Kaplan Psychosocial Stress

Trends in Theory and Research
1. Auflage 2013
ISBN: 978-1-4832-8873-4
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 346 Seiten, Web PDF

Psychosocial Stress: Trends in Theory and Research is a collection of literatures that discusses the psychosocial basis of psychological distress. The book contains six papers that are organized into three parts. The text first covers the prevalent themes in psychosocial stress research, which include role strains, dimensions of life, and coping efforts. The next part presents the conceptual framework studying for psychosocial stress. The last part tackles the methodological issues in psychosocial stress research. The book will be of great use to students, researchers, and practitioners of psychology. Scientists from related fields such as sociology will also benefit from the book.

Autoren/Hrsg.

Kaplan, Howard B.

Inhaltsverzeichnis

1;Front Cover;1
2;The Personality of the Preschool Child: The Child's Search for His Self;4
3;Copyright Page;5
4;Table of Contents;10
5;Dedication;6
6;FOREWORD;8
7;PREFACE;14
8;PART I: OBSERVATION;18
8.1;Chapter I. THE MIND OF CHILD AND ADULT;20
8.1.1;ASSOCIATION AND PERCEPTION;20
8.1.2;THE CHILD'S LOGIC;23
8.1.3;EGO-CONCEPT AND THOUGHT;25
8.1.4;SELF-TRAINING FOR SECURITY;27
8.1.5;IMAGINATION;29
8.1.6;FIRST EXPERIENCES;30
8.1.7;THE CHILD'S INABILITY TO GENERALIZE;32
8.1.8;THE MECHANISM OF CHILDREN'S QUESTIONS;34
8.1.9;THE CHILD'S SUBJECTIVISM;34
8.1.10;DIRECTED AND UNDIRECTED THOUGHT;35
8.1.11;THE PROCESS OF CONDENSATION IN CHILDREN'S THOUGHT;37
8.1.12;CONCEPT FORMATION IN THE THINKING OF THE YOUNG CHILD;39
8.1.13;THE INTEGRATION OF FAIRY TALES INTO THE ORBIT OF EXPERIENCES;42
8.1.14;LEARNING;43
8.1.15;THE CONFUSION OF WORDS;46
8.1.16;THE CONFUSION OF RELATIONSHIPS;46
8.1.17;CONFUSION OF REALITY AND IMAGINATION;48
8.1.18;LEARNING AND PERFORMANCE;49
8.1.19;REFERENCES;50
8.2;Chapter II. THE EMOTION OF CHILD AND ADULT;51
8.2.1;THE RANGE OF EMOTIONS;51
8.2.2;INDIVIDUALITY AND SELF;52
8.2.3;THE CHILD'S DELIGHT IN HIS BODILY MANIFESTATIONS;56
8.2.4;THE STRUCTURE OF THE CHILD'S AGGRESSION;57
8.2.5;SADISM AND MASOCHISM IN YOUNG CHILDREN;58
8.2.6;CHILDREN'S FEARS;63
8.2.7;ANGER AND JEALOUSY;64
8.2.8;REFERENCES;65
8.3;Chapter III.
THE FIRST CHARACTERISTICS OF SOCIAL LIFE;66
8.3.1;FAMILY RELATIONSHIPS. THE PARENTS;66
8.3.2;SIBLINGS;69
8.3.3;THE NEWBORN;70
8.3.4;IDEAL AND IDENTIFICATION;71
8.3.5;ISOLATION AND THE CONCEPT OF POSSESSION;73
8.3.6;DOMINANCE AND SUBMISSION;76
8.3.7;GENUINE SOCIAL RELATIONSHIPS;80
8.3.8;CHILD-ADULT RELATIONSHIP;81
