Humanistic Psychology Research Articles

LEARNING THEORY ACCORDING TO HUMANISTIC PSYCHOLOGY AND ITS IMPLEMENTATION IN STUDENTS

This research describes learning theory according to Humanistic Psychology and its implementation. Through the application of library research or library research (study) methods, the implementation of this research begins with problem formulation, focus preparation, study and then reading various reference libraries sourced from e-journals and digital books by understanding and studying them seriously until reaching the writing and organizing process. material. The research results show that humanistic learning theory places great emphasis on the importance of the content of a series of learning activities. The aim of learning according to humanistic theory is to make people more humane. Students are expected to be independent, brave, and not constrained by other people's opinions. They are also expected to manage their personality responsibly while adhering to all rules, norms, discipline, and ethical standards. Thus, the integration of humanistic psychology into education can help students understand themselves as humans.

A Review on Humanistic Psychology and Its Application to Education

The emergence of humanistic psychology took place during the 1950s and 1960s within the United States. The school of psychology referred to as the "third force," distinct from the behavioural school and psychoanalysis, was established by Abraham Maslow and championed by Carl Rogers. The emergence of the humanistic learning theory coincided with the ascent of humanistic psychology. Humanism places emphasis on the inherent positivity and worth of human beings, as opposed to directing attention towards the examination of problematic behaviour. Furthermore, it highlights the significance of human growth and development, commonly referred to as self-actualization. The humanistic learning theory offers a comprehensive understanding of the developmental journey of individuals, emphasising the need of holistic education in nurturing and cultivating human nature. It is imperative to prioritise the cultivation of learners' inspiration and creative potential, while also providing guidance on integrating cognition and experience. This approach facilitates the affirmation of their abilities and ultimately leads to the attainment of self-realization. The humanistic learning theory places emphasis on the establishment of a conducive learning environment that enables individuals to experience the world through their own unique lens, foster comprehension of it, and attain the utmost level of self-actualization. This article uses the review method and combines humanistic learning theory to explore the application of humanistic theory in education and concludes that humanism has problems. Only by applying it to practice and continuously developing and improving it can its value be realized. The paper focuses on applying humanism in a few countries or regions, failing to explore fully and ignoring the lack of conditions for comprehensive popularization of primary education in some regions. Therefore, the issues of concern and suggestions given are not universally applicable and feasible on a global scale, and it also attempts to explain why humanistic education has not been widely implemented in China.

Spiritual health under the wartime: existential aspects.

Aim: To study the spiritual health in existential dimensions, as well as the meaning, value, and emotional components of spiritual health of Ukrainians under the wartime. Materials and Methods: The theoretical and methodological framework of the paper is represented by the works of scholars in classical existentialism, contemporary philosophers, psychologists, medical psychologists, theologians, sociologists, etc. The complex nature of the issue necessitated the use of interdisciplinary approaches, philosophical, general scientific and special sociological methods of gathering, processing and analyzing information. Results: The article analyzes the perception of spirituality and spiritual health related to mental and social aspects in the philosophy of classical existentialism and existential-humanistic psychology. The paper justifies the heuristic potential of these approaches for maintaining spiritual health of Ukrainians, which is based on holistic approaches to human beings and their spiritual frames. The article represents the results of sociological research by the Institute of Sociology of the National Academy of Sciences of Ukraine, the Scientific Research Institute of Social and Economic Development of the City, and a survey of the PhD students of the Bogomolets National Medical University (N=103) made by the authors, representing the results of statistical treatment of the spiritual health characteristics: emotional, value and meaning components. Conclusions: The study has shown that the deterioration of mental health indicators of Ukrainians during the war is not accompanied by corresponding negative trends in their spiritual health. However, further research on this issue is necessary, including studies among respondents from other age groups (faculty, staff of the Bogomolets National Medical University).

