Contributions of phenomenology to psychotherapeutic theory and practice

1978 ◽  
Vol 38 (1) ◽  
pp. 67-86
Author(s):  
Julius E. Heuscher
Keyword(s):  
Theory And Practice ◽  
Psychotherapeutic Theory

Marbles, Clocks, and the Postmodern Self

1998 ◽  
Vol 26 (1) ◽  
pp. 83-100 ◽  
Author(s):  
Robert O. Piehl
Keyword(s):  
Theory And Practice ◽  
The Self ◽  
Nonreductive Physicalism ◽  
Cartesian Dualism ◽  
Doctrine Of God ◽  
Modern Self ◽  
Psychotherapeutic Theory ◽  
Postmodern Self

This article traces the construct of self from its modern origins in Cartesian dualism through postmodern psychoanalytic forms. As the self crosses the postmodern divide, a new configuration based on relationality emerges that alters classic metapsychological postulates. The postmodern concepts of nonreductive physicalism and holonic hierarchies serve to explicate a version of personhood derived from the Trinitarian doctrine of God. Because these transformations radically affect psychotherapeutic theory and practice, an understanding of the postmodern self that is both authentically biblical and current epistemologically is crucial for Christian therapists. To aid this end, the article employs an analogy that uses marbles and clocks to demonstrate the shift from the conception of the modern self to the postmodern person.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

The Measurement Invariance of the Short Dark Triad

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu
Keyword(s):  
Structural Equation Modeling ◽  
Item Response ◽  
Structural Equation ◽  
Dark Triad ◽  
Theory And Practice ◽  
Equation Modeling ◽  
Scale Level ◽  
High Stake ◽  
Differential Functioning ◽  
Item Functioning

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.

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