DOCSLIB.ORG

California State University, Northridge Visualization

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
California State University, Northridge Visualization CALIFORNIA STATE UNIVERSITY, NORTHRIDGE VISUALIZATION, IMAGERY, AND PERSONALITY A thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Educational Psychology/Counseling and Guidance by Morley J. Cohen May 1984 -- ---------- ----~--- ----- ----·-· ----------· -------- -----· ------- --- ---------- --· . -· -·--··----~---- ·- -···- --------------- -· ---- ·----·· -·--·- - ----- -·--- -· -- The Thesis Cohen is approved. California State University, Northridge ii ACKNOWLEDGMENTS I encountered a seemingly endless line of obstacles throughout the development and completion of this thesis. One way or another, I was able to overcome each one. But for every obstacle, there were probably seven lessonsl Perseverance, the necessity to adapt to (and be flexible with) apparent adversity, and the main­ tenance of an intelligent and patient disposition were a few lessons with which I grappled. Whether or not I fully comprehend any of the lessons, I must acknowledge the truth in a great philosopher's view: "Through obstacles we grow." I was not alone on this odyssey. There were many people on whom I relied for their indispensable criticism, support, and sacrificial efforts in helping me to com­ plete this thesis. I am deeply grateful to all of the following individuals. I would like to thank Dr. Margaret Thompson for her time, patience, and invaluable suggestions as ''Chair" of my committee. Also, I would like to thank Dr. Don Dorsey and Dr. Bernard Nisenholz for their time and energy as the other two members of my committee. I would like to express my appreciation and gratitude to Rodger C. White (Headmaster) and Sheri White iii (Principal) of Pinecrest School, Thousand Oaks, who allowed me to conduct the testing for the research at their school, where I teach. The opportunities they have given me will not be forgotten. I would like to give one Big Special Thanks to Diana Granger. The incredible amount of work she put into organizing and working out the statistical portion of this thesis (the most important part) via the computer is only surpassed by the special qualities of her heart. A very special thanks to Torkom Saraydarian, who introduced me to the field of visualization through his writings and lectures. Last, but certainly not least, I wish to acknowledge gratefully the undying support of my family, friends, and relatives. Especially, I would like to thank: My Father, Morris Cohen, for his encouragement, support, and interest in the development of the thesis. My Mother, Muriel Rosen, for her unselfish and patient work (while typing the "rough draft"). Also, her encouragement, support, and willingness to help has been highly appreciated. Other names include: Michael Cohen, Pam Coffan, Sue Kleinfelter, Dr. Charles Hanson, Jerry Rosen, Aunt Tilly, iv Nana Cohen, Aunt Ruthy, Nana Zimmer, Sabrina Cohen, Dylan Cohen, David Pomatti, Pauline Wicks, Roy Lewis and the other staff-members and students at Pinecrest, and, . Loger and Christy. Most importantly, I acknowledge and give thanks to that creative potential which lies within each one of us. v TABLE OF CONTENTS Page ACKNOWLEDGMENT • . iii LIST OF TABLES . viii ABSTRACT . ix INTRODUCTION 1 History, Evolution, and Applications of Visualization . 1 Definition of Terms ...... 9 Purpose . • . • . 14 Hypotheses . • . 16 Scopes and Limitations . 17 LITERATURE REVIEW 19 Visualization, Imagery, and Recall . 20 Visualization, Imagery, and Creativity . • . 24 Life Impact of Visualizing Efficiency 32 METHODOLOGY AND RESEARCH DESIGN 35 Procedures . 35 Instruments . • . 41 Scoring . 47 Subjects . • . 49 Statistical Treatment . 50 RESULTS 53 Overview . 73 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 77 Summary of the Findings . 81 Conclusions . 84 Recommendations . 85 REFERENCES . 88 vi Page APPENDICES . 94 A. MYERS-BRIGGS TYPE INDICATOR . 94 B. HIGH SCHOOL PERSONALITY QUESTIONNAIRE . 96 C. NOTE OF PARENTAL CONSENT . 98 D. LETTER OF APPRECIATION . 