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Personality development theory starts from the physiological needs of individuals,proposes the"two-part personality structure"with"subconscious"and"consciousness"as the subject,and then deduces the"three-part personality structure"with"id,ego,and superego"as the subject.Based on this framework,an instinctive personality dynamics schema was constructed to explore the causes of self-imbalance.Taking these as a foothold,the paper deduced the formation of moral injury from the personality dynamic schema,found the moral anxiety from the self-contradiction of ego,id,and superego,as well as deduced the representation form of moral injury based on Freud's"anxiety".Furthermore,the differences in individual personality development are introduced into the study of moral injury to distinguish between anxiety and guilt in the symptoms of moral injury,in order to better understand moral trauma.
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Objective:To study the personality development of obsessive-compulsive disorder (OCD) from the perspective of memory-tracing.Methods:From January 2016 to May 2017, totally 103 patients with OCD (patient group) and 88 normal subjects (control group) matched with age, gender, and educational level in the national urban population norm database of Wang Weidong memory-tracing personality developmental inventory (WMPI) were included.WMPI was used to evaluate and compare all subjects.SPSS 22.0 software and nonparametric test were used for statistically analysis, and independent sample t-test and nonparametric test were used for data camparison. Results:1.In terms of external influencing factors of personality development: on the part of life events, the score of family affair in the patient group was higher than that in the control group( P<0.05) in childhood.In terms of upbringing, the scores of strictness (5.637±3.463) and punishment (6.275±4.565) in the patient group were higher than those ((4.341±3.092), (5.000±3.698)) in the control group in childhood( t=-2.703, -2.093, both P<0.05). 2.In the aspect of personality elements: (1) Among courage subscales, the scores of natural fear (7.686±3.441) and adaptability (15.000±5.321) in the patient group were higher than those((6.023±3.991), (12.841±6.070)) in the control group in childhood ( t=-3.085, -2.613, both P<0.05) .For all three stages, interpersonal fear scores in the patient group ((20.284±8.255), (22.804±7.458), (22.725±7.145))were all higher than those ((16.205±7.937), (19.841±6.319), (18.364±6.277))in the control group( t=-3.458, -2.929, -4.437, P<0.01). (2) Among interpersonal relationship, the dependence dimension scores were higher in the patient group (10.804±3.621) than those (8.830±4.850) in the control group during childhood( t=-3.205, P<0.01). (3) Among sex development, the scores of heterosexual communications (11.941±4.878), love concept (15.098±4.180) and sexual concept (8.892±2.988) were higher in the patient group than those ((9.125±5.040), (11.761±5.202), (6.943±3.288)) in the control group in adolescence(all P<0.01). (4) Among ego, the score of self-care dimension in the patient group (6.465±2.890) was higher than that in the control group(4.239±2.861) in childhood ( P<0.01). In the dimension of autonomy, the scores of the patient group ((10.772±2.694), (11.347±2.621)) were higher than those in the control group ((8.011±4.039), (9.818±2.693)) in childhood and adolescence (both P<0.01). (5) Among the way of thinking, the score of absolute thinking dimension in the patient group was higher than that in control group in childhood ( P<0.01). In the dimension of cautious, the scores of patient group were higher than those in the control group in childhood and adolescence (both P<0.01). (6)Among volition, the scores of decisive dimension in the patient group were higher than those in the control group in adolescence and youth (both P<0.01). In the dimension of consciousness, the score of patient group was higher than that in the control group in youth( P<0.01). In the dimension of insistence, the score of the patient group were higher than those in the control group in childhood and youth (both P<0.01). (7) Among worldviews, the scores of motivations, perspective of career and perspective of friendship in the patient group were higher than those in the control group in adolescence (all P<0.01). The score of value dimension in patient group was lower than that in the control group in the youth ( P<0.01). Conclusion:Patients with OCD have more strictness and punishment during their childhood in terms of upbringing.This leads to a lack of courage, poor interpersonal relationships, low self-care or autonomy, high attachment, absolutization of thinking and suppressing themself more in their childhood.In their adolescence and youth, their lack of courage, poor self-care or autonomy and the way of thinking cautious and stubborn will further aggravate and gradually show a more conservative sexual development and traditional world outlook.
