Humanistic Model Research Articles

A Humanistic Role Model in My Medical Career

A Humanistic Role Model in My Medical Career

A humanistic role model in my medical career.

A humanistic role model in my medical career.

Schizophrenia: two-faced meaning of vulnerability.

The authors stress the current two-faced meaning of vulnerability that conveys both an objective and a subjective direction of sense, leading to a naturalistic model as well as a humanistic one. These models are heirs of both the Kraepelinian and Bleulerian conceptions of schizophrenia. Coping strategies and resilience are core concepts of the humanistic model. Research on these protective factors may be of major importance in the current debate on prevention in schizophrenia.

Counselling psychology and the NHS: An individual perspective

This article is a contribution to the quest to clarify the position of counselling psychology in the NHS; partly to answer the question regularly heard from colleagues, ‘What do counselling psychologists do?’ and partly an attempt to find the most appropriate basis for triage.To this end, a brief overview is given of career routes for counselling psychologists and lines are drawn between counselling and counselling psychology. There are many ways in which clinical and counselling psychology, and counselling are similar, but this text focuses on the differences.Certain assumptions have been made in this discussion, for the purposes of clarifying the distinctions between the different professions. A cognitive therapy approach is assumed for clinical psychology, and a humanistic model for counselling psychology. There is of course no such clear demarcation of ideology or role, furthermore there is overlap at every level.

The technocratic, humanistic, and holistic paradigms of childbirth

This article describes three paradigms of health care that heavily influence contemporary childbirth, most particularly in the west, but increasingly around the world: the technocratic, humanistic, and holistic models of medicine. These models differ fundamentally in their definitions of the body and its relationship to the mind, and thus in the health care approaches they charter. The technocratic model stresses mind–body separation and sees the body as a machine; the humanistic model emphasizes mind–body connection and defines the body as an organism; the holistic model insists on the oneness of body, mind, and spirit and defines the body as an energy field in constant interaction with other energy fields. Based on many years of research into contemporary childbirth, most especially through interviews with physicians, midwives, nurses, and mothers, this article seeks to describe the 12 tenets of each paradigm as they apply to contemporary obstetrical and health care, and to point out their futuristic implications. I suggest that practitioners who combine elements of all three paradigms have a unique opportunity to create the most effective obstetrical system ever known.

Globalising counselling: Humanistic counselling in Kenya

This paper explores the application of a Western, psychologically-based model of counselling and counselling training in contexts where the social and cultural conditions differ from mainstream Western societies. A group of Kenyan trainee counsellors following such a course are interviewed about their experience of training. The interview data are analysed to provide a tentative answer to the question of the appropriateness in a Kenyan cultural milieu of a humanistic counselling training model developed in the UK. It is concluded that such application is possible and desirable, if it is undertaken as shared and respectful learning between trainers and trainees.

De la custodia a los cuidados: una perspectiva histórica de la enfermería en salud mental

This work has the goal of clarifying the differences between two concepts: Watching and care with the purpose of identifying the differences among a model of repressive psychiatric system (very similar to penitentiary system), and a humanistic model of psychiatric system whose conceptual emblem is the care. Initial hypothesis: mental health cares are only possible in the context of societies politic and scientifically democratic. Method: The focuses and derivative positions of the social and structural history have guided the heuristic process and the hermeneutic one. The consulted sources have been, essentially, normative. Conclusions: The fact that in Spain mental health cares have been developed, essentially, in democratic periods reinforces the thesis that mental cares, democracy and educational development constitute three closely linked processes.