Camino de Santiago in Late Modernity: Fostering Self-Actualization Through Pilgrimage

While late-modern society promotes individual self-actualization, its moral dimension often falters in a calculating environment. Pilgrimages offer a potential solution. Through peak experiences and self-transcendence, pilgrims reconnect with their inner moral compass, fostering morally valid self-actualization. Amid late modernity, reflective individuals emerge, navigating moral choices within societal norms while pursuing self-actualization.This study affirms the Camino de Santiago's role in promoting self-actualization, as conceptualized in humanistic psychology. A survey of 500 participants, employing Kaufman's (2018) Characteristics of Self-Actualization Scale (CSAS), validates the pilgrimage's impact. Pilgrims reported heightened levels of appreciation, equanimity, self-acceptance, reality perception, authenticity, and a fortified moral compass. The pilgrimage nurtures the recognition of life missions, instills a sense of responsibility, and cultivates a desire to contribute to humanity's well-being while facilitating experiences of self-transcendence. Our research suggests that the Camino de Santiago pilgrimage can benefit organizations by fostering an authentic and self-actualized workforce comprising leaders and followers.

The Dao of Dialogue: Daoism, Psychology, and Psychotherapy

Abstract: From analytical psychologist Carl Jung's exploration of internal alchemy through humanistic psychologist Abraham Maslow's plea for a more Taoistic Science to pioneering person-centered therapist Carl Rogers's embrace of nonaction, Daoist teachings have played a consistent, subtle but significant part in shaping popular approaches in psychology and psychotherapy. Contemporary cognitive therapies are increasingly informed by Daoist principles and cultivation practices—including the emergence of Chinese Taoist Cognitive Psychotherapy. In this paper, I outline the past, present and future of this cross-cultural dialogue, in addition to reflecting on my own Daoist encounters and inspirations that have led to my pursuit of more transpersonal and ecological approaches and insights. Our current global predicament is largely the result of a prevalent, insidious, largely unquestioned anthropocentric mindset, which reduces the natural world to natural resources. It is my firm conviction that a more Daoist-based worldview may prove to be a potent antidote to this detrimental, default way of thinking and more vital than ever when faced with impending climate crises and catastrophe—bridging the psychological, ecological and soteriological.

Coming to Terms with “Self-Actualization”: The Reception of Kurt Goldstein in Humanistic Psychotherapy

The ideals and practices of self-improvement aimed at achieving a sense of self-realization of our lives have permeated popular culture since the mid-20th century, largely due to the work of American humanistic psychologists. This paper delves into the popularization of these notions, arguing that they partially stem from a particular American appropriation of the German neurologist and psychiatrist Kurt Goldstein’s concept of self-actualization. First, the paper examines Goldstein’s encounter with American psychology, tracing his early interest in psychotherapy, the stages of his forced migration to America, and the reception of his work within American psychology. Second, it offers an analysis of the interpretations and applications of Goldstein’s holistic approach and its concept of self-actualization by humanistic practitioners, notably Abraham Maslow’s theory of motivation and Carl Rogers’s client-centered approach to psychotherapy. Finally, the paper closes with a critical discussion of the distinction between Goldstein’s approach, which emphasizes the creative process of a “coming to terms” between organism and environment, and humanistic psychotherapy, which underscores individual responsibility.

Research on the Cultivation of Humanistic Psychology among College Students through Interactive Music Education in Universities

Research on the Cultivation of Humanistic Psychology among College Students through Interactive Music Education in Universities

NEEDS TO LOVE AND HAVE MAIN CHARACTER HUMANISTIC STUDY IN THE NOVEL SCARS AND OTHERS BEAUTIFUL THINGS

Psychological science that discusses the human needs in his life has become sub-interdisciplinary in literary studies, which is contained in the discussion of humanistic psychology. Maslow, a well-known figure in the study, published his third book Mahzab. In the study, human needs are divided into five and one of them needs love and have. In this discussion the need for love and having a much needed on victims of sexual violence. His struggle to get all the love lost is not easy. The main character goes through a lot of time and self-problems in order to get a normal life and all his loved ones back. This stage of the main character after becoming a victim in order to get his love back is by (1)Being alone wherever he is (2)Always blame himself (3)Go to the psychiatrist (4)Start ventured to believe in people (5)Finding all the love that was lost (6)Realizing mistakes and starting a new life. Keywords: Humanistic psychology, love and have, depression, conscious

Give Students Autonomy in the Use of Break Time in Conformity with the Principles of Humanistic Education

Humanistic education (also known as person-centered education) is a learning theory based on humanistic psychology, aiming to promote the development of the learner as a “whole person.” Various aspects such as the intellect, social and emotional skills, and artistic and practical capabilities of the student are all important considerations in the humanistic approach to education (Zhang, 2010). It places a great deal of emphasis on students’ choice and control over the course of their education. Students are encouraged to make choices that range from day-to-day activities to goal settings. According to Rogers, one of the founders of humanistic psychology as well as the humanistic learning theory, the primary purpose of education is to train the student to want and know how to learn, and the ability to learn should relate to the fulfillment of other needs (as cited in Xie, 2016).

