Aspects Of Self Research Articles

How Personal Transformation Occurs Following a Single Peak Experience in Nature: A Phenomenological Account

This study focuses on a particular form of positive transformation taking place in the wilderness, defined here as peak transformative experience. A large number of studies have been conducted on the negative transformative effect of a single traumatic event, while very little research has focused on positive transformational events. We addressed this lacuna by studying a unique case of quick positive transformation, taking place in nature. This study goes beyond the common description and outcome of the peak experience by focusing specifically on the process of personal transformation. Applying a phenomenological approach, 15 participants aged 28 to 70 years, who identified as having had such an experience, were interviewed. Analysis of these interviews revealed the “essence” of the peak experience in nature which led to the rapid transformation. This essence involved the recognition of formerly unknown aspects of self, projected onto nature and experienced in an embodied way, evoking an insight into a meaningful personal issue. Choosing to own these newly discovered aspects and integrate them resulted in rapid personal transformation. The findings are discussed, underscoring the centrality of nature in this process, the importance of free choice, and the potential for harnessing positive transformative peak experiences in nature for human development.

The Role of Autobiographical Memory in the Development of a Robot Self.

This article briefly reviews research in cognitive development concerning the nature of the human self. It then reviews research in developmental robotics that has attempted to retrace parts of the developmental trajectory of the self. This should be of interest to developmental psychologists, and researchers in developmental robotics. As a point of departure, one of the most characteristic aspects of human social interaction is cooperation—the process of entering into a joint enterprise to achieve a common goal. Fundamental to this ability to cooperate is the underlying ability to enter into, and engage in, a self-other relation. This suggests that if we intend for robots to cooperate with humans, then to some extent robots must engage in these self-other relations, and hence they must have some aspect of a self. Decades of research in human cognitive development indicate that the self is not fully present from the outset, but rather that it is developed in a usage-based fashion, that is, through engaging with the world, including the physical world and the social world of animate intentional agents. In an effort to characterize the self, Ulric Neisser noted that self is not unitary, and he thus proposed five types of self-knowledge that correspond to five distinct components of self: ecological, interpersonal, conceptual, temporally extended, and private. He emphasized the ecological nature of each of these levels, how they are developed through the engagement of the developing child with the physical and interpersonal worlds. Crucially, development of the self has been shown to rely on the child's autobiographical memory. From the developmental robotics perspective, this suggests that in principal it would be possible to develop certain aspects of self in a robot cognitive system where the robot is engaged in the physical and social world, equipped with an autobiographical memory system. We review a series of developmental robotics studies that make progress in this enterprise. We conclude with a summary of the properties that are required for the development of these different levels of self, and we identify topics for future research.

CNE Quiz: Aspects of Self and Identity in Narrations About Recent Events: Communication With Individuals With Alzheimer's Disease Enabled by a Digital Photograph Diary

CNE Quiz: Aspects of Self and Identity in Narrations About Recent Events: Communication With Individuals With Alzheimer's Disease Enabled by a Digital Photograph Diary

Augmenting Multi-Party Face-to-Face Interactions Amongst Strangers with User Generated Content

We present the results of an investigation into the role of curated representations of self, which we term Digital Selfs, in augmented multi-party face-to-face interactions. Advancements in wearable technologies (such as Head-Mounted Displays) have renewed interest in augmenting face-to-face interaction with digital content. However, existing work focuses on algorithmic matching between users, based on data-mining shared interests from individuals’ social media accounts, which can cause information that might be inappropriate or irrelevant to be disclosed to others. An alternative approach is to allow users to manually curate the digital augmentation they wish to present to others, allowing users to present those aspects of self that are most important to them and avoid undesired disclosure. Through interviews, video analysis, questionnaires and device logging, of 23 participants in 6 multi-party gatherings where individuals were allowed to freely mix, we identified how users created Digital Selfs from media largely outside existing social media accounts, and how Digital Selfs presented through HMDs were employed in multi-party interactions, playing key roles in facilitating strangers to interact with each other. We present guidance for the design of future multi-party digital augmentations in collaborative scenarios.

