By [http://ezinearticles.com/?expert=Michael_Alexander_Newman]Michael Alexander Newman
Some of Freud's ideas resonate with the ideas put forward by Fichte (1762-1814). For example, the idea of claiming the unconscious as a fundamental principle of human existence, the source material, from which results the mind or theoretical position according to which the transition from unconsciousness to consciousness in man is accompanied by restriction of freedom associated with the imposition of various restrictions in order to preserve and sustain life. At the same time Fichte unconscious - it's free activity that creates inner and outer world of human activity as if inspired from within, for Freud, the unconscious is rooted in the natural human being for granted, but it has not, in fact, no relation to the construction of objective reality.
Reflections on the problem of the unconscious occupied an important place in many philosophical works of the XIX century. During this period, it was planned and carried out the coup against rationalism of the Enlightenment and German classical philosophy to the irrational understanding of human existence in the world.
One of the philosophers who defend irrationalist line of thought was Schopenhauer (1788-1860). In his major work "The World as Will and Idea" (1819) he advanced the doctrine that the beginning of all things is unconscious, "the world will", and the first act of consciousness - the view. In the will there is a source of spontaneous development, it is this unbridled and uncontrollable force that gives rise to the creation of all the realities of life. With regard to man's knowledge of the world, then, in understanding Schopenhauer, only through the submission of this world becomes accessible to human consciousness. Thus, the conscious, intellectual activity of man is only a side thing, not having any fundamental significance for the knowledge itself, because the mind can grasp only the phenomenon, and not the essence of what is happening. Everything is deterministic unconscious will.
Similar views are held, also by Nietzsche (1844-1900). Like Schopenhauer, he assumed that at the heart of the world is an unconscious will, giving rise to all things. On this basis, the unconscious in Nietzsche's philosophy made the basis of how take place cognitive processes, and all human activity. To explain all the manifestations of human activity, he introduces the concept of "will to power", treating it as natural, unconscious instinct of every human being. Consciousness is second and disappears, replaced by automatism. The philosophy of Schopenhauer and Nietzsche had a great influence on the formation of psychoanalysis. Many of the ideas of these philosophers is largely predetermined by the various psychoanalytic concepts. Of course, between rel=nofollow [http://www.freud-sigmund.com]Freud's psychoanalysis and the philosophy of Schopenhauer and Nietzsche, there is no absolute identity. In contrast, in the understanding of the unconscious in between there are some differences. In Schopenhauer's unconscious is initially ontological: "the world will" - the root cause of all things. Nietzsche to a certain degree, shares this view, but focuses more attention on the consideration of the unconscious, how it functions in the depths of the human being. For Freud the unconscious is the same - is primarily and mainly a psychological thing, thinking about the subject only in relation to man. However, the arguments of Schopenhauer and Nietzsche on the primacy of the unconscious over the conscious and unconscious consideration as an important defining element of human life appealed to Freud, who put the whole problem in the center of psychoanalytic theory.
Of special note is the German philosopher and psychologist T. Lipps (1851-1914), who stated that unconscious processes are a special sphere of mind, requiring study. Considering the human psyche, Lipps proposed the idea according to which the major factor in mental life is unconscious of its manifestation, and, therefore, should focus on how to understand and discover the nature of the unconscious, to identify and explain the laws of its functioning.
In the period preceding the birth of psychoanalysis, Freud has repeatedly appealed to the work of Lips and, despite the fact that he tried to prove that the used concept of the unconscious does not coincide with that of his interpretation of what occurred in Lips, because the latter focused on the narrative aspect of this perspective, whereas in psychoanalysis examines the dynamic of the unconscious, the idea that the German philosopher had a marked influence on Freud.
Thus, even before Freud, many philosophers have addressed the problem of the unconscious and their ideas, no doubt, influenced the formation of the psychoanalytic theory of Freud and Freud, although often seen as a psychiatrist, his philosophical legacy should not be underestimated. Erich Fromm in his "Psychoanalysis and Religion", wrote: "... Freud is the last great representative of the rationalism of the Enlightenment and the first who showed its limitations. He dared to interrupt the song of triumph, who sang pure intellect, Freud showed that the most valuable intelligence of human and qualities of man himself is subject to the distorting effect of the passions ".
Please visit our psychology and mental health blog: [http://www.freud-sigmund.com]http://www.freud-sigmund.com, a site dedicated to the father of psychoanalysis Sigmund Freud.
Article Source: [http://EzineArticles.com/?Philosophy-and-Sigmund-Freuds-Ideas&id=6613116] Philosophy and Sigmund Freud's Ideas
Wednesday, November 30, 2011
Monday, November 28, 2011
Basic Concepts And Ideas Of Freudianism
By [http://ezinearticles.com/?expert=Michael_Alexander_Newman]Michael Alexander Newman
Psychoanalysis of Sigmund Freud
To address major issues of the essay it is necessary to distinguish the basic concepts used in the course of work.
Psychoanalysis (from Greek. Psyche-soul, and analysis-decision) - part of psychotherapy, medical research method developed by Sigmund Freud for the diagnosis and treatment of hysteria. He was then reworked by Freud's psychological doctrine, aimed at studying the hidden connections and the foundations of human mental life. This doctrine is based on the assumption that a certain set of pathological ideas, especially sexual, are "ousted" from the sphere of consciousness and has been operating from the sphere of the unconscious (which is thought as an area of domination of sexual desires) and under various masks and vestments penetrates the consciousness and threatens the spiritual unity I included in the world around him. In the action, such repressed "complexes" blamed forgetfulness, reservations, dreams and false deeds, neuroses (hysteria), and the treatment they tried to conduct such a way that during a conversation ("analysis") could easily cause these complexes from the depths of the unconscious and to eliminate them (through interviews or appropriate action), namely, to give them a chance to respond. Proponents of psychoanalysis are credited with sexual ("libido"), a central role in treating human mental life in general, as the scope of the rule of unconscious sexual desires for pleasure or displeasure.
Based on the foregoing, the essence of psychoanalysis, we may consider three levels:
psychoanalysis - as a method of psychotherapy;
psychoanalysis - as a method of studying the psychology of personality;
psychoanalysis - as a system of scientific knowledge on the attitudes, psychology and philosophy.
Having considered the basic psychological meaning of psychoanalysis, we shall henceforth refer to it as world vision system.
As a result of creative evolution, rel=nofollow Freud considers the organization of mental life as a model that has its components different psychic instance of the term: It (the id), I (ego) and the super-ego (superego).
Under It (id) it is understood the most primitive instance, which covers all innate, genetically primary and subordinate to the pleasure principle and knows nothing about either reality or about society. It is inherently irrational and immoral. It must satisfy the requirements of the instance I (ego).
Ego - to the principle of reality, producing a number of mechanisms to adapt to the environment, to cope with its requirements.
Ego is a mediator between stimuli, reaching as that of the medium and from the depths of the body, on the one hand, and the response on the other motor responses. The functions of the ego are self-preservation of the body, the seal of the experiences of external influences in memory, avoiding threatening impacts, control over the requirements of the instincts (emanating from the id).
Particular importance was attached to the super-ego (superego), which serves as a source of moral and religious feelings, the controlling agent and punishable. If id is predetermined genetically, but I is a product of individual experience, then the super-ego is a product of influences emanating from other people. It occurs in early childhood (due, according to a frame, with the Oedipus complex), and has remained virtually unchanged in subsequent years. The superego is formed through the mechanism of identification with the child's father, who serves as a model for him. If I (ego) will make a decision or take an action in favor of It (id), but in contrast to the super-ego (superego), it suffers the penalty of ephors conscience, feelings of guilt. The way super-I draws its energy from the id, the same way super-I is often over-acting violently, even sadistically. Because of the stress experienced by the pressure of various forces, I (ego) is saved with the help of special "defense mechanisms''- repression, rationalization, regression, sublimation, displacement and others. Repression means involuntary removal from the consciousness of feelings, thoughts and aspirations into action. Moving to the area Unconscious, they continue to motivate behavior, pressure on him, are experienced as feelings of anxiety. Regression - not slipping more primitive level of behavior or thought. Sublimation - one of the mechanisms by which the taboo sexual energy by moving to non-sexual objects, is discharged in the form of acceptable to the individual and society. A variety of sublimation is creativity.
Read more articles about the ideas of Sigmund Freud, bis works, biography and theories on my psychology blog: http://www.freud-sigmund.com
Article Source: [http://EzineArticles.com/?Basic-Concepts-And-Ideas-Of-Freudianism&id=6613126] Basic Concepts And Ideas Of Freudianism
Psychoanalysis of Sigmund Freud
To address major issues of the essay it is necessary to distinguish the basic concepts used in the course of work.
Psychoanalysis (from Greek. Psyche-soul, and analysis-decision) - part of psychotherapy, medical research method developed by Sigmund Freud for the diagnosis and treatment of hysteria. He was then reworked by Freud's psychological doctrine, aimed at studying the hidden connections and the foundations of human mental life. This doctrine is based on the assumption that a certain set of pathological ideas, especially sexual, are "ousted" from the sphere of consciousness and has been operating from the sphere of the unconscious (which is thought as an area of domination of sexual desires) and under various masks and vestments penetrates the consciousness and threatens the spiritual unity I included in the world around him. In the action, such repressed "complexes" blamed forgetfulness, reservations, dreams and false deeds, neuroses (hysteria), and the treatment they tried to conduct such a way that during a conversation ("analysis") could easily cause these complexes from the depths of the unconscious and to eliminate them (through interviews or appropriate action), namely, to give them a chance to respond. Proponents of psychoanalysis are credited with sexual ("libido"), a central role in treating human mental life in general, as the scope of the rule of unconscious sexual desires for pleasure or displeasure.
Based on the foregoing, the essence of psychoanalysis, we may consider three levels:
psychoanalysis - as a method of psychotherapy;
psychoanalysis - as a method of studying the psychology of personality;
psychoanalysis - as a system of scientific knowledge on the attitudes, psychology and philosophy.
Having considered the basic psychological meaning of psychoanalysis, we shall henceforth refer to it as world vision system.
As a result of creative evolution, rel=nofollow Freud considers the organization of mental life as a model that has its components different psychic instance of the term: It (the id), I (ego) and the super-ego (superego).
Under It (id) it is understood the most primitive instance, which covers all innate, genetically primary and subordinate to the pleasure principle and knows nothing about either reality or about society. It is inherently irrational and immoral. It must satisfy the requirements of the instance I (ego).
Ego - to the principle of reality, producing a number of mechanisms to adapt to the environment, to cope with its requirements.
Ego is a mediator between stimuli, reaching as that of the medium and from the depths of the body, on the one hand, and the response on the other motor responses. The functions of the ego are self-preservation of the body, the seal of the experiences of external influences in memory, avoiding threatening impacts, control over the requirements of the instincts (emanating from the id).
Particular importance was attached to the super-ego (superego), which serves as a source of moral and religious feelings, the controlling agent and punishable. If id is predetermined genetically, but I is a product of individual experience, then the super-ego is a product of influences emanating from other people. It occurs in early childhood (due, according to a frame, with the Oedipus complex), and has remained virtually unchanged in subsequent years. The superego is formed through the mechanism of identification with the child's father, who serves as a model for him. If I (ego) will make a decision or take an action in favor of It (id), but in contrast to the super-ego (superego), it suffers the penalty of ephors conscience, feelings of guilt. The way super-I draws its energy from the id, the same way super-I is often over-acting violently, even sadistically. Because of the stress experienced by the pressure of various forces, I (ego) is saved with the help of special "defense mechanisms''- repression, rationalization, regression, sublimation, displacement and others. Repression means involuntary removal from the consciousness of feelings, thoughts and aspirations into action. Moving to the area Unconscious, they continue to motivate behavior, pressure on him, are experienced as feelings of anxiety. Regression - not slipping more primitive level of behavior or thought. Sublimation - one of the mechanisms by which the taboo sexual energy by moving to non-sexual objects, is discharged in the form of acceptable to the individual and society. A variety of sublimation is creativity.
Read more articles about the ideas of Sigmund Freud, bis works, biography and theories on my psychology blog: http://www.freud-sigmund.com
Article Source: [http://EzineArticles.com/?Basic-Concepts-And-Ideas-Of-Freudianism&id=6613126] Basic Concepts And Ideas Of Freudianism
Saturday, November 26, 2011
Studying the Effects of How the Mind Reacts to Stories - A Viable Pursuit Indeed
By [http://ezinearticles.com/?expert=Lance_Winslow]Lance Winslow
There was an interesting article recently in Live Science Online News on October 11, 2011 titled, "Military Seeks Sensor to Gauge Brain's Reaction to Stories," by Stuart Fox, InnovationNewsDaily Assistant Editor. The article stated that,
"DARPA plans to not only figure out why hearing or reading a particular story may change someone's life, but also plans on developing sensors that can scan people's brains to identify those changes. Narratives exert a powerful influence on human thoughts and behavior. They consolidate memory, shape emotions, cue heuristics, and biases in judgment, influence in-group/out-group distinctions, and may affect the fundamental contents of personal identity."
