scholarly journals White space interpretation in Hermann Rorschach’s inkblot test: An analysis of two male examinees’ responses

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Anna Hunca-Bednarska
Keyword(s):  
Social Adjustment ◽  
Self Esteem ◽  
Self Control ◽  
White Space ◽  
The World ◽  
Identical Number ◽  
Resistance To Stress ◽  
Inkblot Test ◽  
Mental Resources

Abstract Introduction: There are numerous points of controversy over the psychological interpretation of the so-called S responses – namely, the interpretation of white space in the Rorschach test. The aim of my paper was to verify the position held by Charles P. Fonda, who claims that the meaning of S responses depends on the results of the test as a whole. Materials and methods: I have presented the responses of two young men and coded them according to the Comprehensive System developed by John E. Exner. I chose this way of processing data as the most precise, relatively well formalized, and detailed one. The two examinees gave an almost identical number of responses in the whole test and a similar number of S responses, similarly distributed across the cards of the test. Results: I assessed and compared the results of the two examinees in terms of the effectiveness of their cognitive processes, self-control ability, mental resources, social adjustment, and self-esteem. Finally, I looked closely at the contents of a few responses, as in my opinion they symbolically expressed the examinees’ basic problems. Discussion: I tried to avoid describing the examinees’ psyche in nosological terms and to focus on presenting the way in which they experienced the world, as well as on how this experience affected their behavior. Conclusions: I found that in Examinee 1 criticism towards other people may stem from an excessively idealistic attitude to the world and from the ensuing disappointments. Good cognitive functioning, resistance to stress, positive self-esteem, and the socialized emotional sphere make this man’s S responses a sign of creative engagement in the problems encountered rather than a sign of maladjustment. In the case of Examinee 2, S responses can be understood as defiance and a generalized attitude of negativism, which play the role of defense against the excessively complicated, not fully comprehensible, and inhospitable world; these responses may, in their turn, contribute to the intensification of problems and to an increase in maladjustment.

Obesity

2020 ◽  
Author(s):  
Jonathan Q. Purnell
Keyword(s):  
Body Mass Index ◽  
Heart Disease ◽  
Chronic Condition ◽  
Premature Mortality ◽  
Self Esteem ◽  
Self Control ◽  
Keywords Obesity ◽  
The World ◽  
Control Research ◽  
Insight Into

Obesity and its associated disorders are leading causes of morbidity and premature mortality around the world. Obese persons are also vulnerable to low self-esteem and depression because of the psychological and social stigmata that often accompany being overweight. Despite conventional wisdom that obesity results from deficient self-control, research has provided insight into the physiology behind unwanted weight gain. Obesity is recognized as a chronic condition resulting from an interaction between environmental influences and an individual’s genetic predisposition. This review contains 3 figures, 13 tables, and 126 references. Keywords: Obesity, Body mass index, Hypertension, impaired glucose tolerance or diabetes, hyperlipidemia, heart disease, pulmonary disease, gastroesophageal reflux, sleep apnea

scholarly journals Psychological Well-being of Students with Different Levels of Role Victimization

2016 ◽  
Vol 8 (1) ◽  
pp. 35-44
Author(s):  
E.S. Polishchuk
Keyword(s):  
Social Role ◽  
Negative Attitude ◽  
Well Being ◽  
Self Esteem ◽  
Psychological Well Being ◽  
The World ◽  
Social Type ◽  
The Individual ◽  
Different Levels

of psychological well-being features in students with different levels of role victimization. Role victimization shall be understood to mean such a strategy of victim relations, which is based on the individual predisposition to produce a particular playing or social type of victim behavior (playing and social role of the victim) (M.A. Odintsova). The article presents the analysis of psychological well-being of students with different levels of role victimization (N = 82, average age 21 years). "Auto-viktim» (N = 28), "victim» (N = 31), "non-viktim» (N = 23) groups were formed according to the level and nature of manifestations of the role victimization, and a comparative analysis of the level of psychological well-being and perception of the image of the world in these groups was made. The study shows that while level of role victimization increases, psychological well-being of students reduces and negative attitude toward the world forms. "Auto-viktim" students while facing difficulties play the role of victim, and "victim" students use social role. "Non-viktim" students have positive self-esteem, they are optimistic, easy to set goals and reach them. Also the article present an analysis of the peculiarities of the psychological well-being, the perception of image of the world, the level of role victimization in groups of male and female youth.

