Psychiatric theory and practice: Using Sander's theoretical contributions to assist parents in managing aggression in their preschool children

2000 ◽  
Vol 21 (1-2) ◽  
pp. 123-130
Author(s):  
Alexandra Murray Harrison
Keyword(s):  
Preschool Children ◽  
Theory And Practice ◽  
Psychiatric Theory

Potential questions of metapsychiatry

2005 ◽  
Vol 48 (3-4) ◽  
pp. 109-119
Author(s):  
Petar Opalic
Keyword(s):  
Common Sense ◽  
Theory And Practice ◽  
Main Issue ◽  
Spiritual Life ◽  
Cartesian Dualism ◽  
Historical Aspects ◽  
Neutral Monism ◽  
Psychiatric Theory ◽  
Mental Contents

The introduction presents different contents and historical aspects of the relation between philosophy and psychiatry, with the issues of metapsychiatry among the most general ones. Subsequently, several problems of metapsychiatry are addressed, as problematizing of psychiatric theory and practice. The questions to which metapsychiatry, alone or together with other sciences could provide answers, are briefly addressed. Those are primarily the issues of singularity and consistency of a particular psychiatric entity, the issue of causality in psychiatry, the reality of psychiatric categories, the issue of the relation of psychiatry and common sense, of modular or holistic organization of mental contents, the relation between practicism and intellectualism in psychiatry, of the Cartesian dilemma in psychiatry and the issue of autonomy of the contents of spiritual life. The main issue that metapsychiatry ought to provide an answer to is the relation between physical and psychic substantiality in psychiatry, solved until now, as e already said, from the viewpoints of idealistic nomism. materialism, neutral monism ontological epiphenomenalism, and Cartesian dualism. As a conclusion, the author points to certain advantages offered by metapsychiatric analyses, i.e. defragmenting the relation between philosophy and psychiatry.

Psychiatry and Ideology

1973 ◽  
Vol 18 (2) ◽  
pp. 147-151 ◽  
Author(s):  
J. Paris
Keyword(s):  
Human Condition ◽  
Theory And Practice ◽  
Cultural Climate ◽  
Psychiatric Theory ◽  
The Human Condition

Throughout history psychiatric ideas have been shaped by prevailing ideological frameworks. The development of psychiatric theory and practice has not been a simple progression but has oscillated wildly with each change in the cultural climate. Contemporary psychiatry is divided into a number of ideological camps, each reflecting aspects of the fragmented modern zeitgeist. Allegiance to any one system carries the danger of sacrificing the care of patients to attain theoretical consistency. Psychiatrists must accept the uncertainties of the eclectic position and abandon Utopian attempts to resolve the ambiguities of the human condition.

The Study of Educational Programmes as a Way of Effectiveness of Moral Education of Preschool Children

2021 ◽  
Author(s):  
Tatyana Ponomarenko ◽  
Jeļena Badjanova
Keyword(s):  
Preschool Children ◽  
Moral Education ◽  
Preschool Education ◽  
Theory And Practice ◽  
Armed Conflicts ◽  
Human Interaction ◽  
Stage Of Development ◽  
Educational Programmes ◽  
History Of ◽  
Political Economic

Moral education of preschool children is a focused process of their initiation of moral values of mankind (humanism, kindness, humanity, justice, mercy and altruism) and stimulation of manifestations of empathy, sympathy and support in people’ world. Moral education is of great importance in the modern, very dynamic and constantly changing world. There is an urgent necessity to understand that human community is a family, where everyone is a part of the universal whole. It is necessary to avoid conflicts and wars in unity and live in peace. To overcome disputes and solve common problems at the negotiating table rather than by means of armed conflicts. To provide political, economic and social development of society constructively. To overcome any obstacles for free, democratic communication and human interaction. Moral education of preschoolers is based on specially developed content presented in educational programmes. The development and improvement of programmes is carried out throughout the entire period of development of national preschool education. Every document of the programme is created at a certain historical stage of development of society, reflecting its political, economic and social status as well as the level of development of the theory and practice of preschool education. At the present stage of the development of national preschool education, there is a need to study the history of development of the content of moral education of preschool children in national and foreign (Russian) educational programmes, which has not been studied specifically before. This has become the goal of our study and helped to set the objectives and content of moral education of preschoolers for the new edition of the program “Child” (2016)

The Thirty-Third Maudsley Lecture: Trends in Child-Psychiatry

1959 ◽  
Vol 105 (440) ◽  
pp. 581-593 ◽  
Author(s):  
Leo Kanner
Keyword(s):  
United States ◽  
Child Psychiatry ◽  
Theory And Practice ◽  
Child Psychiatrist ◽  
Full Professorship ◽  
Johns Hopkins University ◽  
Psychiatric Theory ◽  
To Receive ◽  
Adolf Meyer

