The Self Psychology Perspective

2012 ◽  
pp. 1-18
Keyword(s):  
Self Psychology ◽  
The Self ◽  
Psychology Perspective

Reminiscing in the Elderly: Pastoral Care of Self-Narratives

1986 ◽  
Vol 40 (3) ◽  
pp. 207-215 ◽  
Author(s):  
Robert L. Randall
Keyword(s):  
Pastoral Care ◽  
Self Psychology ◽  
The Elderly ◽  
The Self ◽  
Older Individuals ◽  
Story Listening ◽  
Psychology Perspective ◽  
Care Of Self

Notes the presence of acts of reminiscing in older individuals and interprets this reality within a self-psychology perspective. Sees the functions of self narrative as (1) providing a continuity of the Self; (2) sustaining a meaning continuity of the Self; and (3) uplifting the Self via hope. Suggests implications for pastoral care in terms of story listening, story stimulating, and story enhancing.

Self Psychology in Clinical Intervention with the Elderly

1992 ◽  
Vol 73 (4) ◽  
pp. 214-221
Author(s):  
John Goldmeier ◽  
Donald V. Fandetti
Keyword(s):  
Social Work ◽  
Clinical Intervention ◽  
Self Psychology ◽  
The Elderly ◽  
The Self ◽  
Heinz Kohut ◽  
Clinical Interventions

The self psychology of Heinz Kohut can be usefully integrated with current clinical interventions in social work. The authors discuss the major principles of self psychology, applying them to work with the elderly. Emphasis is on the striving for growth and affirmation in the elderly and on how more subtle treatment dimensions, such as empathy and transference, can be understood.

The role of “responsiveness” within the self in transitions to university

2017 ◽  
Vol 24 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Ramon Gomes ◽  
Virgínia Dazzani ◽  
Giuseppina Marsico
Keyword(s):  
Academic Achievement ◽  
Cultural Psychology ◽  
Psychosocial Problems ◽  
Self Esteem ◽  
The Self ◽  
Educational Context ◽  
Cultural Elements ◽  
Psychology Perspective ◽  
Stress Responding

Entering university is a complex psychosocial phenomenon that can create several new stressful situations that students need to face. The transition into university may be accompanied by some psychosocial problems such as reduced self-esteem and academic achievement, increased social anxiety, and a critical rise in the probability of dropout. How does a person use cultural elements to cope with stress? Responding to this question requires an understanding of the multivocal and ambivalent self. The paper aims at introducing and discussing the concept of Educational Self and the role of the responsiveness for explaining the complexity of the transition to a new educational context in Cultural Psychology perspective. The notion of responsiveness plays a crucial role in the “reconfiguration” of the multivocal and ambivalent self in transition.

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