Think about this for a moment, it's true that humans take stories seriously, and it is amazing how tales foretold tend to stick in the memory. It's also interesting how stories over the generations evolve and meld with the culture, shaping it, and holding it together. Nations, religions, cultures, all held together by what - stories, tales, and narratives. Amazing isn't it? So, it makes a lot of sense that we ought to study this.
For instance consider the challenges we have in education, corporate training, or even keeping people working together for the common cause of our society or civilization? Stories help, they help break the ice, they help for comic relief, they help say things that are often difficult, but telling something through a story - well it works doesn't it? Thus, we ought to use stories as much as possible.
The piece went on to add; "they change the course of insurgencies, frame negotiations, play a role in political radicalization, influence the methods and goals of violent social movements, and likely play a role in clinical conditions important to the military such as post-traumatic stress disorder."
Wow, see those points? Now then, let's switch gears here and let me tell you a though I had for this rather intriguing DARPA project about storytelling. I have some thoughts I'd like to share with you, okay so, here is the idea; The human voice box rattles or gives off a change in vibrational frequency when someone is of a very strong belief on the topic they are discussing.
This happens in business with branding, with devoted religious folks, or with anyone telling a story they truly believe in. It also has a way of coming out in writing, where folks can feel the emotional content. Perhaps someone like Steve Jobs or a fast mover in the political scene can do the same, perhaps a reverend or religious leader, and I bet this can be simulated by laying multiple tracks over speeches or instructional videos too.
I am somewhat sensitive to these vibrations, and I note my mind taking interest when these 'rattling vibrations' occur in other's voices, in fact, I am of no-religion, but when a devout person starts their spiel about their "religious wakening" or born-again moment, I find my mind shifting gears as if operating on a secondary brain wave.
Interestingly enough, I also note my own voice rattles, as I am very solid in my beliefs of such things as free-market capitalism, country, winning, and my company. When I am, I see people stop and take notice, as if I've captured them for a moment to insert my view points and vision. So, I think there is something to it, and it would stand to reason based on such historical things like "pipe-organ music" in churches and their vibrational frequency and the large number of enthralled followers.
Although, I've never read anything explaining all this, I feel there is something more here, something that could explain why stories "capture our imagination" and perhaps why we even use the word "capture" in the first place, see that point.
Questions:
1.) Have some humans, through gene expression, evolved to have stronger voice box vibrational ability?
2.) Can humans through practice hone this vibrational ability in their voices.
3.) Would practiced singers be able to do this? Is that why church's get large numbers to join their choirs?
4.) Does bowing and praying in the Muslim world cause shock waves to move forward and back during the rocking motion of praying, as savants often rock back and forth, thus triggering memory inducing brain waves?
5.) Does human passion cause certain chemicals in the body to react in engaging vocal cords? It would stand to reason.
6.) Did this ability help in the coming together of human troops, tribes, groups, communities, nationalities, cultures, religions, countries, movements?
Yes, well, as you can see, I have so many questions on all this and speculations, and theories, if you are also intrigued by this, maybe we should talk? You see, I am a writer (hobby writer), and have this storytelling ability apparently, which served me well in business, sales, marketing, and branding. It's also been good to me as a writer. So, maybe we can help reform education, train folks better, allow for better memory uptake, and then, move the ball forward by doing what comes natural for human learning, and socialization.
In fact, I think this could be tested, simulated, and we could even use what we learn to mellow out problematic societies and rogue regimes that threaten the life-experience of human populations. Interesting isn't it? Yes, all of it is, so please consider this and think on it.
Lance Winslow has launched a new provocative series of eBooks on [http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field-keywords=Lance+Winslow#/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field-keywords=Future+Concepts&rh=n%3A133140011%2Ck%3AFuture+Concepts]Future Concepts. Lance Winslow is a retired Founder of a Nationwide Franchise Chain, and now runs the Online Think Tank; http://www.worldthinktank.net
Article Source: [http://EzineArticles.com/?Studying-the-Effects-of-How-the-Mind-Reacts-to-Stories---A-Viable-Pursuit-Indeed&id=6629063] Studying the Effects of How the Mind Reacts to Stories - A Viable Pursuit Indeed
There was an interesting article recently in Live Science Online News on October 11, 2011 titled, "Military Seeks Sensor to Gauge Brain's Reaction to Stories," by Stuart Fox, InnovationNewsDaily Assistant Editor. The article stated that,
"DARPA plans to not only figure out why hearing or reading a particular story may change someone's life, but also plans on developing sensors that can scan people's brains to identify those changes. Narratives exert a powerful influence on human thoughts and behavior. They consolidate memory, shape emotions, cue heuristics, and biases in judgment, influence in-group/out-group distinctions, and may affect the fundamental contents of personal identity."
Think about this for a moment, it's true that humans take stories seriously, and it is amazing how tales foretold tend to stick in the memory. It's also interesting how stories over the generations evolve and meld with the culture, shaping it, and holding it together. Nations, religions, cultures, all held together by what - stories, tales, and narratives. Amazing isn't it? So, it makes a lot of sense that we ought to study this.
For instance consider the challenges we have in education, corporate training, or even keeping people working together for the common cause of our society or civilization? Stories help, they help break the ice, they help for comic relief, they help say things that are often difficult, but telling something through a story - well it works doesn't it? Thus, we ought to use stories as much as possible.
The piece went on to add; "they change the course of insurgencies, frame negotiations, play a role in political radicalization, influence the methods and goals of violent social movements, and likely play a role in clinical conditions important to the military such as post-traumatic stress disorder."
Wow, see those points? Now then, let's switch gears here and let me tell you a though I had for this rather intriguing DARPA project about storytelling. I have some thoughts I'd like to share with you, okay so, here is the idea; The human voice box rattles or gives off a change in vibrational frequency when someone is of a very strong belief on the topic they are discussing.
This happens in business with branding, with devoted religious folks, or with anyone telling a story they truly believe in. It also has a way of coming out in writing, where folks can feel the emotional content. Perhaps someone like Steve Jobs or a fast mover in the political scene can do the same, perhaps a reverend or religious leader, and I bet this can be simulated by laying multiple tracks over speeches or instructional videos too.
I am somewhat sensitive to these vibrations, and I note my mind taking interest when these 'rattling vibrations' occur in other's voices, in fact, I am of no-religion, but when a devout person starts their spiel about their "religious wakening" or born-again moment, I find my mind shifting gears as if operating on a secondary brain wave.
Interestingly enough, I also note my own voice rattles, as I am very solid in my beliefs of such things as free-market capitalism, country, winning, and my company. When I am, I see people stop and take notice, as if I've captured them for a moment to insert my view points and vision. So, I think there is something to it, and it would stand to reason based on such historical things like "pipe-organ music" in churches and their vibrational frequency and the large number of enthralled followers.
Although, I've never read anything explaining all this, I feel there is something more here, something that could explain why stories "capture our imagination" and perhaps why we even use the word "capture" in the first place, see that point.
Questions:
1.) Have some humans, through gene expression, evolved to have stronger voice box vibrational ability?
2.) Can humans through practice hone this vibrational ability in their voices.
3.) Would practiced singers be able to do this? Is that why church's get large numbers to join their choirs?
4.) Does bowing and praying in the Muslim world cause shock waves to move forward and back during the rocking motion of praying, as savants often rock back and forth, thus triggering memory inducing brain waves?
5.) Does human passion cause certain chemicals in the body to react in engaging vocal cords? It would stand to reason.
6.) Did this ability help in the coming together of human troops, tribes, groups, communities, nationalities, cultures, religions, countries, movements?
Yes, well, as you can see, I have so many questions on all this and speculations, and theories, if you are also intrigued by this, maybe we should talk? You see, I am a writer (hobby writer), and have this storytelling ability apparently, which served me well in business, sales, marketing, and branding. It's also been good to me as a writer. So, maybe we can help reform education, train folks better, allow for better memory uptake, and then, move the ball forward by doing what comes natural for human learning, and socialization.
In fact, I think this could be tested, simulated, and we could even use what we learn to mellow out problematic societies and rogue regimes that threaten the life-experience of human populations. Interesting isn't it? Yes, all of it is, so please consider this and think on it.
Lance Winslow has launched a new provocative series of eBooks on [http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field-keywords=Lance+Winslow#/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field-keywords=Future+Concepts&rh=n%3A133140011%2Ck%3AFuture+Concepts]Future Concepts. Lance Winslow is a retired Founder of a Nationwide Franchise Chain, and now runs the Online Think Tank; http://www.worldthinktank.net
Article Source: [http://EzineArticles.com/?Studying-the-Effects-of-How-the-Mind-Reacts-to-Stories---A-Viable-Pursuit-Indeed&id=6629063] Studying the Effects of How the Mind Reacts to Stories - A Viable Pursuit Indeed
Thursday, November 24, 2011
Parapsychology Foundation Scholarship Funding For College
By [http://ezinearticles.com/?expert=Kathie_R._Dionisio]Kathie R. Dionisio The Parapsychology Foundation is a not-for-profit organization that supports the investigation of psychic phenomena through a global support forum. The organization hosts conferences, host Perspectives Lecture Series, conducts outreach programs and maintains the Eileen J. Garrett Library. With the proceedings generate in the programs mentioned above, several grants and scholarships are awarded.
The Eileen J. Garrett Library is located on the Upper East Side of Manhattan, New York. The library houses over 12,000 volumes and 100 periodicals on parapsychology and related research topics, such as ghosts, poltergeists, physic spies and the healing power of spiritualism. The library inherited a father prestigious collection of titles from Exceptional Human Experiences Network founder, Rhea A. White, which is currently being collated, according the foundations website.
Currently, the library is only open to the public by appointments only. One of the special programs that the foundation sponsors is the Eileen J. Garrett scholarship. This scholarship program is available to both graduate and undergraduates who are considering a degree in parapsychology. The scholarship could even be awarded to students who are conducting research in the same are as part of a degree.
The annual scholarship is awarded in an amount of $3000.00. The scholarship is designed to assist a student attending an accredited school, there is one catch, the student must be pursuing the academic study of parapsychology.
There is a small list of requirements that must be completed, before a student can apply for the scholarship. Students must demonstrate a previous and continuing interest in the science of parapsychology.
Along with an interest in parapsychology the student must submit three writing samples on the topic and include this in the application. Lastly, the student must submit several letters of references from at least 3 different people who are familiar with the parapsychology work of the student.
The winner of the 2010 Eileen L Garret award from the Parapsychology Foundation was Jack Hunter from the University of Bristol. His undergraduate degree work was in archaeology and anthropology.
There are some tv shows that discuss spirituality and various people who talk about surviving death despite all odds. The human mind is interested in what may be beyond reason and the senses. Because this can't be proven by science, many are also skeptical about these claims. This controversy has existed throughout history and probably there will always be debate about whether reason is the supreme faculty or if there is something beyond it.
Learn more about various scholarships including [http://www.socialworkprograms.org/left-handed-scholarship.html]Left Handed Scholarships and [http://www.socialworkprograms.org/unusual-scholarships-for-college.html]Unusual Scholarships For College.
Article Source: [http://EzineArticles.com/?Parapsychology-Foundation-Scholarship-Funding-For-College&id=6627796] Parapsychology Foundation Scholarship Funding For College
The Eileen J. Garrett Library is located on the Upper East Side of Manhattan, New York. The library houses over 12,000 volumes and 100 periodicals on parapsychology and related research topics, such as ghosts, poltergeists, physic spies and the healing power of spiritualism. The library inherited a father prestigious collection of titles from Exceptional Human Experiences Network founder, Rhea A. White, which is currently being collated, according the foundations website.
Currently, the library is only open to the public by appointments only. One of the special programs that the foundation sponsors is the Eileen J. Garrett scholarship. This scholarship program is available to both graduate and undergraduates who are considering a degree in parapsychology. The scholarship could even be awarded to students who are conducting research in the same are as part of a degree.
The annual scholarship is awarded in an amount of $3000.00. The scholarship is designed to assist a student attending an accredited school, there is one catch, the student must be pursuing the academic study of parapsychology.
There is a small list of requirements that must be completed, before a student can apply for the scholarship. Students must demonstrate a previous and continuing interest in the science of parapsychology.
Along with an interest in parapsychology the student must submit three writing samples on the topic and include this in the application. Lastly, the student must submit several letters of references from at least 3 different people who are familiar with the parapsychology work of the student.
The winner of the 2010 Eileen L Garret award from the Parapsychology Foundation was Jack Hunter from the University of Bristol. His undergraduate degree work was in archaeology and anthropology.