Too deeply moved to search for originality of expression, I hope that you will allow me to fall back on some of the well-worn phrases in acknowledging the honour conferred on me when I was chosen to be this year's Maudsley lecturer. My reaction was summarized in my reply to the notice which reached me in May, 1957. I wrote: “I accept amidst an understandable struggle between pride and humility. The name ‘Maudsley Lecture’ has an almost hallowed connotation among my professional contemporaries, and this invitation comes to me as a sort of crowning acme of my career.” I am delighted to share my laurels with the Johns Hopkins University, which I joined exactly thirty years ago at the call of Adolf Meyer, whose gigantic contributions to psychiatric theory and practice were attested by the Royal Medico-Psychological Association when he was nominated to be the fourteenth Maudsley Lecturer in 1933. In going over the list of my illustrious predecessors in this series of addresses, beginning with Sir James Crichton Browne and Sir Frederick Mott, I find that I am the second United States psychiatrist to receive so great a distinction. I am certain that I voice the sentiments of my University when I say that it considers this event as an added and happily displayed feather in its richly decorated cap. The Johns Hopkins University has recognized the growing importance of child psychiatry by creating a full professorship in this discipline, and I am pleased to be the symbol of this recognition. And now your Association has indicated its desire that I speak as a child psychiatrist “as this specialty has not been covered in a Maudsley Lecture before”. To have been selected as the first spokesman for child psychiatry in this group is a thrilling experience laden with heavy responsibilities.

Psychiatry through the Ethnographic Lens

2006 ◽  
Vol 52 (1) ◽  
pp. 73-83 ◽  
Author(s):  
Vieda Skultans
Keyword(s):  
Theory And Practice ◽  
Cultural Life ◽  
Psychiatric Theory

The title of this article is deliberately chosen and reflects its agenda: to outline the contribution of ethnography to psychiatry. Ethnography is the study of culture through intensive participation, observation and listening. The postmodernists remind us that it is also the writing of culture (literally translated from the Greek). And in focusing on the writing of ethnographic texts they have alerted us to the problematic nature of transferring observation and experience into text. But an ethnographic account of psychiatry is possible only to the extent that we accept that psychiatry and the illnesses with which it deals are parts of culture. Anthropologists have long argued that psychiatric theory and practice are best understood using the same interpretive tools as are applied to other areas of cultural life, be it religion, cosmology or magic.

scholarly journals Aesthetic education of preschool children in the new socio-cultural conditions

2020 ◽  
pp. 127-134
Author(s):  
Tamara S. Komarova ◽  
Anna S. Moskvina
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Integrated Approach ◽  
Social Institution ◽  
Aesthetic Education ◽  
Preschool Age ◽  
Theory And Practice ◽  
Federal State ◽  
The Aesthetic ◽  
State Educational

In this article, the researchers draw the attention of the professional pedagogical community in the field of preschool education to the new meaning of the aesthetic education of preschool children in the sociocultural situation of the 21st century. The tasks of the education system as a social institution of society are revealed. The history of the concept of sustainable development as applied to the theory and practice of preschool education is presented briefly. The role of aesthetic education in the holistic development of the personality of a child of preschool age is defined. The analysis of the Federal state educational standard of preschool education in terms of the aesthetic education of preschool children is presented. The mission of an integrated approach in the aestheticization of preschool childhood is formed. The methods and scientific and pedagogical conditions of the aesthetic education of children of preschool age in a new socio-cultural reality are reflected.

Organization of Environmental Education of Preschoolers in the Conditions of the Natural and Socio-Cultural Environment of the Kindergarten

2020 ◽  
Vol 15 (5) ◽  
pp. 48-55
Author(s):  
Lavrentyeva Nina G. ◽  
Keyword(s):  
Preschool Children ◽  
Environmental Education ◽  
Subjective Experience ◽  
Educational Institution ◽  
Educational Process ◽  
Preschool Age ◽  
Theory And Practice ◽  
Cultural Environment ◽  
Surrounding World ◽  
Research Activities

Currently, there is a need to improve the theory and practice of environmental education of preschool children in kindergarten and to transit to education for sustainable development. The purpose of the research is to substantiate the organization of environmental education of preschool children in kindergarten aimed at understanding the natural and socio-cultural ecosystems. Ecological systems are the universal units of the structure of the surrounding world. The focus of pedagogical activity on the organization of children’s cognitive and research activities in the ecosystems of the nearest natural and socio-cultural environment in the area of the nearest development of preschool age children allows enriching the subjective experience of children with ecological content – the basis of future ecological intuition. Ecological-system approach to the modeling of the educational process allows uniting all forms of organization of life and types of children’s activity in an educational institution into a single succession system. The basis for organizing the cognitive and research activity of preschoolers is the interest, cognitive needs and cognitive activity of children. The process of environmental l education fulfills the role of a systemic mechanism for reflecting and modeling the pictures of the surrounding world in the process of cognitive-research and creative activity in the areas of the nearest development and self-development of children. As a result of testing this organization system in practice of kindergartens activities, teachers note its convenience, effectiveness and positive results in the development of children.

