Multicultural Humanistic Psychology

Kazanjian, Christopher J.

doi:10.4324/9781003049067-4

Cited by 2 publications

(3 citation statements)

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“…Moreover, there has also been an increase in specialization geared toward select portions of the lifespan (i.e., childhood, adolescence, and adulthood). Where existential-humanistic developmental psychology will go next is hard to predict, though there are signs that it may be becoming more multiculturally oriented (e.g., DeRobertis, 2015, 2017; DeRobertis & Bland, 2020a; Kazanjian, 2021; Woolrych et al, 2020). But if Wertz (1992) is correct, no matter what directions emerge, the representatives of this subfield would do well to be mindful of their rich and varied historical roots.…”

Section: Discussionmentioning

confidence: 99%

Historical foundations of existential-humanistic developmental psychology.

DeRobertis¹

2024

The Humanistic Psychologist

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This article traces the early history of existential-humanistic developmental psychology. It is argued that this area of inquiry was built upon the pioneering work of a heterogeneous array of authors from numerous backgrounds, including American humanistic psychology, European existential and phenomenological psychology, social and self-styled psychoanalysis, personalistic psychology, comparative psychology, Gestalt psychology, education and pedagogy, philosophy, and anthropology. The conceptual yield of the historical overview was distilled down to a cluster of four broad themes: the whole developing person-in-context, lived time, the living body, and an enduring call to pedagogy. Public Significance StatementThis study found that existential-humanistic developmental psychology can be traced back to a distinct cluster of seminal figures from diverse backgrounds. These contributors could be classified as firstor second-wave depending on their historical period. Four conceptual themes were distilled from the analysis. This is important for existential-humanistic psychologists and the wider community of developmental psychologists, many of whom have yet to recognize existential-humanistic developmental psychology's theoretical orientation.

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Section: Discussionmentioning

confidence: 99%

Historical foundations of existential-humanistic developmental psychology.

DeRobertis¹

2024

The Humanistic Psychologist

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“…Multicultural humanistic psychology is an interdisciplinary framework that seeks to provide educators with the critical pedagogical skills to help youth engage the complexity of an interconnecting global community (Kazanjian, 2021). Humanistic psychology has its foundations in the existential and phenomenological philosophies of the early to mid-20th century, which challenged the reductionisms, fatalisms, and determinisms of Freudian psychoanalysis and behaviorist schools of thought and praxis (Walters, 2008).…”

Section: Multicultural Humanistic Psychologymentioning

confidence: 99%

“…Therefore, this article will utilize a multicultural humanistic psychological framework, as both discourses are relevant to current times; by fusing them together, they become even more effective at achieving self-actualization for underrepresented minority groups. Multicultural humanistic psychology is a theoretical perspective and praxis that works to facilitate the culturally relative self-actualization processes of people, where the culturally diverse paradigms/knowledges are resources to cultivate holistic health and growth-promoting relationships (Kazanjian, 2021). This theory and praxis is informed by multicultural scholars such as Wayne Au, Christine Sleeter, Zaretta Hammon, and humanistic psychologists such as Carl Rogers, Clark Moustakas, and Charlotte Bühler.…”

Section: A Multicultural Humanistic Psychological Theoretical Frameworkmentioning

confidence: 99%

Mindfulness diligence: Supporting the culturally relative self-actualization processes of diverse groups of youth.

Kazanjian

2022

The Humanistic Psychologist

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Scholarly empirical research, in addition to educational and psychological organizations, have recommended that education systems around the world take a proactive approach to helping youth prevent or cope with emotional disturbances, such as anxiety and depression. Research literature has revealed that negative forms of stress that lead to mental disturbances also lead to physical ailments and diseases. To answer the call for preventatives or interventions for well-being, this paper argues that U.S. public schools and afterschool programs adopt the practice of mindfulness as part of curricular and pedagogical standards. Mindfulness meditation practices have shown to reduce stress, physical ailments, and increase overall well-being of youth. Mindfulness also supports the social and emotional intellectual development of children that may not have curricular opportunities due to inequalities or discrimination. This article argues that mindfulness-based interventions are integral for building a multicultural humanistic psychological paradigm, which can help diverse communities of youth achieve opportunities for culturally relative self-actualization.

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Multicultural Humanistic Psychology

Cited by 2 publications

References 0 publications

Historical foundations of existential-humanistic developmental psychology.

Historical foundations of existential-humanistic developmental psychology.

Mindfulness diligence: Supporting the culturally relative self-actualization processes of diverse groups of youth.

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