A heuristic path to psychotherapy integration: One early European development.

Abstract

In the 1930s, the author accepted Freud's view that neurotic symptoms, dreams, and parapraxes were not chaotic brain activities but socially motivated structures. However, Freud did not pursue his social-psychological insight and was sidetracked by his individualistic metapsychology. The author made this next step, inspired by some psychoanalytic dissidents and the Prague philosophy of science, moving toward an interpersonal and smallgroup-system concept. The next decisive step to integration, enabled by the analysis of the intrapsychic-interpersonal fallacy, was the unifying concept of group schema, conceptualizing an individual's mental life as a group process. Simultaneously, a clinical system propelled by efficiency and cost effectiveness emerged in both Czechoslovakia and Canada, consisting of successive steps from a psychotherapeutic community to individual, group, and family therapy.

Factors of Performance of Secondary Schools in Science, Mathematics and English

“…A researcher stated that making a difference to students' learning may be linked to effective teaching [36]. Additionally, Aguele et al stated that the supervision of students' activities has large impact on their overall acquisition and improvement of basic skills [37]. Further, Chang adds that researchers have classified teaching styles in many ways and have considered certain teaching styles more effective in improving student learning [38].…”