Psychological Education

Alschuler, Alfred S.

doi:10.1177/002216786900900101

Cited by 8 publications

(8 citation statements)

References 24 publications

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“…Training in entrepreneurship has been carried out in many contexts (Vesper, 1985), but most of these seemed to focus on entrepreneurial abilities as the development of a business plan (Vesper and McMullen, 1988;Solomon and Fernald, 1991). Some training programmes with the purpose of developing an individual's psychological attributes have been introduced, mainly directed toward the development of Need for Achievement (McCelland and Winter, 1969;Alschuler 1969). The area of entrepreneurship education suffers from how to define what an entrepreneurship education really is.…”

Section: Entrepreneurship Educationmentioning

confidence: 99%

“…Previous research has shown that Achievement motivation could be developed (McClelland and Winter,1969;Alschuler, 1969;Miron and McClelland,1979), "...by teaching participants the scoring system...so that they could learn to think in an appropriate way" (McClelland, 1984, p. 606). That measuring after this kind of learning gave a higher level of n Achievement is hardly surprising.…”

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confidence: 99%

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The effects of an entrepreneurship programme on Need for Achievement and Locus of Control of reinforcement

Hansemark

1998

Int Jrnl of Ent Behav & Res

259

171

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The study examines the change in n Achievement and Locus of Control of individuals in an 9 months entrepreneurship programme. The experiment comprised of two experimental groups (n = 10 and n = 9), and two control groups (n = 19 and n = 32). All groups consisted of male and female students. All groups were at similar educational levels, age, and area of study. All participants had finished high school or an equivalent level of education. Need for Achievement was measured with Thematic Apperception Test consisting of six pictures. Locus of Control was measured with Rotter’s Internal‐External test. A pretest was carried out in the beginning of the experimental and control groups education, the posttest after 7 months. A statistically significant increase in n Achievement (t = ‐3.33, p < 0.005) and in internal Locus of Control (t = 3.63, p = 0.001) were obtained as a result of participating in entrepreneurship education, while the control group showed no change. The result supports the hypothesis that participating in an entrepreneurship programme should increase Need for Achievement and internal Locus of Control of Reinforcement.

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Section: Entrepreneurship Educationmentioning

confidence: 99%

mentioning

confidence: 99%

The effects of an entrepreneurship programme on Need for Achievement and Locus of Control of reinforcement

Hansemark

1998

Int Jrnl of Ent Behav & Res

259

171

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“…Such an assemblage, always under construction, never allows for the kind of auto-pilot therapeutic mode that occurs all too readily within the confines of manualized models and linear, top–down education. Here, again, the work of humanistic psychology has been crucial to the formulation of improvisational, in-the-moment kinds of pedagogy and therapy related to enhancing awareness, creative and critical thinking, interpersonal sensitivity, self-direction, self-understanding, self-actualization, and ethical development (e.g., Alschuler, 1969; Wadlington, 2001).…”

Section: Teaching Beyond the Manualmentioning

confidence: 99%

Empty Curriculum, Empty Mind: Teaching Mindfulness with Military Veterans

Uebel

2019

Journal of Humanistic Psychology

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This conceptual essay places the Buddhist notion of sunyata, or emptiness, at the heart of the enterprise of teaching mindfulness with military veterans. It is a term that brings before us the necessity of having an open and “unknowing” mind, one that frees both students or clients and instructor from becoming mired in routinized, autopilot modes of psychotherapy delivery. While attention to the teaching of mindfulness has centered on the training of instructors and their employment of manualized treatment modalities, this essay shifts the emphasis to what humanistic psychologists and educationalists have termed variously fusion-knowledge (Maslow) and the live classroom (G. I. Brown). Humanistic psychological insights are brought in dialogue with the fields of knowledge management and organizational learning and, most important, transformative learning theory. The author’s group-based delivery of mindfulness in the Veterans Health Administration setting provides an example of a curriculum that is collaboratively generated and based in the ongoing creation of a common vocabulary for living and thinking mindfully. An expansive, improvisational approach to teaching mindfulness is posited as beneficial for the creation of new forms of awareness that shape our psychological and intellectual relations to the lived world.

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“…136-137) advanced a definition that supports the professional roles of the health counselor. The counselor can combine the roles of psychological educator (Alschuler, Ivey, & Hatcher, 1977;Skovholt, 1977), change agent (Goodyear, 1976), physical conditioning specialist (Collingwood, 1976), nutritional consultant (Miller, 1980), hospice worker (Cheikin, 1979), behavioral self-management trainer (Thoresen & Coates, 1976), and multimodal behavior therapist (Keat, 1978;Lazarus, 1973), among others, to best meet individual needs linked with chronic or excessive stress and related negative health effects. Some client problems that are concerns of the health counselor are chronic pain, stress-related disease (e.g., cancer and coronary heart disease), compliance with medical regimen, lifestyle disorder (e.g., smoking and alcoholism), and stress-related behaviors (e.g., insomnia, bruxism, and sexual dysfunction).…”

Section: Health Counseling and Professionalizationmentioning

confidence: 99%

Health Counseling: An Emergent Specialization

Southern

Hannaford

1981

Couns Edu & Supervision

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Health counseling is a legitimate specialization that focuses on the development of skills and resources for optimal psychophysiological functioning (i.e., wellness). This emerging specialization, however, lacks the formal recognition required to advance within the developing interdisciplinary field of behavioral medicine. The authors address the problem and promise of professional recognition for health counseling.

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Psychological Education

Cited by 8 publications

References 24 publications

The effects of an entrepreneurship programme on Need for Achievement and Locus of Control of reinforcement

The effects of an entrepreneurship programme on Need for Achievement and Locus of Control of reinforcement

Empty Curriculum, Empty Mind: Teaching Mindfulness with Military Veterans

Health Counseling: An Emergent Specialization

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