There are some tv shows that discuss spirituality and various people who talk about surviving death despite all odds. The human mind is interested in what may be beyond reason and the senses. Because this can't be proven by science, many are also skeptical about these claims. This controversy has existed throughout history and probably there will always be debate about whether reason is the supreme faculty or if there is something beyond it.
Learn more about various scholarships including [http://www.socialworkprograms.org/left-handed-scholarship.html]Left Handed Scholarships and [http://www.socialworkprograms.org/unusual-scholarships-for-college.html]Unusual Scholarships For College.
Article Source: [http://EzineArticles.com/?Parapsychology-Foundation-Scholarship-Funding-For-College&id=6627796] Parapsychology Foundation Scholarship Funding For College
Tuesday, November 22, 2011
What Are Nightmares? How to Stop Having Bad Dreams
By [http://ezinearticles.com/?expert=Christina_Sponias]Christina Sponias
Carl Jung discovered that all dreams are produced by the unconscious mind. All dream images contain important hidden messages. This means that even terrible nightmares contain precious information for the dreamer.
For example, when you dream about rebellions destroying your house, this nightmare is showing you that the violent parts of your personality are destroying your psyche. This bad dream is a warning.
Other people in dreams (the rebellions) represent parts of your own personality. The rebellions represent your wild tendencies. They appeared in your dream because your wild tendencies are controlling your behavior. In other words, you are acting like a wild animal, and not like a sensible and sensitive human being.
You must be careful, and learn how to control your behavior. If you'll let the violent components of your personality destroy your psyche, you will lose your mind.
Your house in dreams represents your psyche. The rebellions were destroying your house because your violent tendencies are ruining your personality and your life.
I continued Carl Jung's research, discovering that nightmares are extremely important because we inherit too much craziness into the wild side of our brain (anti-conscience). All nightmares are warnings that basically show us how much we are being influenced by the absurdity we have inherited.
Therefore, instead of feeling upset because you had a nightmare or because you frequently have nightmares that don't let you rest, you should understand that you are in danger, and feel grateful for having the unconscious warnings in dreams. You have nightmares whenever you make costly mistakes.
The unconscious mind cannot let you peacefully rest if you are in danger. You must open your eyes, and stop doing what your evil animal nature demands.
I can translate your dreams for you if you are in a difficult situation. On the other hand, you can learn how to translate your dreams yourself. I managed to simplify and clarify the dream language after continuing Carl Jung's research.
There is more absurdity in the human mind than what Jung had concluded after examining various cases. He understood that this absurdity was inherited because those who suffer from severe mental illnesses talk about facts that don't belong to their daily reality and have no connection with their life story.
I had to continue Jung's research into the unknown region of the human psyche through dream interpretation in order to find more answers. I was practically as schizophrenic as my father. I had to discover the roots of the human absurdity in order to find sound mental health.
The unconscious mind showed me the entire content of the human psyche. Then, I had to face a battle with the anti-conscience that generates all mental illnesses within our human conscience. I saw that the absurdity existent in the human brain can easily destroy the human side of our conscience. This is why mental illnesses are so common in our world.
All bad dreams work like alarms. They show you what you are not paying attention to, in order to preserve your mental stability. Each dream image teaches you something very important for your own safety.
Write down all your dreams in a dream journal, and follow dream therapy. When you'll finally stop making mistakes, you'll also stop having nightmares. You'll then have many interesting dreams that will give you enlightening lessons.
Christina Sponias continued Carl Jung's research into the human psyche, discovering the cure for all mental illnesses, and simplifying the scientific method of dream interpretation that teaches you how to exactly translate the meaning of your dreams, so that you can find health, wisdom and happiness.
Learn more at: http://www.scientificdreaminterpretation.com [http://www.booksirecommend.com/ezine-signup-dias.php]Click Here to download a Free Sample of the eBook Dream Interpretation as a Science (86 pages!).
Article Source: [http://EzineArticles.com/?What-Are-Nightmares?-How-to-Stop-Having-Bad-Dreams&id=6635088] What Are Nightmares? How to Stop Having Bad Dreams
Carl Jung discovered that all dreams are produced by the unconscious mind. All dream images contain important hidden messages. This means that even terrible nightmares contain precious information for the dreamer.
For example, when you dream about rebellions destroying your house, this nightmare is showing you that the violent parts of your personality are destroying your psyche. This bad dream is a warning.
Other people in dreams (the rebellions) represent parts of your own personality. The rebellions represent your wild tendencies. They appeared in your dream because your wild tendencies are controlling your behavior. In other words, you are acting like a wild animal, and not like a sensible and sensitive human being.
You must be careful, and learn how to control your behavior. If you'll let the violent components of your personality destroy your psyche, you will lose your mind.
Your house in dreams represents your psyche. The rebellions were destroying your house because your violent tendencies are ruining your personality and your life.
I continued Carl Jung's research, discovering that nightmares are extremely important because we inherit too much craziness into the wild side of our brain (anti-conscience). All nightmares are warnings that basically show us how much we are being influenced by the absurdity we have inherited.
Therefore, instead of feeling upset because you had a nightmare or because you frequently have nightmares that don't let you rest, you should understand that you are in danger, and feel grateful for having the unconscious warnings in dreams. You have nightmares whenever you make costly mistakes.
The unconscious mind cannot let you peacefully rest if you are in danger. You must open your eyes, and stop doing what your evil animal nature demands.
I can translate your dreams for you if you are in a difficult situation. On the other hand, you can learn how to translate your dreams yourself. I managed to simplify and clarify the dream language after continuing Carl Jung's research.
There is more absurdity in the human mind than what Jung had concluded after examining various cases. He understood that this absurdity was inherited because those who suffer from severe mental illnesses talk about facts that don't belong to their daily reality and have no connection with their life story.
I had to continue Jung's research into the unknown region of the human psyche through dream interpretation in order to find more answers. I was practically as schizophrenic as my father. I had to discover the roots of the human absurdity in order to find sound mental health.
The unconscious mind showed me the entire content of the human psyche. Then, I had to face a battle with the anti-conscience that generates all mental illnesses within our human conscience. I saw that the absurdity existent in the human brain can easily destroy the human side of our conscience. This is why mental illnesses are so common in our world.
All bad dreams work like alarms. They show you what you are not paying attention to, in order to preserve your mental stability. Each dream image teaches you something very important for your own safety.
Write down all your dreams in a dream journal, and follow dream therapy. When you'll finally stop making mistakes, you'll also stop having nightmares. You'll then have many interesting dreams that will give you enlightening lessons.
Christina Sponias continued Carl Jung's research into the human psyche, discovering the cure for all mental illnesses, and simplifying the scientific method of dream interpretation that teaches you how to exactly translate the meaning of your dreams, so that you can find health, wisdom and happiness.
Learn more at: http://www.scientificdreaminterpretation.com [http://www.booksirecommend.com/ezine-signup-dias.php]Click Here to download a Free Sample of the eBook Dream Interpretation as a Science (86 pages!).
Article Source: [http://EzineArticles.com/?What-Are-Nightmares?-How-to-Stop-Having-Bad-Dreams&id=6635088] What Are Nightmares? How to Stop Having Bad Dreams
Sunday, November 20, 2011
Philosophy And Psychoanalysis
By [http://ezinearticles.com/?expert=Michael_Alexander_Newman]Michael Alexander Newman
Being acquainted with the philosophy of Plato, Freud might draw out ideas about the unconscious as Plato reflects on the problem of the unconscious person's knowledge. Yes, and other topics, developed in the framework of Greek philosophy and is directly adjacent to the problem of the unconscious, whether it be dream or motivations of human activity, could not interest the founder of psychoanalysis. It is no accident, justification or excuse for his psychoanalytic postulates it, though not often resorted to the authority of Empedocles and Aristotle.
In the philosophy of the eighteenth century XVII-to the forefront of understanding the fore issues related to the understanding of the nature of the mind, the definition of the role and place of consciousness in human life. One of the main question was about whether to consider the human mind as endowed with consciousness only if you can avoid it in the presence of something like that, that does not possess the properties of consciousness, or as part of the processes that take place automatically, unconsciously and spontaneously, it should make for mental limits of human life.
In Descartes (1596-1650) deals with this question are clear: he proclaimed the identity of consciousness and mental, believing that the human psyche, there can be nothing other than deliberately running processes. The maxim "I think, therefore I am" becomes the starting point of his philosophy. This does not mean an absolute power of the mind and reducing everything to a mental conscious. Descartes did not recognize the existence of passions of the human soul. On the contrary, in his treatise "The Passion of the soul," he attempted to understand the problem. In this treatise, Descartes not only provides a classification of the passions, but also writes about the struggle taking place between the "lower" part of the soul, which he called "sentient" and "higher" part of it - a "reasonable". However, he believes that the parts of the soul have no fundamental differences and, therefore, the soul actually is one. At the same between the two parts of the soul, there is no struggle, because the mind is the determinant. The struggle in the soul of man is only when one and the same is the passion and the reason which has an effect on the body. In this case, human passion is like an unconscious body movement, while holding back their soul.
Against the absolute power of intelligent design made in a man Spinoza (1632-1677) believed that "people would rather follow the leadership of a blind desire, than the mind...". In contrast to the Cartesian philosophy Spinoza proposed a provision that the inclination or desire is the very essence of man. These representations of the relationship between reason and passion, mind and instincts of man are reflected in the works of several philosophers who expressed doubts about certain provisions of the Cartesian philosophy.
One of these was the philosopher Hume (1711-1776), who opposed the restructuring of that any rational being is into conformity with the mind of his thoughts. Hume attempted to prove that, first, the mind itself can not motivate an act, and, secondly, that reason does not prevent the flow of emotions. Thus, Hume believed that, in principle, it affects the mind and can not stand each other or challenge each other priority in the management of human will, and therefore there is no need to talk about a struggle between them. In the arguments of Spinoza and Hume, there were many similarities with what was later expressed in the psychoanalytic Freud. This, above all, is that the position that human life in predetermining the role played by his unconscious desires or inclinations, than the consciousness of the mind. In addition, Spinoza treats desires and impulses of man as his most intimate, the fundamental fact entirely separate founder of psychoanalysis.
Along with the problem of the relation of mind and passions an important place in the philosophy of XVII-XVIII centuries, had the question of the relationship between conscious and unconscious perceptions, ideas and opinions, which refers to a philosophical understanding of the nature of human cognition. Descartes recognized the existence of man "vague" and "dark" perceptions that arise because of the dual origin of the perceptions themselves, because according to the Cartesian philosophy, some of them occur in the body, the other in the human soul. In turn, Spinoza distinguished between "clear" and "vague" idea.
In the philosophy of Leibniz (1646-1716), this problem was seen through the prism of the so-called "small perceptions," "subtle perceptions." In his view it is difficult to explain the emergence of conscious perceptions and ideas, if you do not admit the existence of something like that, that is not characterized by the property of consciousness, but still dormant in the human soul. Way of speaking about the need to recognize the unconscious and reasoning, which uses rel=nofollow [http://www.freud-sigmund.com]Leibniz and Freud, in many aspects is identical. Thus, if Leibniz indicates faulty connection between the processes of perception in the case of non-recognition of previous states of consciousness of the human soul, then, similarly are also constructed arguments by Freud. He proceeds from the assumption that the unconscious is necessary because of the existence of such acts of consciousness, which is required to explain the recognition of the other acts that are not conscious, because consciousness in the data, there are many gaps. Only in this case, he believes, is not disturbed psychic continuity, and it becomes clear the essence of the cognitive process, with its conscious acts.
The problem of the unconscious, clad in the form of considering the possibility of the existence of unconscious representations is reflected in the philosophy of Kant (1724-1804). Kant says that we can realize that we have the representation, though we can be not aware of it. On this basis, he distinguishes between two kinds of representations, "vague" and "clear." Kant does not doubt, not only in the presence of a person's "vague" ideas, but also in the existence of sensory intuitions and feelings that the sphere of "vague" ideas of a man is quite extensive, while the consciousness of the available "clear" views are not so numerous.
You can find much more information about Psychoanalysis and Sigmund Freud on my psychology blog [http://www.freud-sigmund.com]http://www.freud-sigmund.com.
Article Source: [http://EzineArticles.com/?Philosophy-And-Psychoanalysis&id=6613101] Philosophy And Psychoanalysis
Being acquainted with the philosophy of Plato, Freud might draw out ideas about the unconscious as Plato reflects on the problem of the unconscious person's knowledge. Yes, and other topics, developed in the framework of Greek philosophy and is directly adjacent to the problem of the unconscious, whether it be dream or motivations of human activity, could not interest the founder of psychoanalysis. It is no accident, justification or excuse for his psychoanalytic postulates it, though not often resorted to the authority of Empedocles and Aristotle.
In the philosophy of the eighteenth century XVII-to the forefront of understanding the fore issues related to the understanding of the nature of the mind, the definition of the role and place of consciousness in human life. One of the main question was about whether to consider the human mind as endowed with consciousness only if you can avoid it in the presence of something like that, that does not possess the properties of consciousness, or as part of the processes that take place automatically, unconsciously and spontaneously, it should make for mental limits of human life.