99 vii LIST OF TABLES Table Page I. Mean Average of Visualization Scores 55 II. Pearson 1 s Product-Moment Coefficient of Correlations Between "Static" and "Flexible" Measures of Visualization Efficiency 56 III. Relationship Between Measures of Visualization Efficiency and Creativity- associated Personality Characteiistics 59 IV. Relationship Between Measures of Visualization Efficiency and "High School Personality Questionnaire" Factors of Emotional Variability . 67 v. Relationship Between Measures of Visualization Efficiency and the "High School Personality Questionnaire" Factor of General Mental Ability and Intellectual Functioning . 71 VI. Relationship Between Measures of Visualization Efficiency and "High School Personality Questionnaire" Factors of Personality . 74 VII. Relationship Between Measures of Visualization Efficiency and "Myers-Briggs Type Indicator" Personality Preferences . 75 viii ABSTRACT VISUALIZATION, I}~GERY, AND PERSONALITY by Morley J. Cohen Master of Arts in Educational Psychology/ Counseling and Guidance This study discusses the use of visualization and mental imagery in psychotherapy and the implications of the theoretical basis for its use. Visualization effi­ ciency, the ability to perceive and control mental imagery, and particular characteristics of psyche and personality are defined. The purpose of this research is to study the relationships between visualization efficiency and person­ ality characteristics so that more definitive guidelines for the effective application of these relationships can be utilized in psychotherapy and education. In order to understand the relationships between visualization efficiency and personality characteristics, a study using correlational and descriptive methods was employed. Forty-seven subjects were given a battery of ix visualization and personality tests. The visualization efficiency tests were Peter W. Sheehan's shortened form of "Betts' Questionnaire upon Mental Imagery" and Alan Richardson's revised form of "Gordon's Test for Visual Imagery Control." The personality tests were the "Myers­ Briggs Type Indicator" and the "High School Personality Questionnaire." The results of the study generally indicates positive relationships between: 1. Visualization efficiency and emotional stability. 2. Visualization efficiency and intellectual functioning. 3. Visualization efficiency and creativity. While there were limits to the study, many tendencies and conclusions were extracted from the statis- tical relationships. Specifically, some of the clearest tendencies occurred between the two measures of visualiza­ tion efficiency and the seven measures of emotionality. The measures of intellectual functioning and creativity were not precise and, as a result, indicated very broad and generalized tendencies. Some important areas which this study does not consider include visualization training, the dynamic prop­ erties of images and symbols, and when to use visualiza­ tion as a tool for behavior modification and/or learning. X INTRODUCTION History, Evolution, and Applications of Visualization Visualization, the methodical and disciplined use of mental imagery, is not a new concept created by present- day Western theorists and psychologists. In fact, the root-usage of visualization can be historically traced to Simonides of Ceos, an early Greek lyric poet around 500 B.C. Simonides developed a system of systematic visualiza- tion called "the method of loci," which could increase one's memory capacity. The system involves visualizing a sequential order of personally recognizable places or scenes through which you can see yourself walking. As you are mentally walking by those familiar places, or scenes (i.e., rooms of a house, buildings or streets of a city, or anything that is firmly established in memory) , you visualize and leave an image of that which is to be remem- bered at each location. This can be done sequentially from a list and visualized at each successive place. Later, when recalling the items on the list, you mentally walk by these locations (loci) , then mentally perceive the image present at each one (Schmid, 1964; McKellar, 1972; Yates, 1966; Paivio, 1971). The process of visualization also has its roots deeply embedded in Eastern philosophy. Many forms of 1 2 meditation and spiritual awakening are purportedly hastened through visualization. For example, in Tibetan Yoga and Secret Doctrines, originally compiled around the