The role of empathy in psychotherapy: Theory, research, and practice.

2015 ◽  
pp. 115-145 ◽  
Author(s):  
Jeanne C. Watson
Keyword(s):  
Research And Practice ◽  
Psychotherapy Theory ◽  
Theory Research

Positive emotions in psychotherapy theory, research, and practice: New kid on the block?

2008 ◽  
Vol 18 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Anastassios Stalikas ◽  
Marilyn R. Fitzpatrick
Keyword(s):  
Positive Emotions ◽  
Research And Practice ◽  
Psychotherapy Theory ◽  
Theory Research

scholarly journals Психолінгвальні маркери ранніх дизфункційних схем у вчителів із високим ступенем трудоголізму

2019 ◽  
Vol 6 (2) ◽  
pp. 80-88
Author(s):  
Iryna Onopchenko ◽  
Марина Орап ◽  
Ігор Мудрак
Keyword(s):  
Well Being ◽  
Psychological Research ◽  
Self Concept ◽  
Personality Psychology ◽  
Work Addiction ◽  
Psychotherapy Theory ◽  
Imposter Phenomenon ◽  
Impostor Feelings ◽  
Theory Research

У статті відображено результати дослідження психолінгвальних маркерів ранніх дисфункційних схем у вчителів. Дослідження представлене у вигляді багатопланового дослідження із залученням регресійного аналізу, де ранні дисфункційні схеми, психологічне благополуччя, задоволення шлюбом слугують незалежними змінними, а трудоголізм – залежною змінною. Після отримання дозволу від Ради з етики наукових досліджень Східноєвропейського національного університету імені Лесі Українки 53 учителі загальноосвітніх шкіл Волинської області (Україна) взяли участь у дослідженні трудоголізму, серед них 50 жінок, 3 чоловіків, середній вік 46,47 (SD=10,17), стаж роботи 24,06 (SD=10,97). Опитувальник Янга YSQ – S3, шкала трудоголізму (Shkoler et al., 2018), шкала задоволеності шлюбом (Столін, Романова, Бутенко), шкала задоволення щоденною працею (Loi et al., 2009), шкала психологічного благополуччя (Ryff & Keyes, 1995) використовувалися для дослідження трудоголізму та його предикторів у вчителів. Результати засвідчили, що ранні дисфункційні схеми, психологічне благополуччя, задоволеність шлюбом сукупно слугують предикторами трудоголізму у вчителів. Водночас лише ранні дисфункційні схеми є незалежними значущими предикторами трудоголізму. Визначено психолінгвальні маркери ранніх дисфункційних схем, пов’язаних із трудоголізмом. Високорозвинений трудоголізм у вчителів пов’язаний із очікуванням на катастрофу, страхом покарання і негативізмом, уявленням про власну некомпетентність і невдачу, пошуком визнання й високих стандартів. Важливим прикладним висновком дослідження є можливість використання психолінгвістичних маркерів для визначення ранніх дисфункційних схем, пов’язаних із трудоголізмом у вчителів. Література References Онопченко І. В. Психологічна валідизація і культурна адаптація опитувальника “The Workaholism Facet-Based Scale” (WFBS) // Наукові записки Національного університету «Острозька академія». Серія «Психологія». 2019. Вип. 9. С. 107-117. Braslow, M. D., Guerrettaz, J., Arkin, R. M., & Oleson, K. C. (2012). Self-doubt. Social and Personality Psychology Compass, 6(6), 470-482. Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241. Mir, I., & Kamal, A. (2018). Role of workaholism and self-concept in predicting impostor feelings among employees. Pakistan Journal of Psychological Research, 33(2), 413-427. Oates, W. E. (1971). Confessions of a workaholic: The facts about work addiction. World Publishing Company. Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727. Young, J. E. (1999). Cognitive therapy for personality disorders: A schema-focused approach. Professional Resource Press/Professional Resource Exchange. References (translated and transliterated) Onopchenko, I. (2019). Psykholohichna validyzatsiya i kulturna adaptatsiia opytuvalnyka The Workaholism Facet-Based Scale (WFBS). Naukovi Zapyski of the Ostroh Academy National University. Psychology Series, 9, 107-117. Braslow, M. D., Guerrettaz, J., Arkin, R. M., & Oleson, K. C. (2012). Self-doubt. Social and Personality Psychology Compass, 6(6), 470-482. Clance, P. R. & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241. Mir, I. & Kamal, A. (2018). Role of workaholism and self-concept in predicting impostor feelings among employees. Pakistan Journal of Psychological Research, 33(2), 413-427. Oates, W. E. (1971). Confessions of a workaholic: The facts about work addiction. World Publishing Company. Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727. Young, J. E. (1999). Cognitive therapy for personality disorders: A schema-focused approach. Professional Resource Press/Professional Resource Exchange.

Creativity, Digitality, and Teacher Professional Development

2015 ◽  
pp. 691-722 ◽  
Author(s):  
Punya Mishra ◽  
Danah Henriksen ◽  
Rohit Mehta
Keyword(s):  
Educational Technology ◽  
Research And Practice ◽  
Transformational Teaching ◽  
Meta Level ◽  
Big Picture ◽  
Teacher Professional ◽  
Theory Research ◽  
Future Work ◽  
Education Courses

This article describes the development of a trans-disciplinary framework for creative teaching using technology. In recent years, the authors of this paper (and collaborators) have sought to better understand the role of creativity in educational technology. Our approach seeks to inform theory, research, and practice. In this piece we step back to provide a big-picture view of the process of developing a theoretical framework for creative, transformational teaching with digital technology. We describe the development of our ideas over time, through research projects focused on highly creative teachers and their practices. We describe how we have applied these ideas in teacher education courses devoted to creativity and technology, and developed rubrics for evaluating creative products. At a meta-level we aim to provide a rich example of the reciprocal nature of theory, research, and practice in educational technology. Through this we hope to provide one example of how such a theory/research/practice development process works, with the goal of informing future work of this type.

