Corazon, S.S. (2012): Stress, Nature & Therapy. Forest & Landscape Research No. 49-2012. Forest & Landscape Denmark, Frederiksberg. 131 pp. ISBN: 978-87-7903-577-5 (paper) 978-87-7903-578-2 (internet) ISSN: 1601-6734 Printed by: Prinfo Aalborg, DK Number printed: 30 Order: Single issues are available from Forest & Landscape Denmark - see last page. -
Drug Addiction As Coping with Social Dislocation
DRUG ADDICTION AS COPING WITH SOCIAL DISLOCATION by Katherine Wilds APPROVED BY SUPERVISORY COMMITTEE: ___________________________________________ Bobby C. Alexander, Chair ___________________________________________ Bruce A. Jacobs ___________________________________________ Richard K. Scotch Copyright 2020 Katherine Wilds All Rights Reserved To Michael and Rob. DRUG ADDICTION AS COPING WITH SOCIAL DISLOCATION by KATHERINE WILDS, BA THESIS Presented to the Faculty of The University of Texas at Dallas in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE IN APPLIED SOCIOLOGY THE UNIVERSITY OF TEXAS AT DALLAS May 2020 ACKNOWLEDGMENTS I wish to express my deepest gratitude to my supervisor, Dr. Bobby Alexander, who guided and encouraged me throughout this process. Without his sincere and dedicated support, wealth of knowledge, and extensive experience, the goal of this project would not have been realized. I also wish to thank the faculty that has helped me discover and achieve my goals throughout my academic career -Dr. Richard Scotch, Dr. Bruce Jacobs, Dr. Sheryl Skaggs, Dr. John Malek- Ahmadi, and Dr. Elmer Polk – learning from these esteemed professors has been invaluable. Lastly, I wish to acknowledge the financial and emotional support of my friends and family, my boyfriend, Patrick; and my dad, Tom. They kept me grounded, determined, and this work would not have been possible without them. April 2020 v DRUG ADDICTION AS COPING WITH SOCIAL DISLOCATION Katherine Wilds, MS The University of Texas at Dallas, 2020 ABSTRACT Supervising Professor: Bobby C. Alexander There has been a rising trend of drug addiction in the United States and criminal sanctions and social policies have worked to ameliorate this issue. -
Psychology 51: an Introduction to Psychology
Psychology 51: An Introduction to Psychology Monday, Wednesday & Friday 11:00 a.m. Lincoln 1125 Professor Richard Lewis Department of Psychology and Neuroscience Program Office: Lincoln 2100 Voicemail: x72445 Email: [email protected] Office hours: by appointment Mentor: Sarah Lysogorski Email: [email protected] Required Textbooks: Pettijohn, T.F. (2007). Classic Edition Sources: Psychology (4th edition). Dubuque, IA: McGraw Hill (about $40) Marcus, G. (2006). The Norton Psychology Reader. New York: Norton. (about $30) Dewey, R.A. (2007). Psychology: An Introduction. http://www.intropsych.com/index.html Laboratory Experiments http://opl.apa.org Class ID: 3544 Tentative Schedule Wed Sep 2: What is Psychology? Sources 1.1: William James (1890): from “Principles of Psychology” Assignment for Friday: What is the distance of “personal space”? Optional Online Resource Sommer (1959) Fri Sep 4: Psychological Research: Descriptive and Experimental methods The Norton Psychology Reader Stanovich (2004): from “How to Think Straight about Psychology” Online Reading: Anderson et al. (1999): Research in the Psychological Laboratory Optional Resources Research Methods http://faculty.frostburg.edu/mbradley/researchmethods.html Means and standard deviations: http://www.uwsp.edu/psych/stat/5/CT-Var.htm Effect size: http://web.uccs.edu/lbecker/Psy590/es.htm Mon Sep 7: Labor Day--No Class Wed Sep 9: Psychological Research: Correlational Methods The Norton Psychology Reader Huff (1982): from “How to Lie with Statistics” Resources The correlation: http://www.uwsp.edu/psych/stat/7/correlat.htm#I1 Fri Sep 11: Obedience to Authority & Ethical Principles of Conducting Psychological Research. NO CLASS – watch Replication of Milgram’s Obedience Study on etv. -
MOTIVATION ANE~ EMOTION Motivation
DEMIDEC~ AP Psychology Cram Kit I 44 MOTIVATION ANE~ EMOTION Motivation THEORIES OF MOTIVATION HIERARCHY OF NEEDS WHAT YOU WANT AND WHAT YOU NEED CLIMBING THE PYRAMID Motivations are the needs and desires that cause Abraham Maslow created a hierarchy of needs, behaviors—the reasons people do the things they do. predicting the order in which needs must be satisfied. Intrinsic motivation comes from within oneself, while extrinsic motivation is drawn from the outside world. Self-actualization > DRIVE REDUCTION THEORY People are motivated by biological needs • Drives are impulses to meet those needs in order to achieve homeostasis, a state of internal balance Safety and securit • Primary drives are biological needs (food, shelter) Survival and physiological needs • Secondary drives are used to meet primary drives (money, acceptance) INSTINCT THEORY HUNGER AND EATING DISORDERS • People perform