In Descartes (1596-1650) deals with this question are clear: he proclaimed the identity of consciousness and mental, believing that the human psyche, there can be nothing other than deliberately running processes. The maxim "I think, therefore I am" becomes the starting point of his philosophy. This does not mean an absolute power of the mind and reducing everything to a mental conscious. Descartes did not recognize the existence of passions of the human soul. On the contrary, in his treatise "The Passion of the soul," he attempted to understand the problem. In this treatise, Descartes not only provides a classification of the passions, but also writes about the struggle taking place between the "lower" part of the soul, which he called "sentient" and "higher" part of it - a "reasonable". However, he believes that the parts of the soul have no fundamental differences and, therefore, the soul actually is one. At the same between the two parts of the soul, there is no struggle, because the mind is the determinant. The struggle in the soul of man is only when one and the same is the passion and the reason which has an effect on the body. In this case, human passion is like an unconscious body movement, while holding back their soul.
Against the absolute power of intelligent design made in a man Spinoza (1632-1677) believed that "people would rather follow the leadership of a blind desire, than the mind...". In contrast to the Cartesian philosophy Spinoza proposed a provision that the inclination or desire is the very essence of man. These representations of the relationship between reason and passion, mind and instincts of man are reflected in the works of several philosophers who expressed doubts about certain provisions of the Cartesian philosophy.
One of these was the philosopher Hume (1711-1776), who opposed the restructuring of that any rational being is into conformity with the mind of his thoughts. Hume attempted to prove that, first, the mind itself can not motivate an act, and, secondly, that reason does not prevent the flow of emotions. Thus, Hume believed that, in principle, it affects the mind and can not stand each other or challenge each other priority in the management of human will, and therefore there is no need to talk about a struggle between them. In the arguments of Spinoza and Hume, there were many similarities with what was later expressed in the psychoanalytic Freud. This, above all, is that the position that human life in predetermining the role played by his unconscious desires or inclinations, than the consciousness of the mind. In addition, Spinoza treats desires and impulses of man as his most intimate, the fundamental fact entirely separate founder of psychoanalysis.
Along with the problem of the relation of mind and passions an important place in the philosophy of XVII-XVIII centuries, had the question of the relationship between conscious and unconscious perceptions, ideas and opinions, which refers to a philosophical understanding of the nature of human cognition. Descartes recognized the existence of man "vague" and "dark" perceptions that arise because of the dual origin of the perceptions themselves, because according to the Cartesian philosophy, some of them occur in the body, the other in the human soul. In turn, Spinoza distinguished between "clear" and "vague" idea.
In the philosophy of Leibniz (1646-1716), this problem was seen through the prism of the so-called "small perceptions," "subtle perceptions." In his view it is difficult to explain the emergence of conscious perceptions and ideas, if you do not admit the existence of something like that, that is not characterized by the property of consciousness, but still dormant in the human soul. Way of speaking about the need to recognize the unconscious and reasoning, which uses rel=nofollow [http://www.freud-sigmund.com]Leibniz and Freud, in many aspects is identical. Thus, if Leibniz indicates faulty connection between the processes of perception in the case of non-recognition of previous states of consciousness of the human soul, then, similarly are also constructed arguments by Freud. He proceeds from the assumption that the unconscious is necessary because of the existence of such acts of consciousness, which is required to explain the recognition of the other acts that are not conscious, because consciousness in the data, there are many gaps. Only in this case, he believes, is not disturbed psychic continuity, and it becomes clear the essence of the cognitive process, with its conscious acts.
The problem of the unconscious, clad in the form of considering the possibility of the existence of unconscious representations is reflected in the philosophy of Kant (1724-1804). Kant says that we can realize that we have the representation, though we can be not aware of it. On this basis, he distinguishes between two kinds of representations, "vague" and "clear." Kant does not doubt, not only in the presence of a person's "vague" ideas, but also in the existence of sensory intuitions and feelings that the sphere of "vague" ideas of a man is quite extensive, while the consciousness of the available "clear" views are not so numerous.
You can find much more information about Psychoanalysis and Sigmund Freud on my psychology blog [http://www.freud-sigmund.com]http://www.freud-sigmund.com.
Article Source: [http://EzineArticles.com/?Philosophy-And-Psychoanalysis&id=6613101] Philosophy And Psychoanalysis
Friday, November 18, 2011
Reasons For Being a Psychologist
By [http://ezinearticles.com/?expert=James_T_Tear]James T Tear
Because psychology is a huge field of science with many diverse streams, the question of why to become a psychologist can be difficult. As indicated in careers in Psychology, there are many messages we have had that indicate a wide range of career opportunities as a psychologist. The study of human behavior and mental processes are so great as it applies to all people (and animals) on earth, it is not surprising that the study of psychology is so great! I can wager a bet that you could apply to something you are interested in psychology For example, if you are interested in computing and technology, you can study the areas related to the psychology of technology. This can be used on everything from cognitive science in terms of ergonomics.
So why is a psychologist?
You probably do not want to go through all the stages and work hard to become a psychologist, just because you are interested in psychology could be applied to something. There should be more, so lets see what would make a great psychologist:
Reason Number One:
First, ask how he became interested in psychology? If you are not interested in the field of psychology, then you should be. You must have a general understanding of what psychology is, subfields of psychology, and especially what a psychologist /. To become a psychologist, you have to have time to devote to their education, training, volunteering, etc. So make sure you know what you're getting into. So if you wonder how he became interested in psychology, then you can use this response to determine if you have the will and motivation to succeed as a psychologist.
Reason number two:
If your answer is reason to know how he became interested in psychology, then now ask you if you work in a field related to psychology (eg, social work, marketing, etc.) or if you want to register as a psychologist in their jurisdiction ( clinical psychologist, research psychologist, etc.) If you have a strong interest in psychology, this does not mean you want to open / work in a consulting role or a therapist can only have an interest in learning the ways of thinking, feel and act. You can combine this interest with something like a business, and start a career in marketing with interest. If you want to become a psychologist, ask yourself this question.
Reason number three:
So you want to become a licensed psychologist who can help a career in clinical research, teaching or potentially as a psychologist. Do you have a genuine interest and to help others? I hope that if you are willing to sign up to become a clinical psychologist of some sort, you want to help their patients. You are willing to help people and be able to listen effectively to what they need or want a professional psychology. As a psychologist who has an aversion to helping others be like a chef who hates to cook a meal.
Reason number four:
In order to be effective in helping others seek the help of a professional psychologist will be asked if you are emotionally stable? How do you know yourself? This does not mean that occasionally feel depressed. This means that you know your car well enough, and are able to stay in touch at any time. For example: You might think that if you have seen a psychologist in the past that would be automatically exempt from being a successful psychologist. This could not be further from the truth, and can work to your advantage. Therefore, an advantage that you were able to ask for help when you need to show that there are mysteries about seeking psychological help, which has experienced the other end of professional psychological experience, and who made the effort to keep it under control emotionally.
Reason number five:
If you want to be a good psychologist, you should ask yourself if you're a great communicator, with an open mind? Ask yourself this sincere and honest. You must be able to communicate effectively with the action plans back to patients, so that you and your patient can understand what is happening, and it happens as much as possible. You must also have an open mind, able to adapt to new scenarios without condemning or damaging your customers. In this way you can help patients, without prejudice, and psychologists have a responsibility to comply with a list of strong professional and ethical standards.
So now, ask yourself..would you make a good Psychologist?
James Tear http://www.psychology-canada.ca
Article Source: [http://EzineArticles.com/?Reasons-For-Being-a-Psychologist&id=6627316] Reasons For Being a Psychologist
Because psychology is a huge field of science with many diverse streams, the question of why to become a psychologist can be difficult. As indicated in careers in Psychology, there are many messages we have had that indicate a wide range of career opportunities as a psychologist. The study of human behavior and mental processes are so great as it applies to all people (and animals) on earth, it is not surprising that the study of psychology is so great! I can wager a bet that you could apply to something you are interested in psychology For example, if you are interested in computing and technology, you can study the areas related to the psychology of technology. This can be used on everything from cognitive science in terms of ergonomics.
So why is a psychologist?
You probably do not want to go through all the stages and work hard to become a psychologist, just because you are interested in psychology could be applied to something. There should be more, so lets see what would make a great psychologist:
Reason Number One:
First, ask how he became interested in psychology? If you are not interested in the field of psychology, then you should be. You must have a general understanding of what psychology is, subfields of psychology, and especially what a psychologist /. To become a psychologist, you have to have time to devote to their education, training, volunteering, etc. So make sure you know what you're getting into. So if you wonder how he became interested in psychology, then you can use this response to determine if you have the will and motivation to succeed as a psychologist.
Reason number two:
If your answer is reason to know how he became interested in psychology, then now ask you if you work in a field related to psychology (eg, social work, marketing, etc.) or if you want to register as a psychologist in their jurisdiction ( clinical psychologist, research psychologist, etc.) If you have a strong interest in psychology, this does not mean you want to open / work in a consulting role or a therapist can only have an interest in learning the ways of thinking, feel and act. You can combine this interest with something like a business, and start a career in marketing with interest. If you want to become a psychologist, ask yourself this question.
Reason number three:
So you want to become a licensed psychologist who can help a career in clinical research, teaching or potentially as a psychologist. Do you have a genuine interest and to help others? I hope that if you are willing to sign up to become a clinical psychologist of some sort, you want to help their patients. You are willing to help people and be able to listen effectively to what they need or want a professional psychology. As a psychologist who has an aversion to helping others be like a chef who hates to cook a meal.
Reason number four:
In order to be effective in helping others seek the help of a professional psychologist will be asked if you are emotionally stable? How do you know yourself? This does not mean that occasionally feel depressed. This means that you know your car well enough, and are able to stay in touch at any time. For example: You might think that if you have seen a psychologist in the past that would be automatically exempt from being a successful psychologist. This could not be further from the truth, and can work to your advantage. Therefore, an advantage that you were able to ask for help when you need to show that there are mysteries about seeking psychological help, which has experienced the other end of professional psychological experience, and who made the effort to keep it under control emotionally.
Reason number five:
If you want to be a good psychologist, you should ask yourself if you're a great communicator, with an open mind? Ask yourself this sincere and honest. You must be able to communicate effectively with the action plans back to patients, so that you and your patient can understand what is happening, and it happens as much as possible. You must also have an open mind, able to adapt to new scenarios without condemning or damaging your customers. In this way you can help patients, without prejudice, and psychologists have a responsibility to comply with a list of strong professional and ethical standards.
So now, ask yourself..would you make a good Psychologist?
James Tear http://www.psychology-canada.ca
Article Source: [http://EzineArticles.com/?Reasons-For-Being-a-Psychologist&id=6627316] Reasons For Being a Psychologist
Wednesday, November 16, 2011
Seven Tips For Offering Psychological First Aid In Schools
By [http://ezinearticles.com/?expert=Lucas_Mwirigi]Lucas Mwirigi
Psychological first aid is defined as offering immediate, compassionate support after a traumatic event which helps children and adolescents identify coping strategies or healthy, adaptive coping methods for dealing with the crisis. Psychological first aid for children and adolescents refers to the specific steps that adults can take to help children deal with their own flight, fight or freeze response to a crisis or traumatic event.
Strategies associated with psychological first aid can be used by teachers to effectively reach and respond to students who have recently experienced or are currently experiencing a crisis or traumatic event. Further, early intervention may also prevent children from experiencing complex, long terms symptoms as a result of the trauma.
In many communities, schools are viewed as hubs of social interaction, information and at times, support. Schools can be ideal locations for children and adolescence to receive psychological first aid after experiencing a crisis or traumatic event. Students bring their social and emotional needs to school and it is often the classroom teacher who must intervene and provide support, particularly if a teacher has been charged with a teacher-counselor role within the school.
.
In this article,i outline steps teachers may engage in psychological first aid practices to assist their students who have recently experienced traumatic events.
Making contact refers to building a trusting relationship with a child and establishing contact so that the child feels that someone is available and that the adult will listen, validate, support and care for them. For teachers who have established strong relationships with their students, making contact may also mean noticing subtle or pronounced behavioral changes in a student and making time for one on one contact with the child to listen. It is important that teachers establish contact but do not force a child or adolescent to tell the teacher "what happened" or "what is wrong". Children and adolescents may be asked if they would like to talk about the event or crisis, but should not feel forced to tell "the story" if they are unable or unready to do so. Some children may simply want to discuss how they feel, how their body feels or what they are worried about rather than telling intimate details of a traumatic event. Teachers should allow students to determine the course of the conversation.