Explanatory Power and Nursing Theory

2020 ◽  
Vol 33 (3) ◽  
pp. 229-233
Author(s):  
Pamela G. Reed
Keyword(s):  
Essential Role ◽  
Explanatory Power ◽  
Current Status ◽  
Nursing Theory ◽  
Research And Practice ◽  
Nursing Science ◽  
Health Movement ◽  
Theory Research ◽  
Precision Health

A theme of this article is the theory-research link and its essential role in advancing nursing science and practice. Concern is expressed over the current status of nursing theory relative to the advances in research and practice. Soon-to-be and current theoreticians and scientists are encouraged to champion not just nursing theory proper but scientific nursing theories that have explanatory power. The role of the precision health movement in facilitating development of scientific theory is explored.

Infant psychotherapy: Theory, research, and practice.

Psychotherapy ◽  
1976 ◽  
Vol 13 (2) ◽  
pp. 131-140 ◽  
Author(s):  
Alvin R. Mahrer ◽  
Jerry R. Levinson ◽  
Shelly Fine
Keyword(s):  
Research And Practice ◽  
Psychotherapy Theory ◽  
Theory Research

scholarly journals The state-of-the art in gelotophobia research: A review and some theoretical extensions

2014 ◽  
Vol 27 (1) ◽  
Author(s):  
Willibald Ruch ◽  
Jennifer Hofmann ◽  
Tracey Platt ◽  
René Proyer
Keyword(s):  
State Of The Art ◽  
Empirical Studies ◽  
Dynamic Nature ◽  
Internal Factors ◽  
Research And Practice ◽  
Life Trajectories ◽  
Humor Theory ◽  
Shame Proneness ◽  
Theory Research

AbstractResearch on gelotophobia (the fear of being laughed at) has come a long way since the first empirical studies published in 2008. Based on a review of the findings on gelotophobia, its structure, causes and consequences, updates to the model are introduced emphasizing the context of the fear and its dynamic nature. More precisely, external and internal factors are seen to moderate the effects of initial events on gelotophobia, and a spiral nature in the development of the fear is assumed. It is highlighted that gelotophobia needs to be studied in the context of related variables (such as timidity, shame-proneness and social anxiety), and research should focus on the time span in which this fear is most prevalent. The relevance of gelotophobia for humor theory, research and practice is highlighted and new areas of research are introduced. Among the latter the role of gelotophobia at work and in relation to life trajectories is discussed.

scholarly journals Epistemology and social work: Integrating theory, research and practice through philosophical pragmatism

2016 ◽  
Vol 18 (3) ◽  
pp. 33-67
Author(s):  
Steve J Hothersall
Keyword(s):  
Social Work ◽  
Knowledge Creation ◽  
Theoretical Framework ◽  
Theory And Practice ◽  
Research And Practice ◽  
Theoretical Paper ◽  
Context Dependent ◽  
Philosophical Pragmatism ◽  
Theory Research

Debates regarding theory and practice in social work have often avoided detailed discussion regarding the nature of knowledge itself and the various ways this can be created. As a result, positivistic conceptions of knowledge are still assumed by many to be axiomatic, such that context-dependent and practitioner-oriented approaches to knowledge creation and use are assumed to lack epistemological rigor and credibility. By drawing on epistemology, this theoretical paper outlines the case for a renewed approach to knowledge definition, creation and use within social work by reference to pragmatism. Pragmatism has the potential to act as an organizing theoretical framework, taking account of the role of both ontology and epistemology, acting as a functional methodology for the further enhancement of practice-based knowledge.

Touch in Psychotherapy: Theory, Research, and Practice

1998 ◽  
Vol 36 (9) ◽  
pp. 47-47
Author(s):  
Donald G Barstow
Keyword(s):  
Research And Practice ◽  
Psychotherapy Theory ◽  
Theory Research

Motivation

2022 ◽  
pp. 124-152
Keyword(s):  
Work Motivation ◽  
Detailed Examination ◽  
Reference Points ◽  
Management Framework ◽  
Research And Practice ◽  
Workplace Motivation ◽  
Study Motivation ◽  
Improved Performance ◽  
Theory Research

This chapter explores a management framework created primarily by Gary P. Latham's Work Motivation: History, Theory, Research, and Practice (2012). Several other important works are examined to enhance the value of the analysis. One benefit of teleworking consistently expressed by teleworkers is increased employee happiness, so the authors explore the reasonable connection to motivation. The chapter examines the history and background in the field to trace the development of workplace motivation theories and offers a framework that provides insights for the analyses in this book. They study motivation before they move on to issues of productivity in the next chapter. The framework presented sheds light on the human elements of motivation and leads to reference points necessary to develop effective trustworthiness and improved performance studied throughout the book. Through a detailed examination of the role of motivation in the management framework presented, leaders will understand that many theorists argue that current theories of motivation focus on different aspects of the process.

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