Aggression and violence around the world: A model of CLimate, Aggression, and Self-control in Humans (CLASH)

2016 ◽  
Vol 40 ◽  
Author(s):  
Paul A. M. Van Lange ◽  
Maria I. Rinderu ◽  
Brad J. Bushman
Keyword(s):  
Future Orientation ◽  
Life History Strategy ◽  
General Rule ◽  
Routine Activity Theory ◽  
Self Control ◽  
Routine Activity ◽  
Life Strategy ◽  
Average Temperature ◽  
The World

AbstractWorldwide there are substantial differences within and between countries in aggression and violence. Although there are various exceptions, a general rule is that aggression and violence increase as one moves closer to the equator, which suggests the important role of climate differences. While this pattern is robust, theoretical explanations for these large differences in aggression and violence within countries and around the world are lacking. Most extant explanations focus on the influence of average temperature as a factor that triggers aggression (The General Aggression Model), or the notion that warm temperature allows for more social interaction situations (Routine Activity Theory) in which aggression is likely to unfold. We propose a new model, CLimate, Aggression, and Self-control in Humans (CLASH), that helps us to understand differences within and between countries in aggression and violence in terms of differences in climate. Lower temperatures, and especially larger degrees of seasonal variation in climate, call for individuals and groups to adopt a slower life history strategy, a greater focus on the future (vs. present), and a stronger focus on self-control. The CLASH model further outlines that slow life strategy, future orientation, and strong self-control are important determinants of inhibiting aggression and violence. We also discuss how CLASH differs from other recently developed models that emphasize climate differences for understanding conflict. We conclude by discussing the theoretical and societal importance of climate in shaping individual and societal differences in aggression and violence.

scholarly journals The Mediating Role of Teacher–Pupil Interaction in the Relationship of Pupil Temperament to Self-Esteem and School Success

2021 ◽  
Vol 30 (3) ◽  
pp. 509-531
Author(s):  
Slavica Šimić Šašić ◽  
Ana Šimunić ◽  
Mira Klarin
Keyword(s):  
School Success ◽  
Negative Affectivity ◽  
Self Esteem ◽  
Self Control ◽  
Mediating Role ◽  
Teacher Proximity ◽  
Relationship Of ◽  
The Relationship

The aim of this research was to examine the mediating role of teacher–pupil interaction in the relationship of temperament to self-esteem and school success among year-7 and year-8 elementary-school pupils in Croatia and Bosnia & Herzegovina (B&H). The assumptions on the contribution of the dimensions of temperament (self-control and negative affectivity) and teacher–pupil interaction (influence and proximity) in explaining pupils' self-esteem and school success were partially confirmed. Similar relationships among the measured variables were confirmed in both samples of pupils. Self-control, negative affectivity, and teacher proximity directly predicted self-esteem, while self- -control indirectly predicted self-esteem through teacher proximity. Self-control and teacher proximity contributed directly to school success, and the indirect contribution of self- -control to school success through teacher proximity was also significant. The results of this research indicate the importance of the direct contribution of children's temperaments to their self-esteem and school success, and of its indirect contribution through the quality of the interaction with their teacher.

scholarly journals FEATURES AND DETERMINANTS OF DEVIANT BEHAVIOR OF TEENAGERS

2019 ◽  
Vol 7 (4) ◽  
pp. 11-15
Author(s):  
Julia Kulakova ◽  
Olga Smirniva
Keyword(s):  
Problem Solving ◽  
Deviant Behavior ◽  
Life Experience ◽  
Well Being ◽  
Self Esteem ◽  
External Pressure ◽  
Self Control ◽  
Control Behavior ◽  
The Family ◽  
Resistance To Stress