Providing safety is the second step. It involves specific verbalizations or behaviors by the teacher that encourage a child to feel safe at school. This may include specific statements, such as, "You are safe here with me" or "I will do my best to keep you safe here at school". Specific safety behaviors may include allowing a student to hold a special stuffed animal, sit in the teacher's chair or near the teacher, sit near a friend in the classroom or sit in special place in the room with comfortable pillows and blankets. Adolescents may feel a greater sense of safety by talking with the teacher in private, sitting with a group of friends or near a best friend. Expressive arts can also be used to help develop a sense of safety. For example, children and adolescents may draw or paint pictures of a "safe space" or write a poem about a safe place or safe person. Children who do not feel safe at school will not be able to sustain their attention, function optimally or retain academic content or information.
The third component of Psychological First Aid, stabilizing affect, refers to helping to stabilize a student who is expressing strong emotions related to the traumatic event. Anger, sadness, fear and confusion are common affective states that may occur after a child has witnessed a traumatic event. Despite the structure of the school environment and the school day, students may experience extreme emotional states at school and may need assistance with returning to a more homeostatic emotional state. Assisting a child in this manner often involves finding a private space to sit with the child or adolescent, calmly accepting the emotion being displayed, and if the child is listening, reflecting back to the child what is happening in the moment. For example, a teacher may state, "I can see that you are very angry and frustrated right now and you are not sure what to do" or "You are so sad right now and crying very hard". Simple reflections such as these help children feel validated and help them make sense of their extreme emotions. Additional strategies for stabilizing affect may include naming the behavior that the child is displaying as a result of the emotion ("You are pounding your fists on the table because you are mad") and reminding the child that they are not alone while facing the problem ("I am here with you and I care about you. I am going to listen to you".)
Addressing needs or concerns refers to asking questions about what the child needs in the immediate moment or what concerns the child has as that time. Students who have just experienced a strong emotional outpouring may ask to use the bathroom, for a drink of water or to have a few minutes in private before going back to class. Some students may want to go home and be with family members to feel connected to and sheltered by their families. Traumatic events frequently invoke a yearning for attachment and closeness with caregivers. Other students may pose existential questions to the teacher in attempt to understand death, grieving or the "why" of man-made crises or natural disasters. Teachers should calmly respond to student needs and concerns to the best of their ability and admit when they do not know how to respond. Children and adolescents will still benefit by being able to state their needs and concerns and have a compassionate adult listen to them.
Facilitating coping is an important step in psychological first aid because it reminds students of how they are coping with the traumatic or stressful event as well as gives them time and space with an adult to identify other strategies that they can engage in to cope with their thoughts and feelings. To begin, the teacher may want to praise the very basic steps the student has taken up until that time. For example, teachers may state that a student is brave and strong for attending school despite the crisis or teachers may praise a student's wisdom for asking for support or letting an adult help him or her. Additionally, if the student is calmer at this point, the teacher can ask what the student would like to do to begin to feel better. Students may name coping skills that have worked for them in the past when they are upset and teachers should validate these instincts. A teacher may say, "You just told me that during the last time that you were really scared, you talked to your mom and dad and cried. But afterward, you felt better". Students may decide that they want to talk to trusted adults in their family or community about how they are feeling and what they worry about. Students may also reveal that they would like to draw a picture, read a book, and play with or sit with their friends. All are examples of children or teens "reminding themselves" of their innate coping skills and the different actions that they can take to cope. Students who are psychologically stuck or unable to name coping skills may benefit by having the teacher gently brain storm with the child or suggest specific coping strategies.
Finally, the last two steps in Psychological First Aid involve Linking with collaborative services and Referral to other professionals for follow up. Because of the nature of these steps parents of the student should be contacted if the teacher has not already done so. Linking with collaborative services and referrals simply means providing parents or caregivers with information about community resources which may help the student and/or family deal with the crisis or traumatic event. For example, information about services or agencies which provide food, clothing, shelter, water or which address basic needs should be shared with the parents. If those basic needs are not an issue, the teacher may then want to help the parents consider how to ensure a sense of safety, comfort and support at home. Again this may include linking families with outside services (e.g. a church leader, counselor, etc.) to provide additional intervention. This may be particularly true when the parents are too impacted by the traumatic event to be the sole source of support for the child.
In conclusion, the school environment is impacted by the social and emotional needs of its students. The psychological and emotional impact of trauma on children and adolescents will impair a student's ability to function in a school environment in a variety of ways. The steps of psychological first aid can assist teachers with providing a sense of safety, support, stability, nurturance and reassurance through practical counseling strategies.
Article Source: [http://EzineArticles.com/?Seven-Tips-For-Offering-Psychological-First-Aid-In-Schools&id=6627836] Seven Tips For Offering Psychological First Aid In Schools
Psychological first aid is defined as offering immediate, compassionate support after a traumatic event which helps children and adolescents identify coping strategies or healthy, adaptive coping methods for dealing with the crisis. Psychological first aid for children and adolescents refers to the specific steps that adults can take to help children deal with their own flight, fight or freeze response to a crisis or traumatic event.
Strategies associated with psychological first aid can be used by teachers to effectively reach and respond to students who have recently experienced or are currently experiencing a crisis or traumatic event. Further, early intervention may also prevent children from experiencing complex, long terms symptoms as a result of the trauma.
In many communities, schools are viewed as hubs of social interaction, information and at times, support. Schools can be ideal locations for children and adolescence to receive psychological first aid after experiencing a crisis or traumatic event. Students bring their social and emotional needs to school and it is often the classroom teacher who must intervene and provide support, particularly if a teacher has been charged with a teacher-counselor role within the school.
.
In this article,i outline steps teachers may engage in psychological first aid practices to assist their students who have recently experienced traumatic events.
Making contact refers to building a trusting relationship with a child and establishing contact so that the child feels that someone is available and that the adult will listen, validate, support and care for them. For teachers who have established strong relationships with their students, making contact may also mean noticing subtle or pronounced behavioral changes in a student and making time for one on one contact with the child to listen. It is important that teachers establish contact but do not force a child or adolescent to tell the teacher "what happened" or "what is wrong". Children and adolescents may be asked if they would like to talk about the event or crisis, but should not feel forced to tell "the story" if they are unable or unready to do so. Some children may simply want to discuss how they feel, how their body feels or what they are worried about rather than telling intimate details of a traumatic event. Teachers should allow students to determine the course of the conversation.
Providing safety is the second step. It involves specific verbalizations or behaviors by the teacher that encourage a child to feel safe at school. This may include specific statements, such as, "You are safe here with me" or "I will do my best to keep you safe here at school". Specific safety behaviors may include allowing a student to hold a special stuffed animal, sit in the teacher's chair or near the teacher, sit near a friend in the classroom or sit in special place in the room with comfortable pillows and blankets. Adolescents may feel a greater sense of safety by talking with the teacher in private, sitting with a group of friends or near a best friend. Expressive arts can also be used to help develop a sense of safety. For example, children and adolescents may draw or paint pictures of a "safe space" or write a poem about a safe place or safe person. Children who do not feel safe at school will not be able to sustain their attention, function optimally or retain academic content or information.
The third component of Psychological First Aid, stabilizing affect, refers to helping to stabilize a student who is expressing strong emotions related to the traumatic event. Anger, sadness, fear and confusion are common affective states that may occur after a child has witnessed a traumatic event. Despite the structure of the school environment and the school day, students may experience extreme emotional states at school and may need assistance with returning to a more homeostatic emotional state. Assisting a child in this manner often involves finding a private space to sit with the child or adolescent, calmly accepting the emotion being displayed, and if the child is listening, reflecting back to the child what is happening in the moment. For example, a teacher may state, "I can see that you are very angry and frustrated right now and you are not sure what to do" or "You are so sad right now and crying very hard". Simple reflections such as these help children feel validated and help them make sense of their extreme emotions. Additional strategies for stabilizing affect may include naming the behavior that the child is displaying as a result of the emotion ("You are pounding your fists on the table because you are mad") and reminding the child that they are not alone while facing the problem ("I am here with you and I care about you. I am going to listen to you".)
Addressing needs or concerns refers to asking questions about what the child needs in the immediate moment or what concerns the child has as that time. Students who have just experienced a strong emotional outpouring may ask to use the bathroom, for a drink of water or to have a few minutes in private before going back to class. Some students may want to go home and be with family members to feel connected to and sheltered by their families. Traumatic events frequently invoke a yearning for attachment and closeness with caregivers. Other students may pose existential questions to the teacher in attempt to understand death, grieving or the "why" of man-made crises or natural disasters. Teachers should calmly respond to student needs and concerns to the best of their ability and admit when they do not know how to respond. Children and adolescents will still benefit by being able to state their needs and concerns and have a compassionate adult listen to them.
Facilitating coping is an important step in psychological first aid because it reminds students of how they are coping with the traumatic or stressful event as well as gives them time and space with an adult to identify other strategies that they can engage in to cope with their thoughts and feelings. To begin, the teacher may want to praise the very basic steps the student has taken up until that time. For example, teachers may state that a student is brave and strong for attending school despite the crisis or teachers may praise a student's wisdom for asking for support or letting an adult help him or her. Additionally, if the student is calmer at this point, the teacher can ask what the student would like to do to begin to feel better. Students may name coping skills that have worked for them in the past when they are upset and teachers should validate these instincts. A teacher may say, "You just told me that during the last time that you were really scared, you talked to your mom and dad and cried. But afterward, you felt better". Students may decide that they want to talk to trusted adults in their family or community about how they are feeling and what they worry about. Students may also reveal that they would like to draw a picture, read a book, and play with or sit with their friends. All are examples of children or teens "reminding themselves" of their innate coping skills and the different actions that they can take to cope. Students who are psychologically stuck or unable to name coping skills may benefit by having the teacher gently brain storm with the child or suggest specific coping strategies.
Finally, the last two steps in Psychological First Aid involve Linking with collaborative services and Referral to other professionals for follow up. Because of the nature of these steps parents of the student should be contacted if the teacher has not already done so. Linking with collaborative services and referrals simply means providing parents or caregivers with information about community resources which may help the student and/or family deal with the crisis or traumatic event. For example, information about services or agencies which provide food, clothing, shelter, water or which address basic needs should be shared with the parents. If those basic needs are not an issue, the teacher may then want to help the parents consider how to ensure a sense of safety, comfort and support at home. Again this may include linking families with outside services (e.g. a church leader, counselor, etc.) to provide additional intervention. This may be particularly true when the parents are too impacted by the traumatic event to be the sole source of support for the child.
In conclusion, the school environment is impacted by the social and emotional needs of its students. The psychological and emotional impact of trauma on children and adolescents will impair a student's ability to function in a school environment in a variety of ways. The steps of psychological first aid can assist teachers with providing a sense of safety, support, stability, nurturance and reassurance through practical counseling strategies.
Article Source: [http://EzineArticles.com/?Seven-Tips-For-Offering-Psychological-First-Aid-In-Schools&id=6627836] Seven Tips For Offering Psychological First Aid In Schools
Monday, November 14, 2011
Psychology Colleges in US
By [http://ezinearticles.com/?expert=James_August_Smithe]James August Smithe
Psychology is the study of human behavior, mental conditions and of human emotions in a scientific manner. Further, the job of a psychologist is to apply the principles thus learned to real human subjects, whether in clinical setting, or in any other setting such as industrial psychology. The United States has possibly the best psychology programs in the world, with its top colleges turning out top psychologists every year. Selecting the best program, from the best colleges is not an easy task. You have to select the best colleges from among a long list of universities that offer degrees in psychology. The importance of selecting the right college is even more important in the case of psychology because psychology is one of the costlier programs one can take. Any wrong selection here can cost you a packet. We have sifted through a number of surveys to bring you this list of the best psychology colleges in US.
Stanford University Stanford is consistently as the top university for psychology in the United States year after year. With more than 15,000 students enrolled in the university in the year 2010, it is one of the most respected universities in the world, with an unmatched psychology department.
Yale University The psychology program of Yale specializes in behavioral neuroscience, cognitive psychology, as well as clinical, developmental and social psychology.
University of Michigan The psychology students of this university can gain experience at the clinic at the university, which has therapy programs as well as community outreach services for patients.
University of California Los Angeles (UCLA) Located in the Westwood area of Los Angeles, the psychology program at this university specializes in cognitive sciences and psycho-biology fields.
University Of Illinois at Urbana-Champaign Apart from other specialties, you can study clinical, quantitative, developmental, and industrial-organizational psychology at this university.
University of California at Berkeley The university offers a Ph.D program within the area of Cognition and Development in its Graduate school of Education. The program the students to prepare themselves for a job as a psychologist in public schools, universities, mental health clinics, and other work settings.
Harvard With more than 30 faculty members, and past faculty that includes eminent psychologists and researchers such as B.F. Skinner, Gordon Allport, George Miller and Henry Murray, Harvard has one of the most distinguished psychology departments in the world.