year 1050 A.D., edited by W. Y. Evans-Wentz (1970), refers to the use of visualization with specific exercises utiliz­ ing mental imagery composed of symbols, color, sound, and varieties of form. These exercises have various methods with differing, yet specific, purposes. These differing methods are characterized by the specific image(s), to be visualized. The assuming foundation apparently is connec­ ted to the idea that the constitution of the subjective world of the human being is composed of corresponding archetypal symbolism, each with its corresponding value. Thus, the result of the visualization will bring about a release of energy, a transference of consciousness, and an overall spiritual awakening of the practicing individual. The concept that images are the language, or system of communication, of the human psyche evolved and was later adapted by the Western civilization. Two semi­ contemporary psychoanalysts, Sigmund Freud and Carl Jung, introduced notions of the unconscious, a relatively unmapped area of the human being in which images, associa­ tions of images, and other unseen forces exert a powerful control
Load more

Recommended publications
  • News Sheet No. 4 September 2012
    0 EDITORIAL Dear Colleagues, Greetings and welcome to the fourth Newssheet! As those of us living in the Northern hemisphere now move, on the wake of the hot summer we have just had, into the early autumn, our colleagues in the Southern hemisphere prepare for early spring and the myriad Jungian activities continue to flourish around the globe and throughout the seasons. Following our emerging tradition, once again, we bring you a truly international spread of news and contributions. You will meet two Societies from Scandinavia, a developing Group from South America, an artist colleague from Britain and, in the “Around the World” Section you will see photographs from the very successful conferences in Brazil, China and Russia. In the message from the Executive Committee, Robert Wimmer, Chair of the Congress Program Committee, gives us a taste of the process which brought forth the theme for the 2013 IAAP Congress in Copenhagen. Our guest in the “Some Thoughts On…” section is August Cwik from Chicago. This interview is the first in the series in which we plan to have discussions on clinical matters and your suggestions of the themes you would like us to explore (albeit briefly) in this section are very welcome. Together with the next Newssheet (due in February 2013) we are now preparing the printed Newsletter and the Members’ List which we hope to have ready in March 2013. May we remind you that checking and updating your data on the website is essential for the accuracy of the information that will be printed in the Members’ List.
    [Show full text]
  • Developing Reflective Practice
    Developing reflective practice Making sense of social work in a world of change Edited by Helen Martyn DEVELOPING REFLECTIVE PRACTICE Making sense of social work in a world of change Edited by Helen Martyn With: Michael Atkinson, Mary Cody, Jane Dutton, Veronique Faure, Rosemary Gordon, Patrick Kidner, Stephen Kitchman, Patrick Lonergan, Michael O’Dempsey, Sigurd Reimers and Kate Wilson The•POLICY P P PRESS First published in Great Britain in June 2000 by The Policy Press University of Bristol 34 Tyndall’s Park Road Bristol BS8 1PY UK Tel +44 (0)117 954 6800 Fax +44 (0)117 973 7308 E-mail [email protected] http://www.bristol.ac.uk/Publications/TPP © The Policy Press, 2000 ISBN 978 186134 238 6 Helen Martyn was formerly Lecturer in Social Work, Goldsmiths College, University of London. The National Institute for Social Work receives support from the Department of Health and aims to promote excellence in social work and social care. The views expressed are those of the authors and not necessarily those of funding bodies. The right of Helen Martyn to be identified as editor of this work has been asserted by her in accordance with Sections 77 and 78 of the 1988 Copyright, Designs and Patents Act. All rights reserved: no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the Publishers. The statements and opinions contained within this publication are solely those of the authors and contributors and not of The University of Bristol or The Policy Press.