Взаимосвязь ответственности и самоактуализации у современной молодежи

<p>Currently, the number and level of complexity of problem situations in which a person must make decisions and be responsible for the process of their implementation and consequences is increasing. The current situation requires an answer to the question about the essence of responsibility, about its acceptance and its relationship with the self-actualization of the individual. These indicators are especially important for the younger generation, since youth is one of the main resources of society. Thanks to the possibilities of the Internet, the availability of information in our time, young people are actively involved in politics, economics, science, and also successfully realize themselves in other areas. This work is aimed at revealing the concept of “self-actualization” from the point of view of humanistic psychology and activity theory. The materials of an empirical study obtained on a sample of young people in the city of Smolensk are presented. The study (N=50) involved respondents aged 20 to 35, of which 46% were male and 54% were female. The technique “Short scale of measurement of self-actualization” (Jones and Crandall) was used, and the test of V.P. Pryadein “Express-diagnostics of responsibility (ED)”. The results obtained make it possible to say that there is a relationship between self-actualization and the level of responsibility among today's youth. It is assumed that it is creative thinking and acceptance of responsibility that help a person to actualize his abilities, reveal and most fully realize his potential in the interests of personal and social growth.</p>

Care-full data, care-less systems: making sense of self-care technologies for mental health with humanistic practitioners in the United Kingdom

IntroductionThe days of dusty couches in therapists' offices behind closed doors are long gone. Now, personalized mood tracking, therapy appointments and breathing exercises are just mere clicks (or taps) away: Technologies for self-care (SCTs) that focus on mental health are both a flourishing industry and an academic field of interest. As societal, and cultural artifacts, SCTs for mental health are imbued with values, worldviews, and assumptions about these concepts by their designers and developers. Here, current SCTs tend to lean toward a more medical(ised) approach due to being shaped by dominant views of mental health as an individualized issue. However, this approach is only one of many potential pedagogies and approaches. As an alternative, we explore what SCTs for mental health could be like, from a humanistic, person-centered standpoint: We conceptualize mental health in holistic terms, as an experiential quality of everyday life.MethodsTo this end, we report on two engagements with humanistic practitioners and the person-centered approach as a guiding principle: First, we ran a workshop informed by the Rogerian “encounter group”. This approach is focused on providing the space to meaningfully meet and relate to people. Inspired by this concept, we brought together humanistic practitioners to openly explore what technology for (self-)care means for them. Second, we build on the insights from the aforementioned study by organizing an asynchronous, online whiteboard for humanistic practitioners—counselors, students-in-training, therapists, and researchers—to explore their utopian, realistic and dystopian visions of SCTs.ResultsThrough thematic analysis and affinity-clustering these engagements, we construct an understanding that technology within a person-centered, humanistic context is a constrained, ambiguous undertaking, yet also one full of potential.DiscussionWe conclude the paper by sketching out three design opportunities for how the person-centered approach, and humanistic psychology in general could be integrated into caring technologies.

Unraveling University Students’ Socio-Psychological Needs in Chinese Cultural Context: Grounded in Maslow’s Hierarchy of Needs

Abraham Maslow, a pioneer and founder of humanistic psychology, put forward Maslow’s Hierarchy of Needs which comprises five stages: Physiological Needs, Needs for Safety, Needs for Love and Social belongings, Needs for Respect, and Needs for Self-Actualization. Hierarchy is one of the noteworthy features of Maslow’s Hierarchy of Needs. Given the cultural context of Chinese universities where students are inherently influenced by Confucianism and collectivist national culture, attending to their needs at each of the five stages is instrumental for their success in life. To better tackle the psychological issues that students from universities may have, leaders at universities need to establish organizational policies and provide efficient counseling services to students from universities in China.