8.3.9;SOCIAL RELATIONSHIPS IN CHILDHOOD AND ADULTHOOD;83
8.3.10;REFERENCES;85
8.4;Chapter IV. THE CHILD'S CONCEPT OF REALITY;87
8.4.1;SPACE, TIME, AND DIFFERENTIATION;87
8.4.2;SELF-OBSERVATION;89
8.4.3;THE PROBLEM OF BIRTH;89
8.4.4;THE PROBLEM OF DEATH;91
8.4.5;REALITY AND IMAGINATION;93
8.4.6;DISSOCIATION OF PERSONALITY;94
8.4.7;DREAMS;96
8.4.8;THEORIES OF PLAY;98
8.4.9;TOOLS AND IMAGINATION IN PLAY ACTIVITY;99
8.4.10;THE SOCIAL INFLUENCE OF PLAY;100
8.4.11;THE MENTAL INFLUENCE OF PLAY;100
8.4.12;THE EMOTIONAL INFLUENCE OF PLAY;102
8.4.13;PLAY As A TRAINING FOR EXPRESSIVENESS AND IMPRESSIONABILITY;104
8.4.14;REFERENCES;107
9;PART II: EXPERIMENTATION;108
9.1;Chapter V. THE PRESCHOOL CHILD AS AN INDIVIDUAL;110
9.1.1;THE GROWTH OF INDIVIDUALITY;110
9.1.2;TYPES OF ADJUSTMENT;111
9.1.3;CONSISTENCY AND TYPES;114
9.1.4;IDENTIFICATION AND EMPATHY;118
9.1.5;NEUROSIS IN CHILD AND ADULT;123
9.1.6;EXPRESSION ANALYSIS;124
9.1.7;THE CHILD'S INDIVIDUAL HIEROGLYPHICS;126
9.1.8;THE GRAPHIC DREAM. ANALYSIS OF INDIVIDUAL PROBLEMS;129
9.1.9;A LITTLE GIRL'S HATE AGAINST THE NEWBORN BABY, REALIZED IN AGGRESSION (V.C.);130
9.1.10;A LITTLE BOY'S HATE AGAINST THE NEWBORN BABY, REALIZED IN AN ESCAPE FROM REALITY;145
9.1.11;INTERPRETATION OF THE CHILD'S INDIVIDUAL ASSOCIATIONS;149
9.1.12;REFERENCES;150
9.2;Chapter VI. THE CHILD'S FEELING OF SECURITY;151
9.2.1;EVALUATION OF THE HOME SITUATION FROM CHILDREN'S DRAWINGS;151
9.2.2;EVALUATION OF THE HOME SITUATION FROM CHILDREN'S SPATIAL CONCEPTS;159
9.2.3;THE CHILD'S ADJUSTMENT TO SPACE;165
9.2.4;SECURITY TEST;169
9.2.5;EXPERIMENTS IN AGGRESSION;175
9.2.6;REFERENCES;176
9.3;Chapter VII. INTELLIGENCE IN THE PRESCHOOL CHILD;177
9.3.1;INTELLIGENCE AND PERCEPTION;177
9.3.2;THE SHORTCOMINGS OF INTELLIGENCE TESTS;180
9.3.3;INTELLIGENCE AND EMOTION;182
9.3.4;INTELLIGENCE AND IMAGINATION;183
9.3.5;IMAGINATION vs. INTELLIGENCE;184
9.3.6;INTELLIGENCE AND ADJUSTMENT. I.Q. AND R.Q. (Intelligence Quotient and Rhythmic Quotient);190
9.3.7;TESTING THE CHILD'S RHYTHMIC ORGANIZATION;191
9.3.8;NATURE AND NURTURE IN GRAPHIC PROPORTIONS;198
9.3.9;THE CONSCIOUS AND UNCONSCIOUS SENSING OF RELATIONSHIPS;200
9.3.10;CHANGES IN PERSONALITY AND THE CHANGE OF GRAPHIC PROPORTIONS;203
9.3.11;THE UNCONSCIOUS SENSING OF RELATIONSHIPS AS A POSSIBLY INNATE FACTOR OF PERSONALITY;207
9.3.12;DYNAMICS OF INTELLIGENCE;209
9.3.13;REFERENCES;211
9.4;Chapter VIII. PROJECTIVE METHODS FOR JUDGING EXPRESSIVE BEHAVIOR OF PRESCHOOL CHILDREN;212
9.4.1;DIAGNOSIS OF THE CHILD'S PERSONALITY FROM HIS EVERYDAY BEHAVIOR;212
9.4.2;EXPRESSIVE BEHAVIOR;215