    [Show full text]
  • Analyst Training Program Handbook Table of Contents
    ANALYST TRAINING PROGRAM HANDBOOK 2018 Edition Adopted by the Chicago Society of Jungian Analysts September 8, 2018 Analyst Training Program Handbook Table of Contents TABLE OF CONTENTS 2018 HANDBOOK Overview Analyst Training Program Analytical Psychology The Analyst Training Program Elements of the Training Program Admissions Requirements Certification Requirements Tuition Financial Assistance Stages of Training The Mission of the C. G. Jung Institute of Chicago Institute Certifications Continuing Education Non-Discrimination Policy Section 1 General Guidelines 1.1 Personal Analyst Role 1.2 Attendance 1.3 Candidate Files 1.4 Handbook Purpose & Changes 1.5 Nomenclature Section 2 Administrative Structure 2.1 The IAAP 2.2 The CSJA 2.3 The Training Committee 2.4 The Monitoring Committees 2.5 The Director of Training 2.6 Individual Analysts 2.7 The Board 2.8 Contingency Plans for the Analyst Training Program 2.9 Organizational Chart Section 3 Curriculum 3.1 Introduction 3.2 The History and Development of Analytical Psychology Four-Year Curriculum 3.3 The Theory and Practice of Analytical Psychology Four-Year Curriculum 3.4 Topics in Analytical Psychology 3.5 Analytic Process Colloquium or Seminar 3.6 Process Group 3.7 Community Training Weekends 3.8 Additional Courses Adopted by CSJA, September 2018 Page 1 of 4 Analyst Training Program Handbook Table of Contents 3.9 Credit Hours 3.10 Curriculum Requirement for Certification 3.11 Meetings with the Director of Training Section 4 System for Evaluation 4.1 General Statement Concerning Evaluation
    [Show full text]
  • Transitional Space: an Opening of the Experiential Realm Beyond the Mind Rudolph Bauer
    Transitional Space: An Opening of the Experiential Realm Beyond the Mind Rudolph Bauer Artículos atravesados por (o cuestionando) la idea del sujeto -y su género- como una construcción psicobiológica de la cultura. Articles driven by (or questioning) the idea of the subject -and their gender- as a cultural psychobiological construction Vol. 4 (2), 2019, abril-septiembre ISSN 2469-0783 https://datahub.io/dataset/2019-4-2-e88 TRANSITIONAL SPACE: AN OPENING OF THE EXPERIENTIAL REALM BEYOND THE MIND ESPACIO TRANSICIONAL: UNA APERTURA DEL REINO EXPERIMENTAL MÁS ALLÁ DE LA MENTE Rudolph Bauer [email protected] Center for Consciousness Studies and Washington Center for Phenomenological and Existential Psychotherapy Studies. United States of America Cómo citar este artículo / Citation: Bauer R. (2019). «Transitional Space: An Opening of the Experiential Realm Beyond the Mind». Revista Científica Arbitrada de la Fundación MenteClara, 4(2) abril-septiembre 2019, 111-145. DOI: https://doi.org/10.32351/rca.v4.2.88 Copyright: © 2019 RCAFMC. Este artículo de acceso abierto es distribuido bajo los términos de la licencia Creative Commons Attribution 4.0 International License (CC BY 4.0). Recibido: 02/07/2019. Aceptado: 16/07/2019 Publicación online: 30/10/2019 Conflicto de intereses: None to declare. Abstract This article describes how Donald Winnicott’s radical existential psychoanalytic understanding of transitional awareness and transitional relatedness intertwines both our personal psychology and our innermost experience of our own existential ontology. This article also addresses the ontological coincidences of our contemporary Existential Phenomenological understanding and Tantric Dzogchen praxis of the 8th and 9th century CE. The paper shows how 8th and 9th century CE Dzogchen Tantric understanding illuminates existentialist thinking through the transcendental phenomenology of Husserl and later ontological phenomenologist such as Heidegger and Merleau- Ponty.