Containing Tragedy: Rhetoric and Self-Representation in Sophocles' "Philoctetes"

This essay examines "Philoctetes" as an exercise in self-representation by looking at the self-referential and metatheatrical dimensions of the play. After suggesting an enlarged understanding of metatheater as "a particularly vigorous attempt to engage the audience at the synthetic and thematic levels of reading," I examine "Philoctetes" as a self-conscious discourse on tragedy, tragic production, and tragic experience, one which participates in a larger conversation in the late fifth century about the ethics of tragedy, including the remarks of Gorgias on theatrical deception (ἀπάτη). The play points up its own constructedness in a variety of ways, most strikingly in the theatrical character of the intrigue by which Odysseus deceives Philoctetes, which provides a play within a play and a representation of texts and readers, plays and spectators. In laying bare the kinds of strategies and techniques that undergird this "intratext," "Philoctetes" offers a model of tragedy and of the tragic poet based on power, deceit, and manipulation. Yet by attributing these characteristics to the moral deficiencies of its internal creator and by demonstrating his failure to achieve his ends, "Philoctetes" rejects such a theater of sophistry. At the same time, the play considers issues of textual reception by providing in Philoctetes an audience for this internal text and a protocol of reading that suggest a more positive model of tragic response. "Philoctetes" uses this model to offer the spectator a subject position that affirms the inherent value of reading tragedy, a humanistic model of reading based upon the audience's identification with and sympathy for the tragic protagonist. Sophocles thus finds in this exercise in self-representation a way to frame critical questions on dramatic theory and to define his own dramatic practice.

A simple idea within complex systems

Summary This article considers how joint work can serve to enable and support educational psycholoy practice, starting from the premise that work at secondary school level is challenging and complex. The background, rationale and practical arrangements relating to a project in which two educational psychologists (EPs) shared two secondary schools are described. The article goes on to explore the benefits and drawbacks and, finally, reflections and on‐going issues for further development. The importance of the quality of the working relationship between the two EPs emerged as a key factor. The elements contributing to this are discussed and related to the notion of partnership as a general concept within a framework drawing heavily upon a humanistic psychology model.

Relationship‐Centered Counseling: A Humanistic Model of Integration

Relationship‐centered counseling is a development in the client‐centered tradition. It represents a humanistic integration that gives primacy to the humanizing and counseling relationship, conceives technical expertise as the instrumental extension of relationship, and affirms the necessity for an in‐depth synthesis of both for effective counseling. Significant findings from contemporary process and outcome research are presented as supportively consistent with the relationship‐centered integration, which has implications for research, practice, and training.

Humanistic mediation: A transformative journey of peacemaking

AbstractBuilding on the rich experience of mediators in many fields who have periodically experienced the process to be far more than just developing a settlement, a humanistic model of mediation is presented. The model allows practitioners to more intentionally and consistently tap into the intrinsic transformative and healing potential of mediation. The dominant Western “settlement‐driven” model of problem‐solving mediation is contrasted with the “dialogue‐driven” humanistic approach and its nondirective style of mediation, which routinely involves the mediator meeting separately one or more times with parties in conflict prior to the mediation session. Specific elements of the model are presented, as well as the paradigm of healing on which it is based. Drawing on the wisdom of numerous indigenous traditions of peacemaking and the experience of many mediators in family, community, workplace, and victim‐offender mediation settings, humanistic mediation practice offers a genuine transformative journey of peacemaking that is grounded in compassion, strength, and our common humanity.

Humanistic Constructs and Counseling Homeless Men

The present humanistic model for counseling homeless men assumed that counseling goals evolve from each client's internal frame of reference and may include a positive adaptation to his homeless experience. The model encompasses Rogers' necessary components of psychotherapy, Sullivan's interpersonal theory of psychiatry, Adler's use of wellness and encouragement, and Privette's peak-performance contribution. Factor analysis of history of homelessness, background data, ratings of subjective health and of happiness, and scores on Jones and Crandall's Short Index of Self-actualization yielded nine factors relevant to counseling. Empirical support was reported for placing a counseling services program in a multiservice facility for homeless persons.

Theoretical Orientations in Drug Abuse Prevention Research

While there is a world wide recognition that efforts should be primarily directed toward prevention, in no area of drug abuse research is the lack of systematic development of theory more apparent than in the educational strategies toward prevention of substance abuse. This article examines the most prominent theoretical developments in the area of drug education and prevention that have occurred in the past twenty years These developments fall within three distinct theoretical orientations, so-called here: (1) the informative-communicational model; (2) the humanistic model and; (3) the cognitive-behavioral perspectives. For each model, a description of the main preventive strategies and its rationale is presented. Attention is also given to the results of evaluation studies concerning the impact of these strategies on attitudes and drug related behaviors.