species-specific behaviors THROUGH THICK AND THIN • Instincts are inborn behaviors necessary for survival Hunger is determined by an empty stomach and body INCENTIVE THEORY chemistry (glucose and insulin). The hypothalamus • People perform some behaviors based on desire, helps stimulate and satiate hunger. Set-point theory rather than need states that the hypothalamus maintains the body’s optimum body weight by determining the metabolic • Incentives are stimuli associated with rewards rate. Eating disorders are psychological problems OPPONENT PROCESS THEORY related to weight, body image, and eating habits. • People begin at a baseline level of motivation SEX • Performing pleasurable behaviors moves people away from the baseline, but an opponent process THE BIRDS AND THE BEES motivates them to return to the neutral state Humans are driven to procreate in order to pass on • This theory is often used to explain addiction: their genes. -
Lvieryl WEISSMANN, Ph.D COLLEGE of SOCIAL WORK, OHIO STATE UNIVERSITY, 1985 "
rI ! ! AN INVESTIGATION OF THE RELATIONSHIP BETWEEN IDENTITY FORMATION AND COPING WITH STRESS BY: lVIERYL WEISSMANN, Ph.D COLLEGE OF SOCIAL WORK, OHIO STATE UNIVERSITY, 1985 ", . f.····, , 58 Two concepts which have been the subject of significant theoretical analysis and empirical research are ego identity and coping with stress; few studies, however, address the interrelationship between these two psychosocial processes. The primary objective of this study was to investigate the nature of this relationship. 1. THEORETICAL BACKGROUND The concept of identity formation was fIrst introduced by Erik Erikson (1950) thirty-fIve years ago, with the formulation of his psychosocial theory of development In this theory, Erikson (1950, 1959, 1968) suggests that personality development evolves epigenetically, following a ground plan of eight sequential stages, extending throughout the entire life span. Each stage is characterized by a developmental task to be mastered or resolved; resolution may be either adaptive or maladaptive, and the nature of this resolution impacts upon the ability of the individual to master the subsequent stage ofdevelopment The fIfth stage of development, which occurs during adolescence, has been the major focus of Erikson's work (1950, 1959, 1968). The developmental task to be mastered during this stage is identity achievement, described by Erikson as a sense of distinctiveness and self-consistency; continuity of self over time; and a sense ofpsychosocial reciprocity. According to Erikson, successful mastery of this task is crucial not only fOf the mastery of the subsequent developmental task (intimacy versus isolation), but for overall psychosocial functioning as an adult Empirical investigation of the relationship between identity achievement and adult psychosocial functioning indicates that a positive and significant relationship exists between strength of identity achievement and the ability to form intimate interpersonal relationships (Orlofsky, Marcia, and Lesser, 1973; Fitch and Adams, 1983). -
Ego Development and the Experience of Burden Among Caregivers of the Elderly
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1989 Ego Development and the Experience of Burden among Caregivers of the Elderly Theodore Constantine Bililies Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Psychology Commons Recommended Citation Bililies, Theodore Constantine, "Ego Development and the Experience of Burden among Caregivers of the Elderly" (1989). Dissertations. 2576. https://ecommons.luc.edu/luc_diss/2576 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1989 Theodore Constantine Bililies EGO DEVELOPMENT AND THE EXPERIENCE OF BURDEN AMONG CAREGIVERS OF THE ELDERLY by Theodore Constantine Bililies A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Ph~losophy January 1989 ACKNOWLEDGMENTS The author wishes to express his appreciation to several persons who have made this project possible. To Dr. Patricia Rupert and the Department of Psychology at Loyola University of Chicago for their assistance in the completion of this work. To Dr. Georgia Sassen and the Department of Psychiatry at the University of Massachusetts Medical School for their help in recruiting subjects. To Dr. James Johnson and Dr. Joseph Durlak who patiently read and offered suggestions on many versions of the present work. -
Motivation and Emotion Key Terms
