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Descriptors:
Emotional Experience; Psychology; Grief; Picture Books; Death; Coping; Childrens Literature; Psychological Patterns; Illustrations; Aesthetics; Cultural Influences

Abstract:
This article explores children's picturebooks about death and grieving by considering both psychological and literary aspects. Two questions frame this analysis: How can picturebooks, particularly written for young children, support children's grief when someone dies? How do the illustrations and text of picture books express and convey the aesthetic and emotional experience of loss? Using both psychological research on children's grief reactions and literary analysis of picturebooks, this paper reviews picturebooks that have been published on the topic of death from 2001 to 2011 and then closely analyzes three books that span a range of topics and approaches to death. Findings indicate that children's picturebooks convey important psychological and cultural issues through text and illustrations. Furthermore, understanding some of the psychological and literary features of children's picturebooks that address death and grieving can help educators to provide support and understanding for children when they experience loss. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Organizational Change; Psychology; Organizational Culture; Resistance to Change; Change Strategies; Change Agents

Abstract:
In this paper, the author draws upon his interest, as a psychotherapist, in working with change at a psychological and individual level, and on his experience of the radical changes currently taking place in higher education, specifically the University where he manages several services, including a Counselling Service. Through leading and facilitating workshops, he has had many opportunities to speak to those at the heart of change, and to observe and think about the variety of responses to organisational change. His focus is on change within higher education, though the principles he discusses--what he refers to as the 3Cs (Context, Communication and Commiseration)--have a much wider application. In some cases, those leading the change will be external "professional" change managers--unfamiliar with the culture of the institution and the attitudes and values of its staff. They will carry out a time-limited project and then move on, leaving others to deal with the changed situation. As such, they may be detached from, and uninterested in, the background and psychological reactions of staff. Alternatively, they may be embedded within the institution and within teams; they may know staff well and may be consulted about the changes and help design them, introduce them, and see them through. This paper addresses this latter group of people. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Therapy; Psychology; Well Being; Psychological Patterns; Theory Practice Relationship; Research and Development; Allied Health Occupations Education

Abstract:
As a growing movement in the larger field of mental health, positive psychology has much to offer the art therapy profession, which in turn is uniquely poised to contribute to the study of optimal functioning. This article discusses the relationship of positive psychology to art therapy and its capacity to mobilize client strengths, to induce experiences of flow and positive emotions, and to express life purpose and meaning as well as positive emotions. Suggested research and practical applications illuminate the potential of positive art therapy to move individuals, groups, and communities beyond solely the relief of suffering to a state of flourishing. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Validity; Intervention; Measures (Individuals); Student Behavior; Undergraduate Students; Generalizability Theory; Rating Scales; Higher Education; Interaction; Evaluation; Reliability; Psychology

Abstract:
The current study served to extend previous research on scaling construction of Direct Behavior Rating (DBR) in order to explore the potential flexibility of DBR to fit various intervention contexts. One hundred ninety-eight undergraduate students viewed the same classroom footage but rated student behavior using one of eight randomly assigned scales (i.e., differed with regard to number of gradients, length of scale, discrete vs. continuous). Descriptively, mean ratings typically fell within the same scale gradient across conditions. Furthermore, results of generalizability analyses revealed negligible variance attributable to the facet of scale type or interaction terms involving this facet. Implications for DBR scale construction within the context of intervention-related decision making are presented and discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transformative Learning; Learning Theories; Psychology; Criticism; Psychological Patterns; Adult Education; Theory Practice Relationship

Abstract:
In this article, the authors critically examine the way discourse enters into and becomes embedded in transformative learning theory, especially from the extrarational or depth psychology perspective. The authors begin by providing an overview of how transformative learning theory has developed in diverse directions, including the extrarational approach. In this latter perspective, concepts from depth psychology tend to be used to describe transformative learning, without there being a critical analysis or a common understanding of the meaning of these concepts. By treating knowledge about transformative learning as practical knowledge (from the perspective of Habermas's framework), the authors are able to critically question the knowledge claims inherent in the discourse within the extrarational approach to transformative learning theory development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Psychology; Cognitive Style; Change; Undergraduate Students