    [Show full text]
  • Libraryworking List
    The C G Jung Society of Queensland Library List AUTHOR TITLE Abrams J Ed. Reclaiming The Inner Child Adler, G Jaffe, A Selected Letters of CG Jung, 1909-1961 Allan J & Bertoia J Written Paths to Healing Allione, T Women of Wisdom Ammann, R Healing & Transformation in Sandplay Armstrong, K English Mystics of the 14th Century, The Avens, R Imagination is Reality New Gnosis, The Blair, D Jung: A Biography Baynes, H G Mythology of the Soul Bedi, A Path to the Soul Awakening theSlumbering Goddess Retire your Family Karma Beer, B Mystics Yesterday and Today: The Love that Connects Us All Bell, D Daughters of the Dreaming Bly, R Iron John: A Book About Men Bly, R & Woodman, M Maiden King, The Boer, C Trans. Homeric Hymns, The Bond, D Archetype of Renewal Bosnak, R Little Course in Dreams, A Tracks in the Wilderness of Dreaming Breaux, C Journey Into Consciousness Brinton - Perera, S Scapegoat Complex, The: Towards a Mythology of Shadow and Guilt Descent to the Goddess Browne, L Many Faces of Coincidence, The Burland, CA Magical Arts, The: A Short History Caldwell, C Getting our Bodies Back Campbell, J Creative Mythology: The Masks of God Hero With a Thousand Faces, The Campbell, J Ed. Spirit and Nature, Papers from Eranos Yearbooks, 01 The Mysteries, Papers from Eranos Yearbooks, 02 Man and Time, Papers from Eranos Yearbooks, 03 Man and Transformation, Papers from Eranos Yearbooks, 05 Carotenuto, A Eros and Pathos: Shades of Love and Suffering Clark, J In Search of Jung: Historical and Philosophical Enquiries Claxton, G Beyond Therapy: Impact
    [Show full text]
  • BRIDGES Rosemary Gordon BRIDGES Metaphor for Psychic Processes
    BRIDGES Rosemary Gordon BRIDGES Metaphor for Psychic Processes Rosemary Gordon Foreword by Mario Jacoby Preface by Michael Fordham Copyright ackrwwledgements Chapter 1: Cat( Gustal1Jung, Paris: EdltJons de I'Heme, 1984; by pennlssion. Chapter 3: Gudd of Pastoral Psychology, pamphlet 116; by permission. Chap­ ter 7: reprinted from Archetypal Processes in Psychotherapy, " Chtron Publt­ catJons, 1987; by permission of the publisher. Chapter 8: Gudd of Pastoral Psychology, pamphlet 212; by permission. Chapter 17: 1he Forbidden Love, edited by Wtlltam Kraemer. London: Sheldon Press, 1976; by permission. Chapter 24: Haroest. 8, 1962; by permiSSion. The followtng were adapted by permission from the Journal oJ Analytfcal Psychology: chapter 6, JAP 8 (1), 1963; chapter9,JAP30(3), 1980; chapter ll,JAP 12(1),1967; chapter 12,JAP 10(2),1965; chapter 13,JAP 13(2),1968; chapter 15,JAP25 (3), 1980; chapter 16,JAP32 (3), 1987; chapter 18,JAP24 (3), 1979; chapter23,JAP23 (3), 1978. First published 1993 by Karnac Books Ltd. Published 2018 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint ofthe Taylor & Francis Group, an informa business Copyright © 1993 by Rosemary Gordon All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.