University of Minnesota (U of M) Areas of specialization at the university include Clinical psychology, cognitive and brain sciences, Counseling, Industrial/Organizational, Quantitative methods, social psychology and Personality etc psychology.
University of Pennsylvania The university offers both undergraduate and graduate courses. It is consistently rated among the top psychology programs in the world.
University of California in San Diego This is the best school in US if you want to study experimental psychology: program it offers include Behavior Analysis, Cognitive psychology, Developmental psychology, Neuroscience and Behavior, and Social Psychology.
DegreePsychology.com provides information on getting an [http://www.degreepsychology.com/]Online Psychology Degree.
It will help and prepare you for job opportunities upon graduation if you have a [http://www.degreepsychology.com/]Psychology Degree.
Article Source: [http://EzineArticles.com/?Psychology-Colleges-in-US&id=6629761] Psychology Colleges in US
Psychology is the study of human behavior, mental conditions and of human emotions in a scientific manner. Further, the job of a psychologist is to apply the principles thus learned to real human subjects, whether in clinical setting, or in any other setting such as industrial psychology. The United States has possibly the best psychology programs in the world, with its top colleges turning out top psychologists every year. Selecting the best program, from the best colleges is not an easy task. You have to select the best colleges from among a long list of universities that offer degrees in psychology. The importance of selecting the right college is even more important in the case of psychology because psychology is one of the costlier programs one can take. Any wrong selection here can cost you a packet. We have sifted through a number of surveys to bring you this list of the best psychology colleges in US.
Stanford University Stanford is consistently as the top university for psychology in the United States year after year. With more than 15,000 students enrolled in the university in the year 2010, it is one of the most respected universities in the world, with an unmatched psychology department.
Yale University The psychology program of Yale specializes in behavioral neuroscience, cognitive psychology, as well as clinical, developmental and social psychology.
University of Michigan The psychology students of this university can gain experience at the clinic at the university, which has therapy programs as well as community outreach services for patients.
University of California Los Angeles (UCLA) Located in the Westwood area of Los Angeles, the psychology program at this university specializes in cognitive sciences and psycho-biology fields.
University Of Illinois at Urbana-Champaign Apart from other specialties, you can study clinical, quantitative, developmental, and industrial-organizational psychology at this university.
University of California at Berkeley The university offers a Ph.D program within the area of Cognition and Development in its Graduate school of Education. The program the students to prepare themselves for a job as a psychologist in public schools, universities, mental health clinics, and other work settings.
Harvard With more than 30 faculty members, and past faculty that includes eminent psychologists and researchers such as B.F. Skinner, Gordon Allport, George Miller and Henry Murray, Harvard has one of the most distinguished psychology departments in the world.
University of Minnesota (U of M) Areas of specialization at the university include Clinical psychology, cognitive and brain sciences, Counseling, Industrial/Organizational, Quantitative methods, social psychology and Personality etc psychology.
University of Pennsylvania The university offers both undergraduate and graduate courses. It is consistently rated among the top psychology programs in the world.
University of California in San Diego This is the best school in US if you want to study experimental psychology: program it offers include Behavior Analysis, Cognitive psychology, Developmental psychology, Neuroscience and Behavior, and Social Psychology.
DegreePsychology.com provides information on getting an [http://www.degreepsychology.com/]Online Psychology Degree.
It will help and prepare you for job opportunities upon graduation if you have a [http://www.degreepsychology.com/]Psychology Degree.
Article Source: [http://EzineArticles.com/?Psychology-Colleges-in-US&id=6629761] Psychology Colleges in US
Saturday, November 12, 2011
Ideas and Concepts of Freud
By [http://ezinearticles.com/?expert=Michael_Alexander_Newman]Michael Alexander Newman
Freud's doctrine has become famous primarily by the fact that penetrated into the recesses of the unconscious, or, as sometimes the author himself says, "hell" mentality. However, if we restrict this evaluation, it is possible to overlook another important aspect: the discovery of Freud's complex, conflicting relations between the conscious and unconscious mental processes, raging over the surface of consciousness, in which slides in introspection gaze of the subject. The man himself, Freud thought, doesn't have in front of him a transparent, clear picture of the complex device of its own inner world with all its streams, storms, explosions. And here is intended to come to the aid of psychoanalysis with his method of "free association". Following the biological way of thinking, Freud distinguished two instincts that drive the behavior of self-preservation instinct and sexual instinct, which provides conservation not of the individual, but of the entire species. This second instinct was elevated into the category of Freud's psychological dogma (the reference to Young's) and named - the libido. The unconscious is interpreted as a sphere full of libido energy, blind instinct, which knows nothing but the pleasure principle, which a man feels when this energy is discharged. Depressed, repressed sexual desire for Freud stood for free from the mind control of the associations of his patients. This transcript Freud called psychoanalysis. Exploring his own dreams, Freud came to the conclusion that the "script" of dreams in its seeming absurdity is nothing but a code of hidden desires, which is satisfied in the images - symbols of this form of night life.
The idea that our everyday behavior is influenced by unconscious motives is considered by Freud in his book " Psychopathology of Everyday Life " (1901). Various erroneous actions, forgetting names, reservation slips are usually considered to be random, they explain the weakness of memory. According to Freud they break ulterior motives, because there was nothing accidental in the psychic reactions of people. All causes are conditioned. In another paper, "Jokes and Their Relation to the Unconscious" (1905) jokes or puns Freud interpreted as a relaxation of tension created by the restrictions that are imposed on the individual's consciousness of different social norms.
The scheme of psychosocial development of personality from infancy to a stage where there is a natural attraction to the person of the opposite sex is regarded by Freud in "Three Essays on the Theory of Sexuality" (1905). One of the leading versions of rel=nofollow [http://www.freud-sigmund.com]Freud's Oedipus complex is, as the eternal formula of boys to their parents: a boy feels attracted to his mother, seeing his father as a rival, and that causes fear and hatred.
During the First World War, Freud makes adjustments in the scheme of the instincts. Along with sex in the human psyche there is an instinct of death wish (Tonatos as the antipode of Eros), according to Freud, the instinct includes self-preservation instinct. Under the name Tonatos it is meant not only a special attraction to death, but also to the destruction of others, the desire for aggression, which is elevated to a well-known, inherent in human nature itself biological motivation.
Article Source: [http://EzineArticles.com/?Ideas-and-Concepts-of-Freud&id=6613133] Ideas and Concepts of Freud
Freud's doctrine has become famous primarily by the fact that penetrated into the recesses of the unconscious, or, as sometimes the author himself says, "hell" mentality. However, if we restrict this evaluation, it is possible to overlook another important aspect: the discovery of Freud's complex, conflicting relations between the conscious and unconscious mental processes, raging over the surface of consciousness, in which slides in introspection gaze of the subject. The man himself, Freud thought, doesn't have in front of him a transparent, clear picture of the complex device of its own inner world with all its streams, storms, explosions. And here is intended to come to the aid of psychoanalysis with his method of "free association". Following the biological way of thinking, Freud distinguished two instincts that drive the behavior of self-preservation instinct and sexual instinct, which provides conservation not of the individual, but of the entire species. This second instinct was elevated into the category of Freud's psychological dogma (the reference to Young's) and named - the libido. The unconscious is interpreted as a sphere full of libido energy, blind instinct, which knows nothing but the pleasure principle, which a man feels when this energy is discharged. Depressed, repressed sexual desire for Freud stood for free from the mind control of the associations of his patients. This transcript Freud called psychoanalysis. Exploring his own dreams, Freud came to the conclusion that the "script" of dreams in its seeming absurdity is nothing but a code of hidden desires, which is satisfied in the images - symbols of this form of night life.
The idea that our everyday behavior is influenced by unconscious motives is considered by Freud in his book " Psychopathology of Everyday Life " (1901). Various erroneous actions, forgetting names, reservation slips are usually considered to be random, they explain the weakness of memory. According to Freud they break ulterior motives, because there was nothing accidental in the psychic reactions of people. All causes are conditioned. In another paper, "Jokes and Their Relation to the Unconscious" (1905) jokes or puns Freud interpreted as a relaxation of tension created by the restrictions that are imposed on the individual's consciousness of different social norms.
The scheme of psychosocial development of personality from infancy to a stage where there is a natural attraction to the person of the opposite sex is regarded by Freud in "Three Essays on the Theory of Sexuality" (1905). One of the leading versions of rel=nofollow [http://www.freud-sigmund.com]Freud's Oedipus complex is, as the eternal formula of boys to their parents: a boy feels attracted to his mother, seeing his father as a rival, and that causes fear and hatred.
During the First World War, Freud makes adjustments in the scheme of the instincts. Along with sex in the human psyche there is an instinct of death wish (Tonatos as the antipode of Eros), according to Freud, the instinct includes self-preservation instinct. Under the name Tonatos it is meant not only a special attraction to death, but also to the destruction of others, the desire for aggression, which is elevated to a well-known, inherent in human nature itself biological motivation.
Article Source: [http://EzineArticles.com/?Ideas-and-Concepts-of-Freud&id=6613133] Ideas and Concepts of Freud
Thursday, November 10, 2011
Features Of The Views Of The Followers Of Freud
By [http://ezinearticles.com/?expert=Michael_Alexander_Newman]Michael Alexander Newman Freud was surrounded by many students. The most distinctive of them were Carl Jung (1875-1961) and A. Adler (1870-1937), who created their own direction. The first named his analytical psychology, the second- individual. Their names were in psychoanalysis so closely linked that when Jung, presenting to the keeper of the British Museum, to give his name, that asked: "Freud, Jung, Adler, 'and heard the apology in response:" No, just Jung "
In the words of Carl Jung followers of Freud learned from his "father" that is not that what he taught, but what he did ". Dissatisfaction with the psychoanalytic method and the need to revise some of the postulates of orthodox Freudianism led his closest followers to a personal break with Freud, but not to break with psychoanalysis.
The first innovation was the concept of Jung's "collective unconscious". If, for Freud, the unconscious mind of the individual can enter events, be forced out of consciousness, Jung believed its rich forms, which in any case can not be purchased individually, but they are gifts of ancestors. Analysis allows us to "find" the gift, which is formed by several hidden mental structures, which Jung called archetypes. The archetypes are instinctive in man. In his famous work "The archetype and the symbol" Jung explains the essence of following this concept: "Under the archetypes I understand the collective nature of the forms and patterns found in almost all the land as an element of myth and at the same time are autochthonous, individual products of unconscious origin. Archetypal motifs originate from archetypal images of the human mind, which are transmitted not only by tradition and migration but also by heredity. This hypothesis is necessary because even the most complex archetypal patterns can spontaneously be reproduced without any tradition. Preimage or archetype is the result of a huge articulated technical expertise of countless number of ancestors. That is the psychic residue of innumerable experiences of the same type. "
The notion of archetypes Jung explained on the basis of the theory of the collective unconscious, he makes a clear separation between the individual and the collective unconscious. Individual unconscious reflects the personal experience of the individual and consists of the experiences that were once conscious but have lost their conscious nature by virtue of neglect or suppression. The collective unconscious is a common human experience, characteristic to all races and peoples. It represents latent memory traces of the human past, as well as subhuman animal state. It is fixed in the mythologies, folk epics, religious beliefs and manifest, that is, comes to the surface of modern humans through dreams. Therefore, the main indicator for Jung of the unconscious is the dream and his psychoanalytic work.
Arguing that "the theory of sexuality is extremely important to me and personally, and in the philosophical sense" Jung, nonetheless denied her as the only expression of personality of mental integrity and cites numerous examples of "neurosis, in which the issue of sexuality has played a subordinate role as well to the fore other factors, such as the problem of social adaptation, the pressure of the tragic circumstances of life, for reasons of prestige, etc. "
Adler, modifying the original doctrine of psychoanalysis, identified as a factor in the development of individual feelings of inferiority engendered by, inter alia, bodily defects. If rel=nofollow Freud's explanation of the motives of the individual concentrated their attention on identifying the causes of human actions, A. Adler believed that it is necessary to know the ultimate goal of his ambition, "an unconscious life plan" by which he tries to overcome the stress of life and its uncertainty. According to the teachings of Adler, an individual because of physical defects (imperfections of human nature) feels a sense of worthlessness or inferiority. In an effort to overcome this feeling and self-esteem among others, he updated his creative potential. This update, Adler, using the conceptual apparatus of psychoanalysis, called it compensation, or overcompensation. Overcompensation is a special form of social reaction to feelings of inferiority. In the "inferiority complex" Adler sees the source of neurosis.
For more psychology related articles please visit: http://www.freud-sigmund.com
Article Source: [http://EzineArticles.com/?Features-Of-The-Views-Of-The-Followers-Of-Freud&id=6613142] Features Of The Views Of The Followers Of Freud
In the words of Carl Jung followers of Freud learned from his "father" that is not that what he taught, but what he did ". Dissatisfaction with the psychoanalytic method and the need to revise some of the postulates of orthodox Freudianism led his closest followers to a personal break with Freud, but not to break with psychoanalysis.