Don't tell me what to do! The anti-ought-to self and language learning motivation

Drawing on Complex Dynamic Systems Theory (CDST), this study explores the motivational profiles of two L1-English-speaking advanced language learners of Chinese and Arabic. Through narrative inquiry, this study investigates the dynamic nature of each learner's language learning journey. Data were collected via interviews, which took place in informal environments. The interview instructions encouraged participants to tell their language learning story; there was no prompting of the “motivation” theme on the part of the interviewer; however, there was a focus on the implications of the “other” dimension (external influences, such as specific individuals and contexts). As such, this study examines the dynamicity of the potentially synergistic relationships of the ought-to and anti-ought-to selves. The main findings show that the anti-ought-to self has a “dominant” relationship with the context, in contrast to the “submissive” relationship of the ought-to self; the findings also illustrate the dynamicity of the psychological aspects of self, as these selves fluctuate throughout the language learning experience. Implications of this study include the importance of language educators understanding the relationship of the context to motivational development and change. The results also indicate that the anti-ought-to self could be the missing link to explanatory value of the L2MSS.

Self-congruence is not everything for a brand: initial evidence supporting the relevance of identity cultivation in a college student role-identity context

Theoretical understanding of the linkage between brands and specific aspects of self remains incomplete despite a large body of relevant research. This report develops the premise of specific aspects of self (role-identities) influencing brand preferences and reports relevant effects. Findings indicate that brands apparently “similar” to one of the consumer’s role-identities may not necessarily be those with the highest indicated levels of preference. An established individual within an identity domain may indicate lower levels of preference for a brand that he/she strongly associates with this identity. Essentially, the research reported highlights the possibility of changes in brand preferences due to role-identity dynamics. Alignment between self and brand is a net positive, but may not hold at the level of specific self-concept aspects such as a role-identity. This premise is consistent with Identity Theory and Symbolic Self-Completion Theory while highlighting a disconnection between user imagery and brand preferences.

Disinhibition of negative true self for identity reconstructions in cyberspace: Advancing self-discrepancy theory for virtual setting.

In face-to-face communications, to avoid sanctions and disapproval from others, people are more likely to hide negative aspects of their true self (such as socially undesirable personalities, minds, beliefs and consciousness) to avoid conflict with social norms and laws. The anonymity of cyberspace provides people a unique environment to behave more freely and openly with less restraint from the real word. Existing research related to online true self expression has mainly explored true self as an independent aspect of self. Regarding true self as a two-dimensional concept, this study investigates true self from the perspective of individuals’ self-guide and identity reconstruction in both online and offline world. Using qualitative research methods, the current study investigates 57 participants through interviews and questionnaires. Content analysis reveals four factors that motivate people to express more true self (especially negative true self) when reconstructing their online identity and involve true self as a part of their self-guide in anonymous environment. By incorporating true self as an important part of individuals' self-guide and identity online, the current study advances self-discrepancy theory, making it more comprehensive for cyberspace. The results are also interpreted based on self-determination theory. The theoretical contributions of this study are discussed and practical implications are also presented.

Emotion-focused therapy for social anxiety (EFT-SA)

ABSTRACTSocial anxiety (SA) is a common, disabling difficulty characterized by persistent fear of other people. After a brief clinical description, we present an emotion-focused therapy (EFT) theory of SA: We describe its developmental origins in experiences of social degradation, which result in primary emotional processes organized around a core sense of shame-ridden defective self. These give rise to secondary reactive anxiety that others will see the person’s defectiveness, organized around a coach/critic/guarding aspect of self that, in the process of trying to keep the person safe from exposure, inadvertently generates the emotional dysregulation characteristic of SA. Following this, we present a model and case example for working with SA via an emotional deepening process that begins with accessing secondary reactive anxiety of others in particular situations and then works backwards to accessing and activating primary maladaptive shame so that this emotion scheme can be restructured within a secure, accepting therapy relationship. We conclude with a brief summary of evidence for EFT-SA and some final thoughts about how working with this client population has changed our EFT practice.

Mapping the interrelationships between self-concept, motivation and university experience among students of self-financing higher education institutions in Hong Kong

This study explores the interrelationships between self-concept, motivation and academic and social experience among students from self-financing higher education institutions in Hong Kong. Although prior studies have investigated different aspects of self that drive various types of motivation in students’ academic and social experience, most of them are related to publicly funded universities only. This study aims to extend our current understanding to the context of self-financing higher education, which is an alternative to students whose academic results are not good enough to secure tertiary placements at publicly funded universities. Using qualitative approach and the technique of friendship pair, 26 students from 12 self-financing higher education institutions in Hong Kong were recruited for semi-structured interviews. Data analysis revealed that participants constructed two dimensions of the self: the personal (i.e. the actual academic self, the possible academic self, the spiritual self and the extended self) and relational (i.e. the familial self and the social self) dimensions in the light of their university experience. The findings provide a better understanding of the contemporary university experience in relation to self and motivation among students studying at self-financing higher education institutions.