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RESUMO O objetivo deste artigo é apresentar uma leitura teórica do Núcleo do Eu, mais próxima à teoria da Matriz de Identidade de J. L. Moreno, desenvolvendo com maior profundidade o conceito de Eu incipiente de Rojas-Bermúdez. Associo essa vivência egoica às relações estabelecidas entre o bebê e seu núcleo familiar, logo após o reconhecimento de um Eu minimamente estável, em condições neuropsicológicas para vincular-se às imagos materna, paterna e fraterna. De acordo com essa leitura, o Núcleo do Eu completa sua estruturação aos 4 anos de idade, em conformidade com a Escola Rojas-Bermúdez, após realizar-se o processo de síntese dessa matriz nuclear, de onde emerge o Eu Natural e posteriormente, o Eu Social, como produto da triangulação e circularização de papéis. A técnica de construção de imagens é o método que fundamenta a teoria em questão.
RESUMEN El propósito de este artículo es presentar una lectura teórica del Núcleo do Eu, más cercana a la teoría de la Matriz de Identidad de J. L. Moreno, desarrollando con mayor profundidad el concepto Rojas-Bermúdez del yo incipiente. Asocio esta experiencia egoica con las relaciones que se establecen entre el bebé y su núcleo familiar, justo después del reconocimiento de un Yo mínimamente estable, en condiciones neuropsicológicas para vincularse a las imágenes maternal, paterna y fraterna. Según esta lectura, el Núcleo del Yo completa su estructuración a los 4 años, de acuerdo con la Escuela Rojas-Bermúdez, luego de realizar el proceso de síntesis de esta matriz nuclear, de la cual emerge el Yo Natural y posteriormente el Yo. Social, como producto de la triangulación y circularización de roles. La técnica de construcción de imágenes es el método que sustenta la teoría en cuestión.
ABSTRACT The purpose of this article is to present a theoretical reading of the nucleus of the ego, closer to the theory of the identity matrix by J. L. Moreno, deeply developing the Rojas-Bermúdez's concept of incipient ego. I associate this egoic experience with the relationships established between the baby and its family nucleus, right after recognizing a minimally stable ego, in neuropsychological conditions to link itself to the maternal, paternal and fraternal images. According to this reading, the nucleus of the ego completes its structuring at the age of four, following the Rojas-Bermúdez School, after carrying out the process of synthesis of this nuclear matrix, from which the natural ego emerges and, later, the social ego, as a product of the triangulation and circularization of roles. The image construction technique is the method that supports the theory in question.
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El aprendizaje del inglés como lengua extranjera es un reto vigente para los países de habla hispana y, en este marco, para la ciudad de Medellín; convirtiéndose así en una de las principales metas educativas del mundo globalizado. En esta meta influye la personalidad del docente en el autoconcepto y proceso de atención del estudiante, para favorecer o no este aprendizaje. El objetivo de la presente revisión es describir los factores de la personalidad docente que repercuten en lo antes mencionado, para mejorar el aprendizaje del inglés como lengua extranjera; para ello, se revisaron artículos indexados en diferentes bases de datos, dentro del rango de años 2015-2020. Los resultados indican que los factores de la personalidad del docente, como la apertura a la experiencia, la amabilidad y la extraversión, tienen un impacto positivo frente al desarrollo del autoconcepto del estudiante y, por ende, impactan en su proceso de atención. Estos resultados destacan, en su mayoría, la importancia de forjar la personalidad del docente dentro del proceso de aprendizaje de una segunda lengua
Learning English as a foreign language is a current challenge for Spanish-speaking countries, locally for the city of Medellín, thus, becoming one of the main educational goals of the globalized world. Among which, the influence of the teaching personality is involved in student's self-concept and attention process, to favor or not this learning. The objective of this review is to describe the factors of teacher personality that influence the aforementioned concepts, to improve the learning of English as a foreign language. Through the search of indexed articles collected from different databases, within the range of years 2015-2020. Results indicate that the factors of teacher's personality, such as openness to experience, kindness and extraversion have a positive impact on the development of the student's self-concept and therefore impact their attention process. These results mostly highlight the importance of forging teacher's personality within the process of learning a second language
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Humans , School Teachers/psychology , Teaching/psychology , Faculty/psychology , Teacher Training , Language , LearningABSTRACT
Paciente ELENA, 21 años. embarazo 27 semanas, separada, 4 intentos suicidas previos. Fue usuaria del programa de salud mental infantil y adulto Hospital el Pino (HEP). Hospitalizada en H. de día el año 2017. Año 2013, Alucinaciones auditivas y visuales y desajustes conductuales: Grita, rompe cosas, se pega en la cabeza. Comienza a aislarse y a faltar al colegio y atribuye sus síntomas a consumo de marihuana. Principales focos de terapia son: Disminuir situaciones de crisis y adherencia al tratamiento. Presenta mala adherencia a controles y fármacos de salud mental. Se deriva a Hospital de día. Rorschach muestra desarrollo anormal de la personalidad con rasgos histriónicos, juicio de realidad conservado y dificultad en capacidad de empatizar. Salud mental adulto: (Julio, 2015): Heridas autolíticas (cortes y rasguños), Ideas pasivas de muerte. Intervenciones desde hospital de día: Manejo de crisis, trabajar en vínculo simbiótico con madre; recibe atención por psiquiatra, terapeuta ocupacional, psicólogo y nutricionista, incluyendo intervenciones en equipo. Controles en ambulatorio (Nov 2015): Impresiona mayor conciencia de enfermedad. Abandona fármacos al sentirse mejor. Foco orientado a: Autorregulación emocional y entrenamiento cognitivo para manejo de síntomas ansiosos.
