Group Play Therapy presents an updated look at an effective yet underutilized therapeutic intervention. More than just an approach to treating children, group play therapy is a life-span approach, undergirded by solid theory and, in this volume, taking wings through exciting techniques. Drawing on their experiences as clinicians and educators, the authors weave theory and technique together to create a valuable resource for both mental health practitioners and advanced students. Therapists and ultimately their clients will benefit from enhancing their understanding of group play therapy.
This first volume of two in the revised and greatly expanded edition of Professor Wylie's now classic work describes and evaluates measurement methods, research designs, and procedures which have been or might appropriately be used in self-concept research. Offering comprehensive treatment of the voluminous recent literature in the field, it constitutes a unique and invaluable guide to scholars and students of self theories and self-concept research. Many of the methodological issues considered here also have broader relevance for personality research and theory.
All stages are important in a person’s life, whether it is infancy, childhood, adolescence or adulthood, but arguably the most sensitive stage is adolescence; which starts at around 13 and ends at approximately 19 years. It is the stage when the urge of life reaches its highest peak. Accidents, Natural death and conflicts are creating generations of orphaned children. In addition the loss of a parent, orphaned children may face many hardships during their adolescence including decline in health, nutrition and psychological wellbeing. The number of children estimated to be orphaned due to all causes is estimated to be between 143 million and 210 million (UNICEF, 2012). Children and adolescents in particular are at increased risk for unresolved or complicated bereavement because of their development, vulnerability and emotional dependency. The purpose of the present investigation was to examine the differences in self-concept, mental health and academic achievement of orphan and non-orphan adolescents. The study adds to the existing literature and will become a guideline for researchers, educators, administrators and counselors to guide the students in a proper way and to frame the suitable educational environment where the adolescents can be accommodated and their self-concept, mental health and academic achievement may improve.
This welcome resource traces the evolution of self-concept clarity and brings together diverse strands of research on this important and still-developing construct. Locating self-concept clarity within current models of personality, identity, and the self, expert contributors define the construct and its critical roles in both individual and collective identity and functioning. The book examines commonly-used measures for assessing clarity, particularly in relation to the more widely understood concept of self-esteem, with recommendations for best practices in assessment. In addition, a wealth of current data highlights the links between self-concept clarity and major areas of mental wellness and dysfunction, from adaptation and leadership to body image issues and schizophrenia. Along the way, it outlines important future directions in research on self-concept clarity. Included in the coverage: Situating self-concept clarity in the landscape of personality. Development of self-concept clarity across the lifespan. Self-concept clarity and romantic relationships. Who am I and why does it matter? Linking personal identity and self-concept clarity. Consequences of self-concept clarity for well-being and motivation. Self-concept clarity and psychopathology. Self-Concept Clarity fills varied theoretical, empirical, and practical needs across mental health fields, and will enhance the work of academics, psychologists interested in the construct as an area of research, and clinicians working with clients struggling with developing and improving their self-concept clarity.
Ruth C. Wylie's two volumes of The Self-Concept, published by Nebraska in 1974 and 1979, evaluated psychological and sociological studies of self-concept and self-esteem. Looking at a plethora of tests, Wylie found in 1974 that very few had been adequately conceived or implemented. Many produced results that wereøunverifiable or specious. Her findings had disturbing implications not only for the tests themselves but for substantive research based upon them. In the 1980s psychometric tests of self-concept have continued to proliferate. Wylie has continued to assess them. Measures of Self-Concept briefly summarizes the psychometric criteria for self-concept tests, as fully discussed in Wylie's 1974 book, and the present general state of methodological adequacy of currently used earlier tests and some promising new ones still under development. Although Wylie still finds serious shortcomings, she notes a greater attempt today to increase and evaluate the validity of self-concept indices. This book presents detailed, up-to-date information about and psychometric evaluations of ten self-concept tests that appear to be the most meritorious candidates for current use and for further research and development. It is the first book since her 1974 volume to review specific as well as general measures of self-esteem for a range of ages from preschool to adult.
Now, this updated and expanded two-volume edition of Fischer and Corcoran's standard reference enables professionals to gather this vital information easily and effectively. In Measures for Clinical Practice, Volume 1: Couples, Families and Children and Volume 2: Adults, Joel Fischer and Kevin Corcoran provide an extensive collection of over 320 "rapid assessment instruments" (RAIs), including questionnaires and scales, which assess virtually any problem commonly encountered in clinical practice. All instruments are actually reprinted in the book, and are critiqued by the authors to aid in their selection. The instruments included are brief and easy to administer and will be useful for all types of practice and all theoretical orientations.
Includes section, "Recent book acquisitions" (varies: Recent United States publications) formerly published separately by the U.S. Army Medical Library.
The book is most useful for research scholars, faculties of Education. It is an important learning resources and reference material for M. Ed and M.A. Education students. The book contains basically 6 chapters. In chapter-1 (Introduction) contains the concept, features, characteristics, researches in different variables self-concept, personality – traits(aggression), adolescents, Government and Private schools, objective, hypothesis and delimitation of the study. The second chapter contains review of related literature studies on self-concept, self- concept and gender, interest, academic achievement, adjustment, aggression, aggression and self-concept, level of aspiration, aspiration and achievement, researches on personality, personality and gender, adjustment, aggression, academic achievement, adolescent, personality and aspiration, self-concept and aspiration, self-concept and personality. Chapter-3 contains Research paradigm, design of the study, population and sample, procedure, tools and techniques, detail description of tools, collection of data. Chapter- 4 contains analysis and interpretation of data to measure level of self-concept, aggression and aspiration .Analysis the relationship and significant difference among boys and girls and Govt. And Pvt. School. Chapter-5 contains findings, discussion of result, suggestion and recommendations for further research. The last chapter is summary which summarizes the thesis.