Towards a Brain Inspired Model of Self-Awareness for Sociable Agents

Self-awareness is a crucial feature for a sociable agent or robot to better interact with humans. In a futuristic scenario, a conversational agent may occasionally be asked for its own opinion or suggestion based on its own thought, feelings, or experiences as if it is an individual with identity, personality, and social life. In moving towards that direction, in this paper, a brain inspired model of self-awareness is presented that allows an agent to learn to attend to different aspects of self as an individual with identity, physical embodiment, mental states, experiences, and reflections on how others may think about oneself. The model is built and realized on a NAO humanoid robotic platform to investigate the role of this capacity of self-awareness on the robot's learning and interactivity.

Aspects of Self and Identity in Narrations About Recent Events: Communication with Individuals with Alzheimer's Disease Enabled by a Digital Photograph Diary.

The ability to narrate autobiographical memories is important for maintaining the identity of individuals with Alzheimer's disease (AD). The current study explored how the sense of self is manifested in narrations about recent events, enabled via a digital photograph diary. Use of a digital photograph diary was tested with seven individuals with AD and their household members. Narrative analysis was used to analyze audiorecordings of the pairs' communication about recent events shown in the photographs. The results show how individuals with AD understand events illustrated in recent photographs in relation to their sense of self and associated skills and abilities that are facets of their selfhood. This type of digital photograph diary has the potential to support individuals with AD to maintain their sense of self and participation in everyday life, and strengthen their relationships with household members; it could be an important tool in person-centered care. [Journal of Gerontological Nursing, 43(6), 25-31.].

The Effects of Self-Focused Attention on Mood: Differences of Self-Aspect Valence while Self-Focusing

Self-focused attention is a primary risk factor for depression in adolescents. Previous studies have suggested that sustained self-focus ultimately leads to depression. However, in recent years, it has been suggested that focusing on all aspects of the self, both positive and negative, has a positive effect on mental health. Hence, in this study, we aimed to explore adaptive self-focusing and examined the effects on mood following manipulation of the self-aspect (i.e., both positive and negative aspects of self, only positive, and only negative). Eighty-eight Japanese undergraduate and graduate students participated in the experiment. Results suggest that focusing on both positive and negative aspects of the self does not amplify depressed mood. Furthermore, this type of self-focus also does not decrease positive mood, and exhibits the same adaptive effects on mood as focusing only on positive aspects of the self.

Beyond the Miniatures: Using Gestalt Theory in Sandtray Processing

Abstract Across the helping professions, sandtray has historically been used as a play-based intervention with children. As therapists expand sandtray work with a variety of populations and client issues, its power as a tool in healing is increasingly realized and growing in the literature. Our intent here is to underscore specific techniques used by the Gestalt therapist in processing tray work with adult clients. The emphasis is on how Gestalt methods are used to promote the client's deepening of self-awareness and integration of unknown or negated aspects of self.

Глянцевое лицо нарциссизма: аналитический подход

This paper studies the structural organization of the personality of a narcissistic subject. Disposition of the main elements of the narcissistic Ego is defined, the strata of narcissistic personality are revealed, systemic causes of the dualistic emotions like “grandiosity, nullity” are studied. Special attention is paid to refinement of the concept of “I-skin” of narcissistic personality and justification of introduction of a new term “I-skin of second order”, what enabled author to understand and characterize psychical dynamics of narcissistic personality comprehensively. Correlation between true and false aspects of Self in the structure of the personality is pointed out, constitutive elements of these two parts of the Ego are identified, stages of work with a narcissistic personality are considered. The article is supplemented with a case of group therapeutic work.

Clients' Retrospective Accounts of Corrective Experiences in Psychotherapy: An International, Multisite Collaboration.

This article introduces a series of 4 original research reports that used varied qualitative methods for understanding an internationally diverse sample of clients' own accounts of corrective experiences (CEs), as they looked back on their completed psychotherapy. The basis for all studies, which were conducted across 4 different countries, was the Patients' Perceptions of Corrective Experiences in Individual Therapy (PPCEIT) semistructured interview protocol (Constantino, Angus, Friedlander, Messer, & Moertl, 2011). The PPCEIT interview assesses clients' retrospective accounts of aspects of self, other, and/or relationships that may have been corrected, and what they perceived as corrective experiences that facilitated such transformations. It also asks for specific, detailed examples of these accounts and experiences. Across all studies, the PPCEIT interview generated rich clinical material and resulting empirically generated themes that may inform clinical practice. After briefly defining the CE construct and highlighting a lack of research on clients' own accounts of such experiences, we describe the development of the PPCEIT interview (and provide the full interview manual and question protocol as appendices). We then summarize the foci of the culturally diverse reports in this series.