scholarly journals Socio-Moral Development of Preschool Children: Aspects of Theory and Practice

2019 ◽  
Author(s):  
Evgenia Korotaeva ◽  
Irina Chugaeva
Keyword(s):  
Preschool Children ◽  
Moral Development ◽  
Moral Education ◽  
Point Of View ◽  
Preschool Age ◽  
Theory And Practice ◽  
Diagnostic Methods ◽  
Theoretical Understanding ◽  
Normative Documents ◽  
State Educational

The article deals with issues related to social and moral education and development of preschool children. The theoretical understanding of the current state of this field is reflected in the modern normative documents "On education in the Russian Federation", the state educational standards. Analysis of theoretical and practice-oriented research in this area shows that the phrase "moral education" today is gradually replaced by "social and moral education", "social and moral development". This trend is found in preschool pedagogy (work L. V. Abramova, R. S. Bure, S. M. Zyryanova, N.A. Karataeva, G. M. Kiseleva, I. F. Sleptsova, etc.). It is the study of social and moral representations of preschool children that many relevant diagnostic methods are aimed at: to explain the actions of children, their relationship with each other and adults, to assess these actions (i.e. to correlate the situation with the moral norm). The presented research was based on the method of research of moral representations of children of senior preschool age, developed by G. A. Uruntaeva and Yu.A. Afon'kina. The analysis of the results showed that children of senior preschool age willingly included in the retelling of the actions described in the situation, but find it difficult to assess what is happening from a moral point of view. It is obvious that psychological and pedagogical work is necessary in this direction, taking into account the age characteristics of children, as well as social and moral guidelines relevant to the current situation of development of society.

scholarly journals Socio-Moral Development of Preschool Children: Aspects of Theory and Practice

2019 ◽  
Vol 9 (12) ◽  
pp. 129
Author(s):  
Evgeniya Korotaeva ◽  
Irina Chugaeva
Keyword(s):  
Preschool Children ◽  
Moral Development ◽  
Moral Education ◽  
Point Of View ◽  
Preschool Age ◽  
Theory And Practice ◽  
Diagnostic Methods ◽  
Theoretical Understanding ◽  
Normative Documents ◽  
The Social

This article deals with issues relating to the social and moral education and development of preschool children. The theoretical understanding of the current state of this field is reflected in the modern normative documents “On education in the Russian Federation”, the state educational standards. The analysis of theoretical and practice-oriented research in this area shows that the phrase “moral education” today is gradually being replaced by “social and moral education” and “social and moral development”. This trend is found in preschool pedagogy. It is the study of social and moral representations of preschool children that many relevant diagnostic methods are aimed at: to explain the actions of children and their relationships with each other and adults, and to assess these actions (i.e., to correlate the situation with the moral norm). The presented research was based on the method of research of moral representations of children of senior preschool age. The analysis of the results showed that children of senior preschool age willingly include themselves in the retelling of the actions described in situations but find it difficult to assess what is happening from a moral point of view. It is obvious that psychological and pedagogical work is necessary in this direction, taking into account the age characteristics of the children, as well as the social and moral guidelines relevant to the current situation in regard to the development of society.

scholarly journals The Future of Cultural Psychiatry: An International Perspective

2000 ◽  
Vol 45 (5) ◽  
pp. 438-446 ◽  
Author(s):  
Laurence J Kirmayer ◽  
Harry Minas
Keyword(s):  
Mental Health ◽  
Cultural History ◽  
International Perspective ◽  
Ethnographic Study ◽  
Theory And Practice ◽  
Diverse Populations ◽  
Cultural Psychiatry ◽  
Cultural Perspective ◽  
Psychiatric Theory ◽  
Culturally Diverse Populations

Cultural psychiatry has evolved along 3 lines: 1) cross-cultural comparative studies of psychiatric disorders and traditional healing; 2) efforts to respond to the mental health needs of culturally diverse populations that include indigenous peoples, immigrants, and refugees; and 3) the ethnographic study of psychiatry itself as the product of a specific cultural history. These studies make it clear that culture is fundamental both to the causes and course of psychopathology and also to the effectiveness of systems of healing. The provision of mental health services in multicultural societies has followed different models that reflect their specific histories of migration and ideologies of citizenship. Globalization has influenced psychiatry through socioeconomic effects on the prevalence and course of mental disorders, changing notions of ethnocultural identity, and the production of psychiatric knowledge. A cultural perspective can help clinicians and researchers become aware of the hidden assumptions and limitations of current psychiatric theory and practice and can identify new approaches appropriate for treating the increasingly diverse populations seen in psychiatric services around the world.

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