China
Africa
Explore chapters and articles related to this topic
The ‘self’
Published in Justin Amery, The Integrated Practitioner, 2022
Furthermore, this is also a rather cunningly disguised no-self model. It postulates a new entity (mind) to explain the one we are puzzled about (identity). We can’t locate mind any more easily that we can locate consciousness, perception or soul.
Brain Mechanisms and the Disease Model of Addiction
Published in Hanna Pickard, Serge H. Ahmed, The Routledge Handbook of Philosophy and Science of Addiction, 2019
The self model takes the self, or the person, to be a dynamic, complex, relational configuration with a more or less integrated cluster of person-level properties (Tekin et al. in press; Neisser 1988; Jopling 2000; Thagard 2014; Bechtel 2008; Tekin 2014, 2015). Under what I previously called the multitudinous self view (Tekin 2014), the self is individuated and empirically tractable—using the resources provided by cognitive, developmental, social, and biological psychology—through five different but complementary dimensions: (1) the ecological aspect of the self, or the embodied self in the physical world, which perceives, acts, and interacts with the physical environment; (2) the interpersonal aspect of the self, or the self embedded in the social world, which constitutes and is constituted by inter-subjective relationships; (3) the temporally extended aspect of self, or the self in time, grounded in memories of the past and anticipation of the future; (4) the private aspect of the self, which is exposed to experiences available only to the first person and not to others; (5) the conceptual aspect of the self, which represents the self to that individual by drawing on her properties or characteristics and the social and cultural context to which she belongs.4 The different aspects of the self connect the individual to herself and to the physical, social, and cultural environment in which she is situated. A condition such as addiction affects each dimension of the self, and the more-or-less integrated unity of all dimensions.
Eating disorders, embodiment, and yoga: a conceptual overview
Published in Eating Disorders, 2020
Iris Perey, Catherine Cook-Cottone
In order to make the concept of embodiment more easily comprehensive and accessible for clinicians and researchers, Catherine Cook-Cottone developed the Embodied Self Model (Cook-Cottone, 2006, 2015a, 2020). In this model, embodiment is defined as “a way of being (non-dualistic conceptualization self) in which being is understood as residing in and manifesting from the body as one experiences the internal (i.e., physiological, emotional, cognitive), external (i.e., interpersonal, social, and cultural), and existential dimensions of life” (Cook-Cottone, 2020, p. 22). Internal and external dimensions are interconnected by a process termed attunement, which is based on Daniel Siegel’s definition of attunement as a reciprocal process of mutual influence and co-regulation (Siegel, 2007). According to Cook-Cottone (2020), the quality of an individual's embodiment (i.e., positive vs. negative) depends on whether the inner and outer aspects of the self are attuned or misattuned. Positive embodiment requires the ability to (a) nurture an awareness of and maintenance of attunement with the internal aspects of self and (b) engaging effectively within the context of relationships across each of the ecological domains (Cook-Cottone, 2015a). Fundamentally, attunement within an individual's inner and outer dimensions is created and maintained by the embodiment of ongoing behavioral patterns—the way in which an individual actively constructs the self and engages with the environment (Cook-Cottone, 2006, 2015a, 2020). In other words, embodiment is developed through actionable practice.
What does the counseling field say about sexuality?A content analysis
Published in American Journal of Sexuality Education, 2019
Robert J. Zeglin, Danielle R. M. Niemela, Melissa Vandenberg
A third salient pattern in the data is that one fifth (20.5%) of the articles were categorized into the “Sexual Development” or “Intimacy/Interpersonal Relationships” domains, aiming to support a counselor’s competence in working with these issues. The Indivisible Self model (Myers & Sweeney, 2008) of wellness mentioned above includes elements of human development, attachment, and interpersonal functioning in the presentation of the Social Self and Contexts. Daniel (2006) summarized the relationship between development and attachment by saying that “attachment theory is a theory of the lifespan development” (p. 969). The results of the current study are congruent with the counseling field’s focus on lifespan development and interpersonal/social relationships. Sexuality and addressing sexuality-related issues with clients can therefore, it seems, align with the counseling identity.
A Pre-Match Video Self-Modeling Intervention in Elite Youth Football
Published in Journal of Applied Sport Psychology, 2020
Simon Middlemas, Chris Harwood
Although the anecdotal evidence is positive regarding video self-model interventions, researchers have found mixed support for their efficacy within sport. Improvements in skill acquisition were found with gymnasts (Ste-Marie, Rymal, Vertes, & Martini, 2011; Vertes & Ste-Marie, 2013), swimmers (PSR; Clark & Ste-Marie, 2007), and volleyball players (Ram & McCullagh, 2003); however, no improvements were found in the case of figure skaters (PSR2; Law & Ste-Marie, 2005), swimmers (PSR; Starek & McCullagh, 1999), trampolinists (Ste-Marie, Vertes, Rymal, & Martini, 2011), or gymnasts (Rymal & Ste-Marie, 2017). With mixed results to date, researchers have sought to discover why self-modeling works for some athletes but not for others (Martini, Rymal, & Ste-Marie, 2011). A review of the literature highlights methodological considerations for researchers to consider when delivering video self-modeling (VSM) interventions. These include avoiding delays between viewing the video material and competing (Vertes & Ste-Marie, 2013), having longer intervention periods (Ste-Marie et al., 2012), and needing to accurately capture athletes’ behavioral and psychological responses to the video intervention (Ram & McCullagh, 2003). Finally, an important psychological component of self-modeling is perceived improvement (Dowrick, 1999, 2012). If athletes perceive that they are not improving in an aspect of their performance, they may believe that they are not actually capable of improving. Regularly updating the model with new performance information as the intervention evolves is advised (Dowrick, 1999; Rymal, Martini, & Ste-Marie, 2010; Vertes & Ste-Marie, 2013).