Incorporating CARE into Caring for Families in Crisis

When patients and their families experience the crisis of sudden hospitalization, much energy is spent providing curative interventions and physical care, often with little time available to help the family deal with the crisis. Incorporating caring behaviors into the cadre of critical care interventions must be used to help patients and families deal with the crisis. Caring is a basic value of health care delivery and embodies a spiritual and metaphysical dimension concerned with preserving, protecting, and enhancing human dignity. Caring becomes even more important when one realizes that cure may not always be possible. Four basic behaviors form a foundation for the Humanistic CARE Model and include the interconnection and interrelation of communication, advocacy, reciprocity, and empathy. Finally, our caring actions affect each of the lives we touch. The knowledge that those actions make a difference in the lives of critically ill patients and their families provides us with the insight that we have succeeded in incorporating CARE into caring for families in crisis.

Towards a humanistic constructivist model of science learning: changing perspectives and research implications

Les AA. considerent l'evolution recente des theories relatives a l'education scientifique, et tentent d'integrer ces theories a un modele d'acquisition de connaissances scientifiques fonde sur l'humanisme et le constructivisme. La formulation de ce modele, elabore dans le cadre de la reforme du programme national d'education scientifique, met en evidence l'importance d'un programme de recherche fiable

Toward a Humanistic-Phenomenological Spirituality

This is an account of research on spirituality being conducted by a group of professors and students at the Graduate School of Education and Psychology of Pepperdine University. The article presents a humanistic definition and description of spirituality based on the writings of Abraham Maslow, John Dewey, William James, Carl Jung, and others. A preliminary report is also made on the development of the Spiritual Orientation Inventory, a measure of spirituality based on the humanistic model and designed to assess the spirituality of those not affiliated with traditional religion.

Drama therapy techniques in one-to-one treatment with disturbed children and adolescents

Drama therapy involves the “intentional use of creative drama toward the psychotherapeutic goals of symptom relief, emotional and physical integration, and personal growth” (Johnson, 1982). Because drama therapy is grounded in the creative process, dealing with hypothetical situations and fantasy and using primarily projective techniques, this serves to distance the client from the material and create a safe environment where the client does not feel exposed and threatened. Psychodrama, on the other hand, is direct and confrontive, dealing primarily with actual scenes from an individual’s life, and using psychodramatic techniques (i.e., doubling, concretization) that confront the client and serve to underdistance. Because drama therapy uses creative drama techniques, the exercises and material draw heavily from creative drama practitioners exemplified in the work of McCaslin (1984), Siks (1961), and Ward (19.57), as well as educational drama leaders in England, including Heathcote (1971) and Way (1967). Although drama therapists use creative drama techniques, these techniques focus on achieving specific goals (i.e., relieving symptoms, emotional and physical integration, and personal growth). The drama therapist’s specialized training in both psychology and theatre equip one to use drama therapeutically with a variety of populations and treatment settings. On the other hand, creative drama is approached artistically as participants become involved in the creative process and experience the drama as an art form. The psychotherapeutic approach that underlies the drama therapy process presented here is based on the humanistic model, represented in the philosophy of Maslow (1973), Rogers (1973), and Rogers and Meador (1984). The therapist focuses on the here and now and aims for the achievement of the following goals:

Psychology of the scientist: LVII. Can humanity theory contribute to our understanding of medical problem-solving?

Maslow's humanistic model of cognition would suggest that the most thoughtful physicians have acquired more than conceptual skills; they also have learned to get a direct, preconceptual sense of how the patient is feeling through personal interactions with the patient. To explore this possibility, we asked 5 highly regarded attending pediatricians, as well as some pediatricians still in training (14 interns and 9 residents), to report all their thoughts and feelings as they conducted their usual evaluations of children under the age of two years brought to an emergency room with a chief complaint of fever. The findings generally indicated that the attending physicians did make the greatest effort to form preconceptual impressions of the children through warm and personal interactions with them. A second, questionnaire study indicated that as students and physicians-in-training gain experience, they increasingly appreciate the preconceptual, interpersonal approach of the advanced attending pediatrician.

