scholarly journals Developing an understanding of Post Traumatic Growth: Implications and application for research and intervention

2021 ◽  
Vol 11 (2) ◽  
pp. 1-19
Author(s):  
Monica Sanki ◽  
Sean A. O'Connor
Keyword(s):  
Literature Review ◽  
Common Factors ◽  
Self Determination Theory ◽  
Self Determination ◽  
Traumatic Experiences ◽  
Post Traumatic Growth ◽  
Potential Applications ◽  
Post Traumatic ◽  
Theoretical Foundations

Post Traumatic Growth (PTG) has been shown to occur following a range of traumatic experiences and interest in the construct has increased exponentially in recent years. Through a systematic literature review, this paper explores PTG’s philosophical and theoretical foundations, reviews some of the controversies surrounding its definition, measurement, and characterisation, and seeks to elicit some common factors supporting its development. Of particular interest are the potential applications and implications of these factors in broader contexts. PTG’s theoretical links to Expert Companionship, Organismic Valuing Theory, and Self Determination Theory, and the role of narrative in rebuilding personality, all indicate alignment with the philosophy and practice of positive psychology. While the study of this area is still evolving, this paper suggests there are many potential applications and implications of PTG.

The role of goal-related autonomy: A self-determination theory analysis of perfectionism, poor goal progress, and depressive symptoms.

2020 ◽  
Author(s):  
Emily Moore ◽  
Anne C. Holding ◽  
Amanda Moore ◽  
Shelby L. Levine ◽  
Theodore A. Powers ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Self Determination Theory ◽  
Self Determination ◽  
Theory Analysis ◽  
Goal Progress

Post-traumatic Growth: Longitudinal Study on Battered Women in Close Relationships after Both They and Their Partners Undergo Therapy

2021 ◽  
pp. 088626052199793
Author(s):  
Dorota Dyjakon ◽  
Beata Rajba
Keyword(s):  
Battered Women ◽  
Three Dimensions ◽  
Traumatic Experiences ◽  
Important Indicator ◽  
Event Scale ◽  
Post Traumatic Growth ◽  
Polish Version ◽  
Close Relationship ◽  
Post Traumatic ◽  
The Impact

Violence in intimate relationships is a major problem worldwide. Many women, despite having experienced violence from a partner, decide to remain in a relationship with the perpetrator. A special premise for such a decision is that the abusive partner undertakes therapy that serves to build security in the family. An important indicator of dealing with violence is post-traumatic growth (PTG), a concept introduced by Calhoun and Tedeschi (1998) to describe positive changes as a result of traumatic experiences. The purpose of the research was to assess PTG changes in the course of relationships in which the woman had experienced violence from her partner, but both her partner and she had undertaken therapy and changed their behavior ( N = 48). The conducted research used a demographic survey and two questionnaires: The Polish version of the Impact Event Scale-Revised (IES-R, Weiss, Marmara prepared by Juczyński and Ogińska-Bulik [2009]) examining three dimensions of trauma (intrusion, hyperarousal, and avoidance) and the Post-traumatic Growth Inventory ( Tedeschi & Calhoun [2004] ; Polish version prepared by Ogińska-Bulik & Juczyński [2010] ). The studies showed that over a period of one and half years, significant changes in PTG had taken place. Reportedly, changes in self-perception and changes in relating to others have decreased, while appreciation of life increased but spiritual life remained the same. The research also allowed us to distinguish several groups of corelates in changes in individual PTG categories. The studies also indicate that building a close relationship with the person who caused the harm can limit the victim’s PTG.

When death strikes early as often will: How counsellors and schools can support grieving pupils and students

2021 ◽  
pp. 136548022199684
Author(s):  
Geoffrey Wango ◽  
Leila Mkameli Gwiyo
Keyword(s):  
Mental Health ◽  
Social Functioning ◽  
Social Workers ◽  
Virus Disease ◽  
Physical And Mental Health ◽  
Life Event ◽  
Post Traumatic Growth ◽  
Post Traumatic ◽  
Death Of Parent

Death is inevitable and universal, and the corona virus disease has only further intensified a world of uncertainties as a result of frequent accidents, HIV/AIDS, cancer and natural disasters. Bereavement after any death is a potentially disruptive life event with consequences in physical and mental health, relationships and social functioning. Death is a rather odd, thought-provoking and challenging experience, particularly in the lives of children and adolescents. Death of parent/s, sibling, relative/s, teacher, classmate or friend is a relatively new and challenging phenomenon. Persons working with pupils and students, including teachers, counsellors, school chaplain and social workers, need to be prepared to offer help to those who experience bereavement. Death is unpredictable and may occur naturally, suddenly, or traumatically. In several instances, help is sometimes required in advance of bereavement in that the death may be anticipated such as instances of prolonged illness or following a fatal accident. In all cases, the role of the teacher and counsellor in the school is pivotal in supporting pupils and students who have been bereaved. This paper highlights the need to impart post-traumatic growth in bereft pupils and students in schools in order to cope with bereavement.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

Growth and the Multiple Dimensions of Well-Being

2021 ◽  
pp. 1-11
Author(s):  
Valerie Tiberius
Keyword(s):  
Well Being ◽  
Philosophical Literature ◽  
Psychological Well Being ◽  
Cultural Narrative ◽  
Post Traumatic Growth ◽  
Multiple Dimensions ◽  
Post Traumatic ◽  
The Individual

What is the possible role of adversity in promoting the development of wisdom and well-being? This chapter focuses on examining psychological discussions of post-traumatic growth and discusses whether and how we would expect suffering, adversity, or trauma to push an individual in positive and negative ways, with an emphasis on multiple dimensions of psychological well-being. The chapter interweaves insights from the philosophical literature to arrive at a better understanding of whether and to what degree post-traumatic growth is likely to occur or if growth following adversity is part of the cultural narrative that does not effectively translate to the individual.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

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