ELENA, 21 years old. Pregnancy 27 weeks, separate, 4 previous suicide attempts. She was a member of the children and mental health program Hospital el Pino (HEP). Hospitalized in Day Hospital in year 2017. 2013: Auditory and visual hallucinations and behavioral maladjustments: Screams, breaks things, hits herself in the head. She begins to isolate and to miss to the school and attributes her symptoms to consumption of marijuana. Main focuses of therapy are: To reduce crisis situations and adherence to treatment. She has poor adherence to mental health drugs and controls. She is derived to day hospital. Rorschach shows abnormal personality development with histrionic traits, a reality-preserved judgment, and difficulty in empathizing. Adult mental health: (July, 2015): Self-injuries (cuts and scratches), Passive death ideas. Interventions in day hospital: Crisis management, working in symbiotic relationship with mother; receives attention by psychiatrist, occupational therapist, psychologist and nutritionist, Including team interventions. Outpatient Control (Nov 2015): Increased awareness of illness. Abandon drugs because of feeling better. Focus oriented to: Emotional self-regulation and cognitive training for the management of anxious symptoms.
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Humans , Female , Young Adult , Personality Development , Personality Disorders/diagnosis , Personality Disorders/therapy , Patient Compliance , Self-Injurious Behavior , Suicidal Ideation , Treatment Adherence and ComplianceABSTRACT
El presente trabajo intenta contribuir al debate abierto sobre la condición del niño como sujeto de derechos. En primer lugar, presento las principales controversias así como las teorías existentes sobre esta cuestión. Sostengo la tesis de que los derechos del niño descansan en el reconocimiento universal de la individualidad del niño como condición necesaria para ser considerado como persona y así titular de derechos. Sin embargo, la condición de persona sólo se alcanzará plenamente en el seno de una determinada configuración social capaz de dotar de valor a dicha individualidad. Para desarrollar esta idea, expongo lo que constituiría el fundamento material y el fundamento formal que subyace a los derechos del niño. Se finaliza defendiendo un enfoque gradualista en la adquisición de los derechos en un contexto de valores comunitarios.
This paper aims to contribute to the open debate about the status of the child as a subject of rights. Initially the author presents the main controversies as well as existing theories related to this issue. The author supports the theory that the children’ s rights rest on the universal recognition of the individuality of the child as a necessary condition to be considered as a person and as a rights-holder. However, the condition of being considered an individual person will only be fully reached within a certain social configuration that is capable of valuing this individuality. To develop this idea, the author identifies what would constitute both the formal and material foundations that are the basis of children’ s rights. The author ends the article by defending a gradual approach in the acquisition of rights within a context of community values.
Este trabalho tem como objetivo contribuir ao debate aberto sobre a condição das crianças como sujeitos de direitos. Em primeiro lugar, apresenta-se as principais controvérsias bem como as teorias existentes sobre essa questão. Sustenta-se a tese de que os direitos da criança estão relacionados ao reconhecimento universal da individualidade como condição necessária para que ela seja considerada como pessoa e, portanto, titular de direitos. Contudo, a condição de pessoa somente será alcançada plenamente em uma determinada configuração social, capaz de dotar de valor essa individualidade. Para desenvolver essa ideia, foi exposto o que constituiria o fundamento material e o fundamento formal, que são subjacentes aos direitos da criança. Finaliza-se defendendo uma abordagem gradualista na aquisição dos direitos em um contexto de valores comunitários.