Hearing voices, dissociation, and the self: A functional-analytic perspective

ABSTRACTIn the current article, we review existing models of the etiology of voice hearing. We summarize the argument and evidence that voice hearing is primarily a dissociative process involving critical aspects of self. We propose a complementary perspective on these phenomena that is based on a modern behavioral account of complex behavior known as relational frame theory. This type of approach to voice hearing concerns itself with the functions served for the individual by this voice hearing; the necessary history, such as trauma, that establishes these functions; and the relevant dissociative processes involving self and others. In short, we propose a trauma–dissociation developmental trajectory in which trauma impacts negatively on the development of self through the process of dissociation. Using the relational frame theory concept of relations of perspective taking, our dissociation model purports that trauma gives rise to more coordination than distinction relations between self and others, thus weakening an individual’s sense of a distinct self. Voice hearing experiences, therefore, reflect an individual’s perceptions of self and others and may indicate impairments in the natural psychological boundaries between these critical related concepts. One clinical implication suggested by this model is that therapeutic intervention should understand the behaviors associated with a sense of self that is fragile and threatened by others. Relations with self and others should be a key focus of therapy as well as interventions designed to enhance a coherent distinct sense of self.

"Born Frees", Negotiating the Terrain towards Selfhood and Wellness: A Life Orientation Perspective.

This study was contextualised within the Life Orientation subject of ‘Self in Society’. It acknowledges that the present time is uniquely significant in South African history as the generation of youth leaving school are now considered ‘born frees’. This generation is considered to be free from the first-hand trauma that was experienced in the past; they supposedly live in a society free from the shackles of apartheid, and enjoy equality and human rights that affect their entire well-being. ‘Born frees’, it appears, are still negotiating the journey towards a new identity and freedom. The sample size was nine Grade 11 female learners who attend an urban school in Gauteng Province. The school was purposefully chosen because it had a good track record of class attendance and the learners are proficient in English. Questions revolved around the multiple aspects of self and well-being in society. Focus group sessions were held after which six of the learners completed a questionnaire with open-ended questions based on the sub-topics. All ethical considerations were observed. Findings revealed that these youths are in fact traversing a far more complex political, social, psychological, spiritual and economic landscape than that captured in the phrase ‘born frees’.

Older, Church-Going African Americans' Attitudes and Expectations About Formal Depression Care.

This phenomenological study involved focus groups with church-affiliated, African American women and men ( N = 50; ages 50 and older) in southeast Michigan to determine their attitudes and expectations around formal mental health care. Data analysis employed a constant comparative approach and yielded themes related to formal mental health care, along with delineating concerns about defining depression, health, and well-being. Health and well-being were defined as inclusive of physical and spiritual aspects of self. Churches have a central role in how formal mental health care is viewed by their attendees, with prayer being an important aspect of this care. Provider expectations included privacy and confidentiality; respect for autonomy and need for information, having providers who discuss treatment options; and issues related to environmental cleanliness, comfort, and accessibility. Implications include providing effective, culturally tailored formal depression care that acknowledges and integrates faith for this group.

The epistemological aspect of self- knowledge in the light of psychological externalism

This paper addresses the issue of reconciling self-knowledge based on first-person authority with externalism. We will argue that the externalist standpoint, and particularly that of psychological externalism, is the correct one; not only because it advances the thesis about the external determinants of mental content on which the justification of the content depends, but primarily because it offers a positive argument for solving the problem of self-knowledge by stating that the external environment not only determines the content of the subject’s mental states, but is also necessary for self-knowledge.

Becoming professional: examining how WIL students learn to construct and perform their professional identities

ABSTRACTWork-integrated learning programmes help students acquire professional acumen and provide opportunities for them to experiment with new aspects of self and identity. Twelve internship students were interviewed regarding their perspectives on how they think they learn about professionalism and the information sources they use. They describe how they renegotiate their identities in an effort to develop a professional image, yet try not to completely compromise their sense of self, a process that often creates a ‘divided self’. Dervin’s theory of sense-making provides a framework for examining the students’ struggle with professional identity development as they employ self-management and self-regulation to create and perform the role of the professional for others to see. The study findings highlight the importance of reflection for students struggling with constructing a professional self, and the role of professors and academic staff in creating spaces for students to experiment and try-on professional identities before they graduate.