    [Show full text]
  • Redgrove Collection
    Special Collections and archives: Redgrove Collection A collection of the published texts of the poet Peter Redgrove, works of criticism, a selection of books from Redgrove’s personal library, and some of the work of his partner and co-author Penelope Shuttle. The collection is intended to complement and support the Redgrove Papers. Octavo books Redgrove, Peter Abyssophone ; Peter Redgrove. - Exeter : Stride, 1995. [187301287x] Western Bank Library REDGROVE COLLECTION 1; 200382228 Shuttle, Penelope, 1947- Alchemy for women : personal transformation through dreams and the female cycle ; Penelope Shuttle & Peter Redgrove. - London : Rider, 1995. [0712698590] Western Bank Library REDGROVE COLLECTION 2; 200376269 Redgrove, Peter The apple-broadcast : and other new poems ; Peter Redgrove. - London : Routledge & Kegan Paul, 1981. [0710008848] Western Bank Library REDGROVE COLLECTION 3; 200376664 Redgrove, Peter The apple-broadcast and other new poems ; Peter Redgrove. - London : Routledge & Kegan Paul, 1981. - Cassette.. [0710009852] Western Bank Library REDGROVE COLLECTION 4; 200672868 Redgrove, Peter Assembling a ghost ; Peter Redgrove. - London : Jonathan Cape, 1996. - (Cape poetry). [0224044826] Western Bank Library REDGROVE COLLECTION 5; 200376268 Redgrove, Peter At the white monument and other poems ; Peter Redgrove. - London : Routledge and Kegan Paul, 1963. [b6317373] Western Bank Library REDGROVE COLLECTION 6; 200118873 Redgrove, Peter The bedside clock ; Peter Redgrove. - Oxford : Sycamore Press, 1971. - Leaflet. - (Sycamore broadsheet
    [Show full text]
  • Introduction 1
    Notes Introduction 1. See Lawrence Alschuler, Predicting Development, Dependency, and Conflict in Latin America: A Social Field Theory (Ottawa: University of Ottawa Press, 1978) and Lawrence Alschuler, Multinationals and Maldevelopment: Alternative Development Strategies in Argentina, the Ivory Coast and Korea, 2nd ed. (London: Macmillan Press, 1998). 2. Theda Skocpol, “France, Russia, China: A Structural Analysis of Social Revolutions,” in Revolutions: Theoretical, Comparative, and Historical Studies, ed. J. A. Goldstone (San Diego, CA: Harcourt, Brace, and Jovanovich, 1986), 68–88; Lawrence Alschuler, “The Chiapas Rebellion: An Analysis According to the Structural Theory of Revolution,” Estudios interdisciplinarios de América Latina y el Caribe 10, no. 2 (1999): 131–149. 3. Long ago in 1552, Étienne de la Boétie asked these same questions in The Politics of Obedience: The Discourse of Voluntary Servitude (Montréal: Black Rose Books, 1997). He explains why the oppressed submit voluntarily to tyranny, even in the absence of state repression. His astute observations constitute what I would call “a psychology of political obedience.” De la Boétie’s explanations in terms of collusion and mystification, for example, converge with aspects of the “magical” and “naïve” stages of conscientization that I describe in chapter 1 of this volume. In these stages the obedience of the oppressed results from colluding with political authority and being mystified by the oppressor’s ideologies. I am grateful to Ulrich Hausmann, journalist and friend, who brought de la Boétie to my attention after reading a draft of this book. 4. Elizabeth Marvick, introduction to “Case Studies in Psychopolitics,” International Political Science Review 10, no. 1 (1989): 5.
    [Show full text]
  • Transference, Countertransference, and the Making of Meaning
    Number Fourteen Carolyn and Ernest Fay Series in Analytical Psychology David H. Rosen, General Editor The Carolyn and Ernest Fay edited book series, based initially on the annual Fay Lecture Series in Analytical Psychology, was established to further the ideas of C. G. Jung among students, faculty, therapists, and other citizens and to enhance scholarly activities related to analytical psychology. The Book Series and Lecture Series address topics of im- portance to the individual and to society. Both series were generously endowed by Carolyn Grant Fay, the founding president of the C. G. Jung Educational Center in Houston, Texas. The series are in part a memorial to her late husband, Ernest Bel Fay. Carolyn Fay has plant- ed a Jungian tree carrying both her name and that of her late hus- band, which will bear fruitful ideas and stimulate creative works from this time forward. Texas A&M University and all those who come in contact with the growing Fay Jungian tree are extremely grateful to Carolyn Grant Fay for what she has done. The holder of the McMillan Professorship in Analytical Psychology at Texas A&M functions as the general editor of the Fay Book Series. The Therapeutic Relationship The Therapeutic Relationship Transference, Countertransference, and the Making of Meaning jan wiener Foreword by David H. Rosen Texas A&M University Press • College Station Copyright © 2009 by Jan Wiener Manufactured in the United States of America All rights reserved First edition This paper meets the requirements of ANSI/NISO Z39.48-1992 (Permanence of Paper). Binding materials have been chosen for durability.
    [Show full text]