Isolation in comunicable diseases: a nursing concept

The authors propose a concept about isolation in Communicable Disease Nursing, based on the theoretical frame of reference of the experimental - humanistic model.

On Greek Tragedy and the Kantian Sublime

On Greek Tragedy and the Kantian Sublime M. W. Gellrich I In the past ten years, criticism of Greek tragedy has begun to show the influence of structuralist and post-structuralist inquiries into the humanities. The work of Marcel Detienne, Jean-Pierre Vemant, Pierre Vidal-Naquet, Piero Pucci, and Charles Segal, among others, has opened new paths of approach to traditional philological problems in the plays of the fifthcentury dramatists and encouraged classicists to turn their attention to the potential contributions of critical developments that have already had a major impact on other areas of literary study,l Perhaps one of the most notable trends in these recent discussions has been the targeting of a concept that figures prominently in twentieth-century views of Greek tragedy— heroic individualism. As Segal says in his recent introduction to a collected group of essays by the late Cedric Whitman, The Heroic Paradox, there is a “major movement in contemporary criticism which seeks to replace the person with the discourse of the person and to deconstruct the individual into mental categories, strategies of representation, and linguistic forms.”2 The dismantling of a humanistic model of classical tragedy, through semiological and linguistic tools, is likely to be met with skepticism or hostility by some scholars in the field, who would regard such efforts as disruptive of a central body of cherished beliefs about the great plays that have come down to us from antiquity. Nonetheless, a systematic evaluation of this model of interpretation is needed, not only because of the challenges coming from new quarters of critical thinking, but also for other important reasons. First of all, one of the major sources for the humanistic MICHELLE W. GELLRICH is Assistant Professor of Classical Studies at the University of Michigan. Her essay, “Aristotle’s Poetics and the Problem of Tragic Conflict,” is forthcoming in Ramus. 311 312 Comparative Drama position, which continues to enjoy considerable popularity, has never been sufficiently appreciated or studied. Consequently, a central historical debt in modem scholarship has gone largely unacknowledged. Secondly, although limitations of the position have been confronted in the past by classical critics, including those who do not share post-structuralist sympathies, they have not been met, so far as I know, from the angle of the intellectual milieu that appears to have produced them.3 A deeper and fuller understanding of the inadequacies of tragic humanism can be achieved by examining the conceptual framework that has generated some problematic assumptions, still current, about the Greek plays. Taking up these issues, the present paper first outlines the salient tenets of the modem humanistic model and then engages the question of historical indebtedness, by develop­ ing the philosophical complex of ideas, which has influenced contemporary notions of the tragic hero and his dignified autonomy. After the position and its background have been established, I analyze, through discussion of several dramatic texts, the difficulties of interpretation to which the humanistic orientation in critical thinking has led. The philosophical context on which I will be focusing is provided largely by the theory of the sublime, which Immanuel Kant elaborated in the Critique of Judgment, published in 1790.4 Kant’s critique, however, did not offer a view of tragedy, nor was his technical jargon easily nianxpulable in the interpre­ tation of literary texts. His discussions had to be appropriated and adapted in order for his aesthetic ideas to become viable critical tools. The work of appropriation was carried out mainly in the literary essays of Friedrich Schiller and the dramatic lectures of A. W. Schlegel.5 These figures—and Schiller, espe­ cially, on whom our attention will center—used the Kantian theory of the sublime as the basis for a model of tragedy, which would become quite influential. As major critics in the German Romantic tradition, they are conduits for the trans­ portation of Kantian views into die later tradition. The Romantic criticism represented by Schiller and Schlegel, however, does not appear in a pure or readily discernible form in recent theories of tragic humanism. Many of its central principles, as we will see, were so formulated that as they disseminated they mingled with existentially-oriented theories, to which they bear important...