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Identity structure analysis as a means to explore social worker professional identity
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Marta B. Erdos, Rebeka Javor, Balázs Ákos Vass
C4 is a teacher, head of a school who worked long decades to promote the educational chances of Roma children living in segregated city areas. She has always considered the employment of qualified school social workers a priority, what was rather unusual in the majority of the schools: …a social worker may be involved in many different roles. They can fill an administrative post and do paperwork (…) but you, as HEIs should provide a list of competencies together with the degree, on their particular strengths and weaknesses. (…) many courses should be introduced on personality development…you can learn how to be in the background…how to communicate in a non-controlling, non-judgmental, non-demanding way, or how to encourage the clients to speak up for themselves. Students can acquire knowledge, no problem with that, but these are skills and attitudes… this is a dramatic role. You have to commit yourself, be definite about it. They have to work on their own personalities to make a determined and competent woman of Mommy's good little girl. A person who knows exactly why she is there, what she wants, who she works with, and is courageous, while at the same time knows that it is not her who should dominate the situation.
Therapeutic self
Published in Barbara Hemphill, Occupational Therapy and Spirituality, 2019
West (1959, p. 1) listed the following requirements or conditions needed for the effective use of self: Self-understanding, including abilities and limitations; awareness of one’s own needs; and ability to meet these satisfactorilyWarmth, flexibility in relationships (give and take), basic personality securityKnowledge of personality developmentAcceptance of the client as a personDedication of humilityA constant eagerness to search for knowledgeA particular skill, in which one is thoroughly comfortable, so that one can provide a sense of security in the use of all skills and offer a basis for relating to the client.
The effect of nursing on patient outcome: an interpretive perspective
Published in Steven J. Ersser, Nursing as a Therapeutic Activity, 2019
The descriptions of the outcomes of nursing from the data, described by nurses, may be compared alongside those attributed to ‘therapeutic’ nursing actions in the literature (Figure 2.2). The degree of congruence between data and literature is high except for those outcomes ‘rehabilitation’ and ‘personality development’ which are only referred to in the literature. The outcome ‘personality development’ was described in the context of psychiatric nursing and so with a sample of non-psychiatric nurses this difference can be explained. The terms ‘adaptation’ and ‘rehabilitation’ are specific technical terms and therefore may be more infrequently found in patients’ accounts.
Nature and Impact of Reference Group Effects in Personality Assessment Data
Published in Journal of Personality Assessment, 2023
Madeline R. Lenhausen, Christopher J. Hopwood, Wiebke Bleidorn
Another interesting finding to emerge from this study was people’s perception of change they experienced compared to their past selves. Our findings suggest that people believe they are less agreeable and open, and more extraverted and neurotic compared to what they were like in the past, with little to no change in conscientiousness. This is in stark contrast to robust personality development data, which evidences that personality development follows a maturation trend on average, such that people tend to become more agreeable and conscientious, and less neurotic as they age, with little to no change in extraversion nor openness (Roberts et al., 2006). These differences in findings could partly be explained by expectations people have regarding a past self and how different they should be from the past. Thus, they may be more prone to respond in a way indicative of change than when relating their personality to any entity in the present (e.g., people in general, people their same age).
Children academic stress, mothers’ anxiety, and mother-child relationship during COVID-19 in China
Published in Health Care for Women International, 2023
Alain Rodrigue Tchimtchoua Tamo
The relationship between parent and child can be portrayed as socialization between parent and child (Sears, 1951) and is one of the most well lasting influences of a child’s life into maturity. Just like parent-child relation can be associated with healthy or unhealthy development of the children, Easterbrooks and Emde (1988), stipulated that parents’ characteristics could directly or indirectly influence their children via the relationship between parent and child. Parents’ behavioral approaches define their position of involvement in children, whereas children could adopt parental behavior as an imperative component of personality development and adjust their developing behavioral competence in life accordingly. Thus, the family is one of the background reasons for significant emotional sources of inspiration for children to support the importance and standard of social principles (Patterson et al., 1989). Parents predominantly convey emotional and instrumental care for children and build psychological relations with them (Shakespeare-Finch & Obst, 2011), making the parent-child relationship more sensitive to children’s behavior hints during development and disaster time. Authors indicated that parents provide indispensable care, role model, and support children to apprehend how their decisions can impact their well-being (Belsky et al., 2009; Isabella et al., 1989; Uji et al., 2006). Some researchers have considerably address that interpersonal relationships are essential to objective and subjective well-being defining one’s life mental health.
How Much Training Do We Need? Assessing the Validity and Interrater Reliability of the PDM-2’s Psychodiagnostic Chart among Less Experienced Clinicians
Published in Journal of Personality Assessment, 2023
Marko Biberdzic, Brin F. S. Grenyer
During the fifth major revision of the DSM, the Personality and Personality Disorders Work Group (APA, 2013) proposed an alternative approach to the assessment of personality pathology that draws on psychodynamically informed literature focusing on self- and interpersonal functioning, including Kernberg’s model of personality organization (Kernberg, 1985), Blatt’s theory of personality development (Luyten & Blatt, 2011), and theories of mentalization and social cognition (Fonagy & Bateman, 2008), among others (Bender et al., 2011). As a result, the fifth edition of the DSM (DSM-5; APA, 2013) included a dimensional approach to personality pathology under Section III of the manual; the Alternative Model for Personality Disorders (AMPD; APA, 2013). Although the categorical system was retained in the final version of the DSM-5 as the formal model of classification, the inclusion of the AMPD has triggered a renewed interest in the assessment of difficulties related to self and other functioning, and psychodynamically informed assessment tools.