9.4.3;ANALYSIS OF STATIC POSTURES OF THE BODY;217
9.4.4;ANALYSIS OF BODILY MOVEMENTS;219
9.4.5;THE CHILD'S APPROACH TO AN OBJECT;220
9.4.6;THE CHILD'S HANDLING OF MATERIAL;221
9.4.7;FINGER PAINTINGS;222
9.4.8;THE "BLIND" ANALYSIS OF GRAPHIC EXPRESSION;223
9.4.9;GRAPHIC MOVEMENTS A REFLEX OF BODILY MOVEMENTS;224
9.4.10;GRAPHIC MOVEMENTS A REFLEX OF INNER PERSONAL DYNAMICS;226
9.4.11;THE INTERRELATIONSHIP OF GRAPHIC MOVEMENTS;228
9.4.12;STRUCTURE OF FORMS AND LINES;230
9.4.13;THE TEXTURE OF STROKES;232
9.4.14;DIRECTION OF STROKES;233
9.4.15;MOVEMENT AND FORM;236
9.4.16;METHODS OF GRAPHO-ANALYSIS;237
9.4.17;TRAINING IN INTERPRETING GRAPHIC EXPRESSION;239
9.4.18;TABLE OF GRAPHIC ELEMENTS IN DRAWINGS BY YOUNG CHILDREN;240
9.4.19;DIAGNOSIS OF PERSONALITY THROUGH A BLIND ANALYSIS OF SCRIBBLINGS AND DRAWINGS;243
9.4.20;REFERENCES;256
10;PART III: THEORY;258
10.1;Chapter IX. PRINCIPLES OF CHILDREN'S ART;260
10.1.1;THE AESTHETIC VIEWPOINT OF CHILD AND OF ADULT;260
10.1.2;THE NEGATIVE ATTITUDE TOWARD CHILDREN'S DRAWINGS;263
10.1.3;THE MEANING OF WRONG PROPORTIONS;265
10.1.4;THE SPATIAL CONCEPT;266
10.1.5;THE SYNTHESIS;268
10.1.6;THE EMPHASIS;269
10.1.7;AESTHETIC PREFERENCES;270
10.1.8;ASPECTS OF STUDYING CHILDREN'S DRAWINGS;274
10.1.9;ART CRITERIA OF CHILD AND OF ADULT;277
10.1.10;REFERENCES;279
10.2;Chapter X. CHILD AND ADULT THE EDUCATIONAL BRIDGE BETWEEN TWO WORLDS;281
10.2.1;FOUR MISCONCEPTIONS ABOUT THE CHILD'S PERSONALITY;281
10.2.2;ILLUSION OF THE "HAPPY CHILDHOOD";282
10.2.3;UNDERESTIMATION AND OVERESTIMATION OF A CHILD'S PERCEPTION OF HIS ENVIRONMENT;283
10.2.4;ILLUSIONS OF PARENTS ABOUT THEIR ROLE;285
10.2.5;ILLUSION ABOUT THE VALUE OF PUNISHMENT;287
10.2.6;THE CASE OF JEAN JACQUES ROUSSEAU AND HIS PRODUCTIVE NEUROSIS;289
10.2.7;GENERAL AND INDIVIDUAL PATTERNS;291
10.2.8;NATURE-NURTURE AND THE UNIQUE PATTERN;293
10.2.9;THE DEVELOPMENT OF THE SELF;295
10.2.10;THE CHANGE OF PERSONALITY;296
10.2.11;AUTHORITARIAN AND PROGRESSIVE EDUCATION;297
10.2.12;PHILOSOPHIES OF EDUCATION;299
10.2.13;DYNAMIC EDUCATION;303
10.2.14;REFERENCES;308
10.3;Chapter XI. METHODS IN CHILD PSYCHOLOGY;309
10.3.1;THE MOTHER AND THE SCIENTIST;309
10.3.2;METHODS OF RESEARCH IN CHILD STUDY;312
10.3.3;DIFFERENCES OF APPROACH IN THE NATURAL SCIENCES, PSYCHOLOGY, AND CHILD STUDY;313
10.3.4;STEPS AND TECHNIQUES OF EXPERIMENTATION;314
10.3.5;THE GOAL OF CHILD PSYCHOLOGY;316
10.3.6;APPROACHES TO THE PERSONALITY OF THE PRESCHOOL CHILD BY EXPERIMENTAL DEPTH PSYCHOLOGY;317
10.3.7;REFERENCES;319
11;BIBLIOGRAPHY;320
12;INDEX OF AUTHORS;344
13;INDEX OF SUBJECTS;345