A Study on the Effects of L2 Motivational Self System and Language Learning Anxiety on English Performance of Non-English Major Undergraduates

In the context of the evolving landscape of humanistic psychology and the introduction of the affective filter hypothesis, researchers have increasingly shifted their focus towards students emotional factors, particularly encompassing learning motivation and anxiety. This departure marks a shift away from the traditionally emphasized intelligence factors. Grounded in Drnyeis L2 Motivational Self System (L2MSS) and Horwitzs anxiety classification, this study engages a cohort of 107 non-English major undergraduates. Through the application of quantitative research methods, the investigation aims to explore the prevailing status of L2MSS and foreign language anxiety among these students, while also revealing correlations that exist among L2MSS, foreign language anxiety, and English achievements. The study uncovers that a majority of non-English major undergraduates exhibit moderate levels of the L2MSS and language learning anxiety. Notably, significant disparities are observed across all dimensions of L2MSS and learning anxiety among students with varying levels of achievements. Furthermore, the research underscores a notably negative correlation between the L2MSS and learning anxiety. In parallel, a substantial positive correlation emerges between L2MSS and English achievements, while learning anxiety demonstrates a robust negative correlation with English achievements. Expanding upon these insights, this study aims to provide thoughtful recommendations for college English education. The objective is to elevate the levels of non-English major undergraduates ideal L2 self, enhance their involvement in active second language learning experiences, and effectively alleviate their foreign language learning anxiety.

The origins and development of Leopold Blaustein's descriptive psychology: An essay in the heritage of the Lvov-Warsaw School.

This article critically analyzes the concept of descriptive psychology, which was used by Blaustein as part of his struggles with the Brentanian heritage which shaped the Lvov-Warsaw School. It is argued that because of his studies under the Gestaltists and Husserl, Blaustein was able to redefine the basics of Brentano's and Twardowski's projects of empirical and descriptive psychology. To show the divergent motives present in Blaustein's psychology, the article presents a biography of Blaustein in the context of psychology in the Poland and Europe of his times. Next, it analyzes references to Brentano and to Twardowski. It is argued that because of Twardowski and his reappraisal of Külpe's experimental psychology, Blaustein accepted experiments as a necessary element of scientifically justified psychology. This thesis is also discussed in regard to the Gestaltists' influences on Blaustein. Next, the article explores Blaustein's idea of reforming psychology in the spirit of the humanistic psychology of Dilthey and Spranger. Blaustein's idea that phenomenology should be understood as descriptive psychology is discussed. Finally, his use of psychology to study media is discussed. Against this background, Blaustein's descriptive psychology is presented as an eclectic methodological device which was used by him to explore mental phenomena. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The Concept of Basyar in the Qur'anic Perspective: a Humanistic Psychology Approach

Human in the Quranic perspective has many terms, one of them is Al-Basyar. The word Al-basyar refers to the appearance of something well and beautifully and comes from the word basyarah which means skin. This study aims to examine and explore the understanding of humans as Al-Basyar from the Quranic perspective. The method in this research uses qualitative methods. Analysis in this study uses content analysis and then primary data will be cross-checked with other secondary data. Result a). The word Basyar in the Qur'an is written 37 times meaning humans with details 31 times (without using Alif-Lam), 5 times (using Alif-Lam), and 1 time (without alif-lam in dual form). b). Al-basyar which discusses humans in general in the Qur'an there are 9 verses that explain that humans eat, have skin, have sexual intercourse, and can die (not eternal), and there are 5 verses that discuss the process of human creation which comes from soil, water and then the spirit is blown. c). In the Koran there are 23 verses that discuss prophets/prophethood, 13 of which discuss the people who lie and slander prophets, besides that there are also verses that discuss prophets as ordinary humans (basyar), this is contained in 10 verses in the Quran. d). In the humanistic psychology approach, humans as basyar are humans with physiological needs that must be met. These physiological needs are related to eating, drinking, sleeping, and sexual intercourse.