The first innovation was the concept of Jung's "collective unconscious". If, for Freud, the unconscious mind of the individual can enter events, be forced out of consciousness, Jung believed its rich forms, which in any case can not be purchased individually, but they are gifts of ancestors. Analysis allows us to "find" the gift, which is formed by several hidden mental structures, which Jung called archetypes. The archetypes are instinctive in man. In his famous work "The archetype and the symbol" Jung explains the essence of following this concept: "Under the archetypes I understand the collective nature of the forms and patterns found in almost all the land as an element of myth and at the same time are autochthonous, individual products of unconscious origin. Archetypal motifs originate from archetypal images of the human mind, which are transmitted not only by tradition and migration but also by heredity. This hypothesis is necessary because even the most complex archetypal patterns can spontaneously be reproduced without any tradition. Preimage or archetype is the result of a huge articulated technical expertise of countless number of ancestors. That is the psychic residue of innumerable experiences of the same type. "
The notion of archetypes Jung explained on the basis of the theory of the collective unconscious, he makes a clear separation between the individual and the collective unconscious. Individual unconscious reflects the personal experience of the individual and consists of the experiences that were once conscious but have lost their conscious nature by virtue of neglect or suppression. The collective unconscious is a common human experience, characteristic to all races and peoples. It represents latent memory traces of the human past, as well as subhuman animal state. It is fixed in the mythologies, folk epics, religious beliefs and manifest, that is, comes to the surface of modern humans through dreams. Therefore, the main indicator for Jung of the unconscious is the dream and his psychoanalytic work.
Arguing that "the theory of sexuality is extremely important to me and personally, and in the philosophical sense" Jung, nonetheless denied her as the only expression of personality of mental integrity and cites numerous examples of "neurosis, in which the issue of sexuality has played a subordinate role as well to the fore other factors, such as the problem of social adaptation, the pressure of the tragic circumstances of life, for reasons of prestige, etc. "
Adler, modifying the original doctrine of psychoanalysis, identified as a factor in the development of individual feelings of inferiority engendered by, inter alia, bodily defects. If rel=nofollow Freud's explanation of the motives of the individual concentrated their attention on identifying the causes of human actions, A. Adler believed that it is necessary to know the ultimate goal of his ambition, "an unconscious life plan" by which he tries to overcome the stress of life and its uncertainty. According to the teachings of Adler, an individual because of physical defects (imperfections of human nature) feels a sense of worthlessness or inferiority. In an effort to overcome this feeling and self-esteem among others, he updated his creative potential. This update, Adler, using the conceptual apparatus of psychoanalysis, called it compensation, or overcompensation. Overcompensation is a special form of social reaction to feelings of inferiority. In the "inferiority complex" Adler sees the source of neurosis.
For more psychology related articles please visit: http://www.freud-sigmund.com
Article Source: [http://EzineArticles.com/?Features-Of-The-Views-Of-The-Followers-Of-Freud&id=6613142] Features Of The Views Of The Followers Of Freud
Tuesday, November 8, 2011
Freud and Neofreudianism
By [http://ezinearticles.com/?expert=Michael_Alexander_Newman]Michael Alexander Newman If we view psychoanalysis as a scientific body of knowledge on the attitudes, psychology and philosophy (part of psychotherapy), Freudianism is the common name of various schools of thought seeking to apply psychological teachings of Freud to explain the phenomena pertaining to man, society and culture. A. Adler, and Jung are members of Freudianism. In the late 30s came neofreudianism linking the Freudian psychoanalysis to sociological theories. It criticized several provisions of classical psychoanalysis in the interpretation of intrapsychic processes, but leaving its key concepts (irrational motives of human action, the inherent limitations of each individual), representatives of neofreudianism shifted center of gravity for the study of interpersonal relations. This is done in an effort to answer questions about human existence, about how people should live and what to do. The cause of neuroses in man they consider anxiety that appears in a child in a collision with an initially hostile to him world and the growing lack of love and attention. Later for this reason it becomes impossible for an individual to achieve harmony with the social structure of modern society that shapes in a person a feeling of loneliness, isolation from others, alienation. That society is seen as a source of universal alienation and hostile indigenous recognized trends of personality development and transformation of social values and ideals. After healing of the individual also it should happen cure all of society. Among the most famous representatives of neofreudianism are Karen Horney (1885-1953), Erich Frome (1900-1980), W. Reich (1897-1957), Herbert Marcuse (1898-1979), etc.
Leading representative of neofreudianism was Erich Fromm. Significant role in shaping the views of Fromm was the fact that in the period 1929-1932 he was a member of the Institute for Social Research in Frankfurt am Main, where in those years evolved the Frankfurt School (M. Horkheimer, Adorno, Marcuse). Fromm accepts that interpretation of Marxism, which occurred at this school in an effort to synthesize the ideas of the "young Marx" of psychoanalysis and other contemporary philosophical trends (existentialism, philosophical anthropology, etc. ). He believed that a person is nothing innate. All of his psychic manifestations are a consequence of submergence of the individual in different social environments. However, unlike Marxism, Fromm takes the character of the formation of a particular type of personality not from the direct impact of the social environment, but from the duality of human existence: "existential" and "historic. " By the existential component of the human being, he considers two facts:
1. man, in his words, initially located between life and death, "he is thrown into this world in a random place and time" and "gets out of it again by accident, "
2. there is a contradiction between the fact that every human being is the bearer of all the potentialities inherent in him, but can not implement them due to the short duration of his existence. A person can not avoid these contradictions, but responds to them in various ways, according to its nature and culture.
The historical contradictions, according to Fromm, have a completely different nature. They are not a necessary part of human existence, but are created and resolved by the person in his own life, or in subsequent periods of history. Elimination of historical contradictions Fromm connected with the creation of a new humanist society. In his book "Revolution of Hope" (1968), Fromm presents his ideas on ways to humanize the modern society. He had high hopes for the introduction of a "humanistic planning, " "revitalization by replacing individual methods" alienated bureaucracy "methods" of humanistic management ", change the way towards increased consumption " activation "of man and the elimination of its passivity, the proliferation of new forms of psychospiritual orientation, " which should be "the equivalent of the religious systems of the past. " At the same time Fromm put forward the idea of ��
Article Source: [http://EzineArticles.com/?Freud-and-Neofreudianism&id=6613148] Freud and Neofreudianism
Leading representative of neofreudianism was Erich Fromm. Significant role in shaping the views of Fromm was the fact that in the period 1929-1932 he was a member of the Institute for Social Research in Frankfurt am Main, where in those years evolved the Frankfurt School (M. Horkheimer, Adorno, Marcuse). Fromm accepts that interpretation of Marxism, which occurred at this school in an effort to synthesize the ideas of the "young Marx" of psychoanalysis and other contemporary philosophical trends (existentialism, philosophical anthropology, etc. ). He believed that a person is nothing innate. All of his psychic manifestations are a consequence of submergence of the individual in different social environments. However, unlike Marxism, Fromm takes the character of the formation of a particular type of personality not from the direct impact of the social environment, but from the duality of human existence: "existential" and "historic. " By the existential component of the human being, he considers two facts:
1. man, in his words, initially located between life and death, "he is thrown into this world in a random place and time" and "gets out of it again by accident, "
2. there is a contradiction between the fact that every human being is the bearer of all the potentialities inherent in him, but can not implement them due to the short duration of his existence. A person can not avoid these contradictions, but responds to them in various ways, according to its nature and culture.
The historical contradictions, according to Fromm, have a completely different nature. They are not a necessary part of human existence, but are created and resolved by the person in his own life, or in subsequent periods of history. Elimination of historical contradictions Fromm connected with the creation of a new humanist society. In his book "Revolution of Hope" (1968), Fromm presents his ideas on ways to humanize the modern society. He had high hopes for the introduction of a "humanistic planning, " "revitalization by replacing individual methods" alienated bureaucracy "methods" of humanistic management ", change the way towards increased consumption " activation "of man and the elimination of its passivity, the proliferation of new forms of psychospiritual orientation, " which should be "the equivalent of the religious systems of the past. " At the same time Fromm put forward the idea of ��
Article Source: [http://EzineArticles.com/?Freud-and-Neofreudianism&id=6613148] Freud and Neofreudianism
Sunday, November 6, 2011
Thought Control in Times of War - Should We Be Worried?
By [http://ezinearticles.com/?expert=Lance_Winslow]Lance Winslow
Should the citizens of the world be worried about "thought control" weapons and devices? Well, consider if you will the Arab Spring and those outrageous events, and then think about how easy such weapons could destabilize a country, culture, society, or civilization. Oh, I see now I have your undivided attention, good, because I'd like to discuss this for a moment if you have a few minutes.
First, many nations have experimented with thought control, and many have studied the use of cult techniques used by religious groups and leaders as well. This is nothing new, the manipulation of the human mind and societies, and communities has been going on well before the printing press and mass media, and well before the Internet, social networks, and mobile computing. With all this practice, and the use of the latest high-tech devices, well, the powers that be, both good and perhaps nearing the definition of evil, have somewhat perfected these things.
Is anything being done about it? Militaries, politicians, corporations, religions, all with mass psychological tools of manipulation and mind control - scary stuff indeed, so what is being done to slow down the fast-moving exploits of such things? Well, from what I've heard; the military is terrified of more Congressional Hearings on the topic of "mind control" and there was even a rather huge brouhaha a few years back over the use of Satellites for mind control for military purposes, apparently someone suggested that frequencies could be sent down from space, I am assuming Microwaves to get large crowds to disperse or use as a force-multiplier in the battlespace, the Congress was outraged and even brought up the issue in congressional testimony.
Now then, in the intelligence community, you betcha, they are fully into such technology, and since it is covert, like the previous "heart attack" directional frequency weapons, it's a valuable tool to have around. The old "heart attack" directed energy machines that don't work on everyone, strong hearts and athletes can take much more than you'd expect and it needs separation from other people too, it's hard to keep directly focused on a single person in close proximity, and don't ask me how I know this. Okay so, the mind control devices do not seem to work so well on everyone either for various reasons.
So, who is using this stuff if the US Military isn't? Well, how about the Russians, Chinese, Iranians, Germans, French, and others? What about the covert branches of our government and the others? The Intelligence Community, much like the Black Projects for the Military, do not have anywhere near the level of oversight or scrutiny, which is why such technology would be used there instead, perhaps Blackwater too? I know you are cringing at this thought, I am just saying how things happen.
Luckily, some of these systems do not work as well as the conspiracy theorists think, but they can work well for some things, crowd dispersion (active denial) or milder forms of psychological, biological exploits. Perhaps even on politicians running for office up at podiums while on TV, remember Howard Dean's melt down, that is what it would look like if pointed at a politician giving a speech, and perhaps the type of behavior one might expect, and I am not saying that's what happened, just what we might observe if and when it did.
Can you begin to see the power such a tool has to exploit guerilla warfare players, terrorists, or politics in an opposing nation-state? Or increase riots via satellite, or mellow them out, depending on your desires or strategic objectives. Many might decry all this, but if the wrong dictator gets into power, that too could be a real problem, millions could die, and we could end up sending our own men and women to have to fight, and some die to defend against such a future radical.
Yah, I know, so who has the right to play god you ask? I'm just saying the capabilities exist.
Well, to answer that very good question, yes, there are many in the military that cringe on the thought of mind control weapons as well, but others see the value in using such technology to control aircraft like the USAF is working on now. DARPA has had great success helping wounded warriors operate their prosthesis so they could hug their children, lots of good comes of such technology too. Also Sony now has a patent to use these things for living room video games.
You'll have to excuse my bluntness, I am ethical to a fault, but non-religious, and my country comes first. I love technology and innovation, and I've seen the good, bad, and ugly too, just like you. Indeed, I hope you will please consider all this and think on it, even if those thoughts are not really your own!
Lance Winslow has launched a new provocative series of eBooks on [http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field-keywords=Lance+Winslow#/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field-keywords=Future+Concepts&rh=n%3A133140011%2Ck%3AFuture+Concepts]Future Concepts. Lance Winslow is a retired Founder of a Nationwide Franchise Chain, and now runs the Online Think Tank; http://www.worldthinktank.net
Article Source: [http://EzineArticles.com/?Thought-Control-in-Times-of-War---Should-We-Be-Worried?&id=6645115] Thought Control in Times of War - Should We Be Worried?
Should the citizens of the world be worried about "thought control" weapons and devices? Well, consider if you will the Arab Spring and those outrageous events, and then think about how easy such weapons could destabilize a country, culture, society, or civilization. Oh, I see now I have your undivided attention, good, because I'd like to discuss this for a moment if you have a few minutes.
First, many nations have experimented with thought control, and many have studied the use of cult techniques used by religious groups and leaders as well. This is nothing new, the manipulation of the human mind and societies, and communities has been going on well before the printing press and mass media, and well before the Internet, social networks, and mobile computing. With all this practice, and the use of the latest high-tech devices, well, the powers that be, both good and perhaps nearing the definition of evil, have somewhat perfected these things.