Abstract:
Knowledge on general or discipline-specific changes in the learning styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the learning styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic learning styles decreased significantly for all three year groups. The Judicial learning style increased significantly for the year groups who had studied for two and three years. The Global learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conservation (Environment); Semi Structured Interviews; Social Influences; Surveys; Agricultural Occupations; Qualitative Research; Rural Areas; Decision Making; Agricultural Production; Rural Extension; Psychology

Abstract:
Purpose: The aim of this article is to present and apply a method to investigate farmers' socio-psychological determinants of conservation practice adoption, as an aid in extension, policy and conservation practice design. Design/methodology/approach: We use a sequential mixed method, starting with qualitative semi-structured interviews (n = 24), that serve as the basis for a quantitative survey (n = 138). The survey uses the expectancy value method to unravel the foundations of farmers' socio-psychological determinants. Findings: Some of the main findings are that non-adopters exhibit rational behaviour, given their own point of view of potential consequences of conservation practice adoption. Further, the majority of farmers are mainly under social influence by parties that are generally not involved in conservation practice promotion. Practical implications: Extension approaches should be targeted towards a broader range of issues and should involve local governments and rural dwellers. The results also suggest the value of co-learning and co-development in a combined farmer-researcher approach to design conservation practices such that the potential negative impact is reduced. Originality/value: The study has empirically proven that non-adopters in fact behave rationally, given their expectation about the broad range of issues they consider when thinking about conservation practice adoption. Its value is the introduction to agriculture of an approach that has proven its usefulness in general environmental psychology. (Contains 4 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychology; Emotional Response; Correlation; Semiotics; Role; Verbal Communication; Self Control; Generalization; Personality; Language Planning; Communication (Thought Transfer); Interpersonal Relationship

Abstract:
In this article, we discuss contributions from contemporary authors toward understanding a complex topic: human emotions. We comment on these authors' ideas and describe their ways of talking about emotions in relation to language, consciousness, meaning, and psychological instruments. After considering the distinct contributions of these authors, we inquire how Vygotsky's ideas deepen our understanding of human emotions and we argue the need for further exploration into the interrelations between emotions and signification. In his search to explain how social relations become internalized psychological functions, Vygotsky utilized the notions of sign and semiotic mediation to highlight the role of verbal language and meaning in making specific forms of communication and generalization possible, such as planning and self-regulation. Vygotsky claimed that human emotions develop, but he did not explicitly state how this happens. Assuming that emotions are also affected by sign production and (trans)formed by signification and language, we argue that the ways of conceiving of signification, sign, and sense production make a difference for how we explain historical-cultural development, psychicological functioning, personality formation, and the dramatic constitution of subjects. We offer two empirical excerpts to make particular aspects of signifying emotions visible. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Psychology; Well Being; Visualization; Motivation; Statistical Analysis; Correlation; Program Effectiveness; Social Indicators

Abstract:
This study examined the effects of mental imagery ability (MIA) on the efficacy of two positive psychology interventions (PPIs) to enhance well-being. Participants (N = 210) were randomly assigned to either: Three Good Things (TGT), Best Possible Selves (BPS), or a control group and completed well-being questionnaires pre and post intervention. ANCOVA results partially supported the hypothesis that the interventions would significantly increase well-being (measured by the WEMWBS, PA and NA) compared to the control group. Correlations partially supported the prediction that greater effort and motivation towards the PPI would relate to greater increases in well-being. MIA was not found to influence the efficacy of the PPIs, hence, refuting the final hypothesis that participants with high MIA would report greater post-intervention increases in well-being than participants with low MIA (measured by imagery vividness and controllability scales). Well-being was positively correlated with MIA suggesting that improving MIA might facilitate an increase in well-being regardless of PPI use. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Educational Attainment; Counselors; Content Analysis; Psychology; Career Counseling; Mexican Americans; Case Studies; Interviews; Correlation; Self Determination; Personal Autonomy; Power Structure; Social Networks

Abstract:
Using Blustein's (2006) psychology of working and Hackman and Oldham's (1975) job characteristics theory, the authors investigated the job attribute preferences of Mexican American women with low educational attainment. They used content analysis to code and analyze the interview transcripts of 27 women. The most valued job attributes were not only those associated with survival and power but also those that incorporated aspects of social connection and self-determination, including autonomy, the opportunity to help others, the opportunity to use one's existing abilities, and the opportunity to learn. Understanding the preferences of this group of women can help career counselors and managers to be more effective in working with these women. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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