Prophet Yusuf's Character in the Quran: A Perspective from Maslow's Humanistic Psychology in Arabic Linguistics

The Story of Prophet Yusuf in the Quran is the only story that is presented in a single surah with a complete narrative. The spiritual, leadership, and integrity traits of Prophet Yusuf serve as exemplarycharacteristics that educate the interlocutors.This qualitative descriptive research, utilizing literary psychology theory, aimed to analyze the motivations of Prophet Yusuf based on Abraham H. Maslow's theory of needs. The primary data for this articlewas derived from Surah Yusuf in the Quran. The analysis technique employed was interactive, involving data reduction, data presentation and drawing conclusions/verification. The result of this research found that in the story of Yusufthere were five motivation needs, namely: safety, physiological, social, esteem, and self-actualization needs. All of the motivation needs of Yusuf were fulfilled properly so he could have a good humanistic personality that benefited him and the others around him also the others were far from him. This research had implications for character transformation among the interlocutors based on the exemplary behaviour of Prophet Yusuf in fulfilling their needs, as proposed by Abraham Maslow.

Creative Maladjustment, Progressive Politics, and Humanistic Psychology

In this article, the author gives a personal experiential account of the relationship of Martin Luther King Jr’s formulation of creative maladjustment to progressive politics and humanistic psychology. In particular, the author focuses on what he views as two significant current illustrations of creative maladjustment, which are former U.S. First Lady Michelle Obama’s concept of “going high” and existential humanistic psychologist Kirk Schneider’s concept of “life-enhancing anxiety.” The author relates these conceptualizations to what he perceives as the alarming dangers both in the world and in the United States from the horrific possibilities of nuclear war, climate devastation, and the destruction of U.S. democracy. More specifically, the author focuses on what he views as the disastrous possibility of Donald Trump becoming President of the United States in 2024. The author discusses all of this in relation to the core principles of humanistic psychology and to progressive political grass roots actions, and shares some of his own relevant experiences in this regard.

Abraham Maslow’s Notion of Self- Actualization in Philip Roth’s American Pastoral

This article makes the argument more specifically on the humanistic psychology; a vibrant movement of the late 1950s; emphasizing the qualities, growth, need, creativity, and motivation of an individual. Philip Roth’s American Pastoral was an American classic, a novel of 
 American culture. It is not only a biography, but an intensive interpretation of the fall of American dream. The author demonstrates the American Pastoral from the humanistic point of view. This paper attempts to analyse the humanistic attitudes and values in the novel American Pastoral. The process from the basic to the being needs in the novel is being critically expressed within the framework of the humanistic psychology.

Dhikr as Mindfulness: Meditative Remembrance in Sufism

Mindfulness practices adapted from Theravada Buddhism have become widespread among many in Western societies who seek stress reduction and greater present-centeredness. Less well-known is the mindfulness practice in Sufism–the mystical path of Islam–known as meditative remembrance ( dhikr). While mindfulness is often understood as a self-help technique, the aim of Buddhist and Sufi meditative paths is not limited to enhancing the well-being of a self that is envisioned as strictly bounded. Rather, both meditative paths aim at unitive mystical experience, which is held to profoundly transform the meaning of the practitioner’s selfhood as such. Whereas Buddhism’s non-self-doctrine is generally understood to hold that personal selfhood is an illusion, this is not the case for Akbari Sufism. This inquiry takes a phenomenological approach, exploring the varied meanings of being or “having” a self in the context of mindfulness, and contrasting these with the humanistic psychology of Abraham Maslow. I contrast Theravada and Akbari Sufism’s understandings of the aim of meditation and the meanings of selfhood and compare both traditions with Abraham Maslow’s view of self-transcendence.

The Flipped Classroom: An Effective Model of Active Learning

A a result of the development of humanistic psychology in the 1960s, there has been a growing recognition that affective factors can significantly impact the outcomes of education (Lu, 2001). Affective factors in language learning, particularly in second language acquisition, have been reckoned as non-cognitive factors and along with cognitive factors, have sparked substantial attention among academics. Affective variables that may influence foreign language acquisition include a variety of emotions and feelings arising in foreign language classroom such as anxiety, fear, embarrassment, or sense of inferiority. Among them, second language anxiety has long been a popular topic in foreign language instruction research.