Motivation and Emotion Key Terms 1. Drive-reduction theory 19. Approach-approach conflict 2. Instinct theory 20. Approach-avoidance Conflict 3. Intrinsic Motivation 21. Avoidance-avoidance conflict 4. Extrinsic Motivation 22. Acute Stress 5. Fixed-Action Patterns 23. Chronic stress 6. Homeostasis 24. General adaptation syndrome 7. Locus of Control (Internal vs. External) 25. Problem-focus coping 8. Hierarchy of needs 26. Emotion-focus coping 9. Overjustification Effect 27. Type A Patterns 10. Need for achievement 28. Type B Patterns 11. Individualism 29. Learned helplessness 12. Collectivism 30. Flow 13. Set point 14. Basal Metabolic rate 15. James- Lange Theory 16. Cannon-Bard Theory 17. Two-factor Theory Psychologists : 18. Opponent-process theory 1. Clark Hull 2. Paul Ekman 3. Martin Seligman 4. Hans Selye Unit 7: Motivation, Emotion, and Personality TOPIC 7.1 Theories of Motivation ● 7.A Identify and apply basic motivational concepts to understand the behavior of humans and other animals. ○ 7.A.1 Instincts ○ 7.A.2 Incentives ○ 7.A.3 Intrinsic versus extrinsic motivation ○ 7.A.4 Overjustification effect ○ 7.A.5 Self-efficacy ○ 7.A.6 Achievement motivation ● 7.B Compare and contrast motivational theories, including the strengths and weaknesses of each. ○ 7.B.1 Drive reduction theory ○ 7.B.2 Arousal theory (including the Yerkes-Dodson law) ○ 7.B.3 Evolutionary theory of motivation ○ 7.B.4 Maslow’s theory ○ 7.B.5 Cognitive dissonance theory ● 7.C Describe classic research findings in specific motivations. ○ 7.C.1 Motivation system: eating -
Understanding the Coping Process from a Self-Determination
249 The British Psychological British Journal of Health Psychology(2009), 14, 249–260 Society q 2009 The British Psychological Society www.bpsjournals.co.uk Understanding the coping process from aself- determination theoryperspective Nikos Ntoumanis1 *, Jemma Edmunds2 and Joan L. Duda1 1 The School of Sportand Exercise Sciences, University of Birmingham, Birmingham, UK 2 Applied Research CentreinHealth and Lifestyle Interventions, Coventry University,Coventry, UK Purpose. To explore conceptual links between the cognitive-motivational-relational theory(CMRT) of coping (Lazarus, 1991) and self-determination theory(SDT) of motivation (Deci &Ryan, 1985). Method. We present averybrief overviewofthe twotheories. We also discuss how components from the two theories can be examined together to facilitate research in the health/exercise domain. To this effect, we offer apreliminaryintegrated model of stress, coping, and motivation, based on the two aforementioned theories, in an attempt to illustrate and instigate research on how motivational factors are implicated in the coping process. Conclusion. We believethat the proposed model can serve as aplatform for generating new research ideas which, besides their theoretical relevance,may have important applied implications. How the person copes depends not only on the coping possibilities and how they areappraised but also on what aperson wants to accomplish in the encounter ::: the study of coping should never be divorced from motivation (Lazarus, 1991, p. 115). Over the last 40 years aprodigious number of journal articles have been published which explore the psychological processes that underpin coping processes and resultant health outcomes. The impetus forthis researchcan be attributed to the publication of aseminal book,entitled ‘Psychological stressand the coping process’, by Richard Lazarus in 1966. -
The Psychological Person
CHAPTER 4 The Psychological Person Cognition, Emotion, and Self Joseph Walsh Chapter Outline Attribution Theory: A Cognitive Perspective distribute Opening Questions Theory of Emotional Intelligence Key Ideas Social Theories of Emotion Case Study: The Pre-med Student Theoriesor of Emotion in Social Work Cognition and Emotion Practice Theories of Cognition Cognitive/Emotional “Disorders” Cognitive Theory The Self Information Processing Theory The Self as a Soul Social Learning Theory The Self as Unfolding Potentials Theory of Multiple Intelligences post,The Self as Organizing Activity Theories of Moral Reasoning The Self as Cognitive Structure Theories of Cognition in Social Work The Self as Shared Symbolic Practice Experience Theories of Emotion The Self as a Flow of Experience Physiological Theories of Emotion Implications for Social Work Practice Psychological Theories of Emotion Key Terms Psychoanalytic Theorycopy, Active Learning Ego Psychology Web Resources not Do 115 Copyright ©2015 by SAGE Publications, Inc. This work may not be reproduced or distributed in any form or by any means without express written permission of the publisher. Opening Questions • How is human behavior influenced by cognitions and emotions? • How do humans develop a sense of self? Key Ideas As you read this chapter, take note of these central ideas: 1. Cognition and emotion are different but interrelated internal processes, and the nature of their relation- ship has long been debated. 2. Cognition includes the conscious thinking processes of taking in relevant information from the environment, synthesizing that information, and formulating a plan of action based on that synthesis. Cognitive theory in social work practice asserts that thinking, not emotion, should be the primary focusdistribute of intervention.