The article is devoted to the problem of deviant behavior of adolescents. The authors conclude that one of the factors of deviant behavior is the inferiority of the family, namely attention deficit. The material well-being of the family, the level of prosperity also affects the deviance of minors. Deviant behavior can occur for various reasons from internal experiences to external pressure from adults, including criminals. Significant age characteristics of minors that cause behavior deviations are: incompleteness of the process of personality formation; lack of their own mechanisms for overcoming difficulties; contradictory feelings, a combination of sensitivity and cruelty; increased sexual desire; inadequate self-esteem and self-doubt; impulsivity; maximalism in assessments; stubbornness and suggestibility; insufficiently developed ability to objectively assess specific actions, to self-control behavior; lack of life experience, skills for constructive problem solving; not the ability to find the most acceptable ways to resolve complex life situations, low resistance to stress.

Hot-Cognitive Defense of Worldviews

2018 ◽  
Author(s):  
Kees Van Den Bos
Keyword(s):  
Self Esteem ◽  
Levels Of Analysis ◽  
Exact Role ◽  
Cognitive Reactions ◽  
Defensive Responses ◽  
Defense Reactions ◽  
Affective Processes ◽  
The World ◽  
Special Relevance

Chapter 8 discusses people’s tendencies to defend their views on how the world should look and what exact role affective processes and feelings play in these defensive responses. The chapter delineates that worldview-defense reactions tend to be “hot-cognitive” reactions, consisting of a combination of how situations are interpreted, assessed, and appraised and the feelings associated with these interpretations, assessments, and appraisals. The chapter examines three levels of analysis at which feelings play a role in radicalization: (1) individual defensive responses involve processes of self-esteem perseverance; (2) group responses include the buffering role of culture; and (3) ideological and religious concerns often serve important psychological functions that are of special relevance to radicalizing individuals and radical groups and subcultures.

Moderate Theology and Preaching c.1750–1800

2019 ◽  
pp. 69-83
Author(s):  
Stewart J. Brown
Keyword(s):  
Eighteenth Century ◽  
Self Control ◽  
Social Progress ◽  
Intellectual Culture ◽  
Church Of Scotland ◽  
Cultural Engagement ◽  
The Enlightenment ◽  
The World ◽  
Human Actors

Through the Moderate movement, the clergy of the later eighteenth-century Church of Scotland became actively engaged with the intellectual culture of the Enlightenment. This chapter explores the role of the Moderate sermon in this process of cultural engagement, focusing on two main themes. First, it considers how Moderate sermons in the later eighteenth century conveyed an optimistic, world-affirming and highly practical set of theological teachings. For Moderate preachers, God had given individuals the innate capacity—in the form of the moral sense or conscience—that would enable them to respond actively to the divine guidance of Scripture in exercising self-control and contributing to social progress. Second, the chapter shows how Moderate sermons also proclaimed that God was active in history, using human actors, often in ways not intended by those actors, to advance the divine plan for the world, which involved progress towards a future order of peace and freedom.

scholarly journals The Role of Emotional Intelligence in Bilingual Education: A Study on The Improvement of the Oral Language Skill

2017 ◽  
Vol 7 (1) ◽  
pp. 27
Author(s):  
Cristina Morilla-García
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Bilingual Education ◽  
Oral Language ◽  
Self Esteem ◽  
Self Control ◽  
First Year ◽  
Oral Production ◽  
Oral Skills

The objective of this study is to enquire how effectively the application of emotional intelligence is in the process of the acquisition of the oral skills in the foreign language at an early age, specifically in the first year of primary education. The findings obtained in this investigation proceed from a study in which we have analyzed and compared a bilingual educative programme that integrates the dimensions of emotional intelligence in its curriculum, AMCO, with other approaches in which this type of attention is not previously organized in their programs such as CLIL and the teaching of a foreign language. The results show that students who have been exposed to a methodology that integrates techniques for the application of emotional intelligence obtain better marks in the oral production of the L2 favouring its acquisition. Furthermore the study found evidence that these students were more motivated in the process of speaking and showed more self-esteem, and self-control in the classroom interactions. 

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