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Personality Development , Child Advocacy , EthicsABSTRACT
Antecedentes. La función simbólica es una formación psicológica que se complejiza en la edad preescolar por medio del juego temático de roles sociales. El método de juego de roles es una propuesta innovadora que ha sido trabajada y desarrollada dentro del enfoque de la pedagogía histórico-cultural en educación y psicología en esta edad del desarrollo. Se ha observado en varios estudios que, a partir de este tipo de juegos, diversas habilidades psíquicas logran afianzarse, por lo cual resulta relevante abordar las particularidades de dichas actividades y el impacto que generan en los niños. Objetivo. Explicar de qué manera es posible formar la función simbólica a través del juego temático de roles sociales en un grupo de 20 niños preescolares de la ciudad de Bogotá, D.C. Materiales y métodos. Desde el enfoque histórico-cultural, la formación de la función simbólica se estudia durante su transcurso en el juego temático de roles sociales por medio del método experimental formativo propuesto por Vigotsky. Resultados. Los niños logran generalizar las acciones simbólicas durante la representación de los roles al considerar la información que encuentran en la orientación que proporciona el adulto, lo que les da la posibilidad de producción de diversos actos creativos en la interacción con los otros roles. Conclusión. Las formas complejas de juego temático de roles sociales permiten el desarrollo complejo de la función simbólica.
Background. The symbolic function is a psychological formation that becomes more complex during preschool age through thematic social role-play . The role-play method is an innovative proposal that has been worked and developed within the historical-cultural pedagogy approach in education and psychology in this development age. It has been observed in several studies that, through this type of games, different psychic abilities are strengthened. Thus, it is relevant to address the particularities of such activities and their impact on children. Objective. To explain how it is possible to form the symbolic function through thematic social role-play in a group of 20 preschoolers in the city of Bogotá. Materials and methods. From the cultural-historical approach, the formation of the symbolic function is studied during its development in thematic social role-play using the formative experimental method proposed by Vigotsky. Results. Children manage to generalize symbolic actions during the role representation by understanding adult verbal guidance and, subsequently, performing creative acts in the interaction with other roles. Conclusion. The advanced forms of thematic social role-play allow the development of more complex forms of symbolic functioning.
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Background: Personal development is an ongoing but complex process and it is crucial for the medical educator to recognize the trait and design the training for optimal development of students. Though importance of human personality is widely recognized for functional efficiency of an individual and organization, but its recognition is grossly missing from medical curriculum. Aim: To organize and evaluate the 'Personality Development Program' for medical and nursing students. Methods: First year medical and nursing students were recruited through total enumeration method. 'Personality development program' was conducted by a trained psychologist and it was evaluated through 'partially open ended anonymous structured feedback'. Results: Majority of the students found this program relevant, comprehensive and purposeful. Again majority had perceived some improvement in their confidence and level of communication, interpersonal relationships, planned time schedule, emotional confidence, and better stress management. They have also narrated shortcomings of the program along with some constructive suggestions. Conclusion: This preliminary attempt for personality development was highly appreciated by the students as well as their supervisors as a means to professional development. It further emphasizes the vital need of ongoing programs both for enhancing personality and professionalism.
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A review of studies on the adaptation problems of North Korean defectors in South Korean society and studies of people's adaptation to political and cultural changes in other countries suggests that similar adaptation problems may occur in the process of and after unification. Defectors have various adaptation problems and some of them have psychiatric disorders such as depression and post-traumatic stress disorder (PTSD). The reasons for this were revealed to be the difference in the culture and personality between South and North Korea, which have developed for the last 60 years without any communication with each other, in spite of their common racial and cultural heritage. Economic factors including the lack of skills and knowledge for working at industrialized and competitive society like South Korean society, also aggravate the severity of such adaptation problems. Research on defectors' adaptation problems and on the differences in the culture and mentality between North and South Korea can provide useful information on what kinds of problems may arise during the process of and after unification and what should be done to achieve mutual adaptation and harmonious and peaceful unification.