Is anything being done about it? Militaries, politicians, corporations, religions, all with mass psychological tools of manipulation and mind control - scary stuff indeed, so what is being done to slow down the fast-moving exploits of such things? Well, from what I've heard; the military is terrified of more Congressional Hearings on the topic of "mind control" and there was even a rather huge brouhaha a few years back over the use of Satellites for mind control for military purposes, apparently someone suggested that frequencies could be sent down from space, I am assuming Microwaves to get large crowds to disperse or use as a force-multiplier in the battlespace, the Congress was outraged and even brought up the issue in congressional testimony.
Now then, in the intelligence community, you betcha, they are fully into such technology, and since it is covert, like the previous "heart attack" directional frequency weapons, it's a valuable tool to have around. The old "heart attack" directed energy machines that don't work on everyone, strong hearts and athletes can take much more than you'd expect and it needs separation from other people too, it's hard to keep directly focused on a single person in close proximity, and don't ask me how I know this. Okay so, the mind control devices do not seem to work so well on everyone either for various reasons.
So, who is using this stuff if the US Military isn't? Well, how about the Russians, Chinese, Iranians, Germans, French, and others? What about the covert branches of our government and the others? The Intelligence Community, much like the Black Projects for the Military, do not have anywhere near the level of oversight or scrutiny, which is why such technology would be used there instead, perhaps Blackwater too? I know you are cringing at this thought, I am just saying how things happen.
Luckily, some of these systems do not work as well as the conspiracy theorists think, but they can work well for some things, crowd dispersion (active denial) or milder forms of psychological, biological exploits. Perhaps even on politicians running for office up at podiums while on TV, remember Howard Dean's melt down, that is what it would look like if pointed at a politician giving a speech, and perhaps the type of behavior one might expect, and I am not saying that's what happened, just what we might observe if and when it did.
Can you begin to see the power such a tool has to exploit guerilla warfare players, terrorists, or politics in an opposing nation-state? Or increase riots via satellite, or mellow them out, depending on your desires or strategic objectives. Many might decry all this, but if the wrong dictator gets into power, that too could be a real problem, millions could die, and we could end up sending our own men and women to have to fight, and some die to defend against such a future radical.
Yah, I know, so who has the right to play god you ask? I'm just saying the capabilities exist.
Well, to answer that very good question, yes, there are many in the military that cringe on the thought of mind control weapons as well, but others see the value in using such technology to control aircraft like the USAF is working on now. DARPA has had great success helping wounded warriors operate their prosthesis so they could hug their children, lots of good comes of such technology too. Also Sony now has a patent to use these things for living room video games.
You'll have to excuse my bluntness, I am ethical to a fault, but non-religious, and my country comes first. I love technology and innovation, and I've seen the good, bad, and ugly too, just like you. Indeed, I hope you will please consider all this and think on it, even if those thoughts are not really your own!
Lance Winslow has launched a new provocative series of eBooks on [http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field-keywords=Lance+Winslow#/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field-keywords=Future+Concepts&rh=n%3A133140011%2Ck%3AFuture+Concepts]Future Concepts. Lance Winslow is a retired Founder of a Nationwide Franchise Chain, and now runs the Online Think Tank; http://www.worldthinktank.net
Article Source: [http://EzineArticles.com/?Thought-Control-in-Times-of-War---Should-We-Be-Worried?&id=6645115] Thought Control in Times of War - Should We Be Worried?
Friday, November 4, 2011
Getting a Masters Degree in Psychology
By [http://ezinearticles.com/?expert=James_August_Smithe]James August Smithe
A masters degree in psychology is one of the best career choices. Clinical psychologists are known to have stratospheric salaries, and even though much of this reputation is a mix of urban myth and easy stereotyping, there is some grain of truth in it. This makes a graduate or a masters degree in psychology one of the most competitive domains when one is trying to get a seat after their undergraduates. Indeed, it has been reported that only about 2-5% of students who apply for a seat in a masters course succeed in getting a seat. Here we discuss the how and why's of getting a masters and graduate degree.
Why You Should Get a Masters in Psychology
One of the foremost reasons why people do a graduate degree in psychology is that it is the only possible way to become an accredited clinical psychologist. Without a masters, you can be a psychologist, but you will not be able to see patients in a clinical setting. This degree also allows you to become a counselor, which is a professional who advises people with their day-to-day life. Such counselors include school psychologists, marriage counselors and educational counselors. If you specialize in social work, you can also work as a psychologist in a social work environment. Depending upon the specialization you take, you have a choice of working in many different settings. A masters also allows you to pursue a graduate degree in psychology.
Graduate Degrees After Masters in Psychology
In the United States, there are two types of doctorate degrees you can do after masters in psychology - one is the more popular PhD program that is more academically inclined, and the second kind are the PsyD (doctor of psychology) degree program that is more practically oriented. In the United Kingdom, one has to complete a Doctorate in Clinical Psychology (D. Clin. Psych.) after their bachelors to get a masters. In most countries, after completing a degree, a license is required from the government or the relevant body to practice.
Getting a masters in psychology is not an easy task: first you have to get a seat in a program of your choice against heavy odds, then it takes more than 6 years to complete the degree, and that is not including any internship required. And all this after you have to pay very high fees for the degree itself - any decision to take a masters should be weighted in with the cost, benefits, your long-term goals and tempered with a passion for psychology. Because only when you really like this field would you be able to succeed in it.
DegreePsychology.com provides information on getting an [http://www.degreepsychology.com/]Online Psychology Degree.
It will help and prepare you for job opportunities upon graduation if you have a [http://www.degreepsychology.com/]Psychology Degree.
Article Source: [http://EzineArticles.com/?Getting-a-Masters-Degree-in-Psychology&id=6623865] Getting a Masters Degree in Psychology
A masters degree in psychology is one of the best career choices. Clinical psychologists are known to have stratospheric salaries, and even though much of this reputation is a mix of urban myth and easy stereotyping, there is some grain of truth in it. This makes a graduate or a masters degree in psychology one of the most competitive domains when one is trying to get a seat after their undergraduates. Indeed, it has been reported that only about 2-5% of students who apply for a seat in a masters course succeed in getting a seat. Here we discuss the how and why's of getting a masters and graduate degree.
Why You Should Get a Masters in Psychology
One of the foremost reasons why people do a graduate degree in psychology is that it is the only possible way to become an accredited clinical psychologist. Without a masters, you can be a psychologist, but you will not be able to see patients in a clinical setting. This degree also allows you to become a counselor, which is a professional who advises people with their day-to-day life. Such counselors include school psychologists, marriage counselors and educational counselors. If you specialize in social work, you can also work as a psychologist in a social work environment. Depending upon the specialization you take, you have a choice of working in many different settings. A masters also allows you to pursue a graduate degree in psychology.
Graduate Degrees After Masters in Psychology
In the United States, there are two types of doctorate degrees you can do after masters in psychology - one is the more popular PhD program that is more academically inclined, and the second kind are the PsyD (doctor of psychology) degree program that is more practically oriented. In the United Kingdom, one has to complete a Doctorate in Clinical Psychology (D. Clin. Psych.) after their bachelors to get a masters. In most countries, after completing a degree, a license is required from the government or the relevant body to practice.
Getting a masters in psychology is not an easy task: first you have to get a seat in a program of your choice against heavy odds, then it takes more than 6 years to complete the degree, and that is not including any internship required. And all this after you have to pay very high fees for the degree itself - any decision to take a masters should be weighted in with the cost, benefits, your long-term goals and tempered with a passion for psychology. Because only when you really like this field would you be able to succeed in it.
DegreePsychology.com provides information on getting an [http://www.degreepsychology.com/]Online Psychology Degree.
It will help and prepare you for job opportunities upon graduation if you have a [http://www.degreepsychology.com/]Psychology Degree.
Article Source: [http://EzineArticles.com/?Getting-a-Masters-Degree-in-Psychology&id=6623865] Getting a Masters Degree in Psychology
Wednesday, November 2, 2011
Jobs After a Psychology Degree
By [http://ezinearticles.com/?expert=James_August_Smithe]James August Smithe
Students who have done a degree in psychology are proficient in many transferable skills that help them in jobs that are not directly related to psychology. It is seen that the coursework for a psychology degree trains one to study diverse domains such as statistics, writing essays, writing dissertations, understanding an issue weighing empirical evidence, writing reports, and presenting the findings in seminars. All these skills can be employed on many jobs, which is what makes psychology students such an attractive option for employers. Here we talk about the most popular types of jobs pursued by psychology students after their bachelors.
Childcare Related and Counseling
Also called school psychology, these jobs involve working with kids in schools towards guiding them to better behavior and careers. With schoolyard bullying still a major problem in schools across the country, the counselors have their work cut out for them. To become a counselor, you may need to take a relevant degree. In the United Kingdom, you can take a part-time degree in Qualification in Counseling Psychology (QCP). It must be noted that a counselor is not a clinical psychologist. Rather, he can be considered more as an adviser in specific settings, such as in schools.
A degree required to become an educational psychologist is that of Doctorate in Educational Psychology. In the United States, most school and educational counselors are Master's in psychology, though there are some Ed.S. courses too available in the same.
Personnel, Training and Recruitment
Also known as Human Resources, many psychology majors go on to work in the HR department of companies, and bring their people skills to full use there. There is a lot of competition in this domain, so one may have to join in a relatively junior position to gain some experience before they can get a more senior position. HR jobs involve manpower planning, recruitment and selection, training and development of employee skills, performance evaluation and other employee services.
Psychiatrist Technicians
Even if a psychology degree does not make you a clinical psychologist, you can still work in the domain as a mental health technician. In these jobs, you will work directly under the guidance of a clinical psychologist. This makes it an attractive option if you wish to pursue your masters - experience working with a clinical psychologist should help you in your later career.
An undergraduate degree in psychology prepares one for many jobs other than that of a psychologist. Other jobs options for psychology degree holders include teaching, market researchers, sales representatives, and forensic psychologist, among others. Apart from all these jobs, one also has the option of pursuing their masters in psychology.
DegreePsychology.com provides information on getting an [http://www.degreepsychology.com/]Online Psychology Degree.
It will help and prepare you for job opportunities upon graduation if you have a [http://www.degreepsychology.com/]Psychology Degree.
Article Source: [http://EzineArticles.com/?Jobs-After-a-Psychology-Degree&id=6623879] Jobs After a Psychology Degree
Students who have done a degree in psychology are proficient in many transferable skills that help them in jobs that are not directly related to psychology. It is seen that the coursework for a psychology degree trains one to study diverse domains such as statistics, writing essays, writing dissertations, understanding an issue weighing empirical evidence, writing reports, and presenting the findings in seminars. All these skills can be employed on many jobs, which is what makes psychology students such an attractive option for employers. Here we talk about the most popular types of jobs pursued by psychology students after their bachelors.
Childcare Related and Counseling
Also called school psychology, these jobs involve working with kids in schools towards guiding them to better behavior and careers. With schoolyard bullying still a major problem in schools across the country, the counselors have their work cut out for them. To become a counselor, you may need to take a relevant degree. In the United Kingdom, you can take a part-time degree in Qualification in Counseling Psychology (QCP). It must be noted that a counselor is not a clinical psychologist. Rather, he can be considered more as an adviser in specific settings, such as in schools.
A degree required to become an educational psychologist is that of Doctorate in Educational Psychology. In the United States, most school and educational counselors are Master's in psychology, though there are some Ed.S. courses too available in the same.
Personnel, Training and Recruitment
Also known as Human Resources, many psychology majors go on to work in the HR department of companies, and bring their people skills to full use there. There is a lot of competition in this domain, so one may have to join in a relatively junior position to gain some experience before they can get a more senior position. HR jobs involve manpower planning, recruitment and selection, training and development of employee skills, performance evaluation and other employee services.
Psychiatrist Technicians
Even if a psychology degree does not make you a clinical psychologist, you can still work in the domain as a mental health technician. In these jobs, you will work directly under the guidance of a clinical psychologist. This makes it an attractive option if you wish to pursue your masters - experience working with a clinical psychologist should help you in your later career.
An undergraduate degree in psychology prepares one for many jobs other than that of a psychologist. Other jobs options for psychology degree holders include teaching, market researchers, sales representatives, and forensic psychologist, among others. Apart from all these jobs, one also has the option of pursuing their masters in psychology.
DegreePsychology.com provides information on getting an [http://www.degreepsychology.com/]Online Psychology Degree.
It will help and prepare you for job opportunities upon graduation if you have a [http://www.degreepsychology.com/]Psychology Degree.
Article Source: [http://EzineArticles.com/?Jobs-After-a-Psychology-Degree&id=6623879] Jobs After a Psychology Degree
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