dibs in search of self essay

TheRoleOfSelfIdentityForAdolescents

Thelifetransitionsarethemajorchangesthatoccurthroughoutindividual'slifespan.Adolescenceis oftenclassifiedasoneofthemostchallengingandsignificantstageduringlifetransition.Inthis phrase,theindividualsnotonlydevelopingphysicalandsexualmaturationbutalsoexperiencingthe developmentofidentityandtransitionsintosocialandeconomicindependence(WHO,2014).This essaywilldiscussthedifferentconceptofself–identityforadolescents,theimportantpredictable andunpredictableelementsduringthetransition,aswellasthenurses'roleinrelationto adolescencecare.

AccordingtoErikson'stheory,astheindividualtransitsintoadolescence,heorshebeginstoexpress thehighinterestinunderstandingandtryingtomakesenseoftheselfanditsqualities.Thisprocess includesself–awareness,self–consciousandself–examination(Brinthaupt&Lipka,2012)Porfeli, Lee&Vondracek(2013)believedthatintheearlytomiddleadolescence,theindividualsare strugglingtoidentifythebalancebetweendevelopingauniqueindividualidentitywhilestillbeing acceptbythegeneralsociety.Therefore,itexplainsthereasonwhyindividualmaydevelophigh consciousnesstowardstocriticisminsocialenvironment.Simultaneously,Hoffnung,M.,Hoffnung, RJ,Pause,Jeffrey,Burton,Hine(2013)statedthatadolescencesareabletoevaluateselfidentity frommultipleperspectivesaswellasabletotakeothersopinionsinto

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TheSelfEverysituationthatanindividualisexposedtothroughoutlife,helpsmoldour"self."As humanswehavetheabilitytoseeourselvesfromtheoutside,andallthroughlifewetrytoseewhat othersseeandour"self"revolvesaroundthegeneralizedother.Weobservehowothersperceiveus andwemakeconclusionsdependingonourobservations.Howweactaroundothersdependsonthe imagewefeeltheyhavetowardsus

CharlesHortonCooley,asymbolicinteractionist,concludedthatoursenseof"self"developsfrom interactionswithothersCooleydescribedthisprocessastheshowmorecontent Ontheotherhandifyouseeyourselfasanindividualwhocancommunicatewithoutaproblemand youseethatyoucankeepothersinterestedinagivenconversations,yourreactionismorepositive. Throughthislooking–glassselfwedevelopa"self"concept.Dependingontheobservationswe makeconcerningthereactionsofotherswedevelopfeelingsandideasaboutourselves.The reflectionweseeinthemirroriseithernegativeorpositivedependingonthefeedbackwegetback fromthosearoundus.Misjudgmentsofthereactionsofothersbecomepartofour"self"concept alsothemisinterpretationsofhowothersthinkofus.Selfconceptsbeginsinchildhoodbutit continuestodevelopthroughoutlife.Asweobservehowotherpeoplereacttous,wemodifyour "self."

The"self"isneverafinishedproject,anditcontinuestochangeasourlifetakesdifferentturns.Our "self"reactstotheenvironmentthatwearein.Asthe"self"expandsweputtogetherthedifferent reactionsmakingusauniqueindividualEveryindividualhasadifferentwayofthinkingand thereforetheymaketheirownchoicesaboutcertainsituations.Goingthroughdifferentlifechanges, meansthe"self"isexpectedtochangetoaccommodatethelifestagewefindourselvesin.Theway weperceivedthingswhen

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FeelingsandthoughtsaboutthetheoryPerson–CenteredTheorystandsoutamongstthemultitudeof theoriesdevelopedtohelpimprovethelivesofindividuals.CarlRogerswasthepioneerofPerson–CenteredTheory,whichwasthebasisforVirginiaAxline'sdevelopmentofChild–CenteredPlay Therapy.Immediately,IfeltaconnectionasIbeganlearningabouttheprinciplesofPerson–CenteredTheory.TheintroductiontothistheoryledmetodiscovertheworkofVirginiaAxline. Myinterestincounselingchildrenwasreinforcedbythefundamentalelementsofplaytherapy Further,thestoryofDibsengenderedhopeandenthusiasmforthepossibilitythatthiscouldbethe theoryfromwhichIwork.Thehumanisticperspectiveisnoteworthy,...showmorecontent... However,thestoriesthathismothersharedwithAxlinewereinsightfulandIbegantofeelempathy forher.Myangertowardshisparentsneverfullydissolved;thoughmyfeelingsofjubilation prevailedasDibsprogressedandimprovedThesuccessofplaytherapyachievedintheendwas uplifting.Throughoutthestory,myemotionswereonarollercoaster.Iwasengrossedinthe techniquesofAxline'sapproachandthegradualdevelopmentofDibs'personality.Hisimprovement wasevidentandIfeltjoyouseachtimehedemonstratedstrengthandhopeInthebeginning,Dibs wasresistanttoleavingtheChildGuidanceCenterbecausehefearedgoinghometoanemotionally absentenvironmentSoon,hebeganacceptingthefactthatwhenthehourendedhehadtoleaveAn endearingmomenthappenedwhenDibstoldAxlinethathewouldreturnthefollowingThursdayto "fillupagainwithhappiness"(Axline,1964,p.133).TheplayroomwasaspecialplacewhereDibs couldexpresshimselfwithoutlimitation,andhisliberationwasrefreshing

Keypointsgatheredaboutthetheorist'spointofviewVirginiaAxline'sworkinChild–Centered PlayTherapystemmedfromthePerson–CenteredtheoreticalorientationofCarlRogers.Sheshared theperspectiveinwhichthevalueofthetherapeuticnatureisderivedfromtherecognitionbythe individualasacapablebeingandtherealizationofresponsibility.Adesiredgoaloftherapyis understanding,which

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TheEightPrinciplesOfChildPsychology

Childpsychology,alsocalledchilddevelopment,isthestudyofthepsychologicalprocessesof childrenandespecially,howtheydevelopasyoungadultsandhowtheydifferfromonechildtothe next.Itbasicallytendtomapontochildren'sphysical,cognitiveandsocial/emotionaldevelopment. Psychologistsattempttomakesenseofeveryaspectofchilddevelopment,includinghowchildren learn,think,interactandrespondemotionallytopeoplearoundthemandunderstandemotionsand theirdevelopingpersonalities,temperamentsandskills.Italsoincludeshowindividual,socialand culturalfactorsmayinfluencetheirdevelopment.Childstudyisofcomparativelyrecentorigin. NotablepsychologistsnamelySigmundFreud,MelanieKleinandshowmorecontent ItchronicledAxline'stherapeuticrelationshipwithafive–year–oldboywhoappearedwithdrawn anduncommunicative.Dr.Axlinewritesfromherviewpointasatherapist,afterhelpingDibs.The bookrecordstheweeklyplaytherapysessionsofDibswithDr.AxlineanddescribesDibs'behaviour anddemonstrateshowDr.AxlineusedreflectivelisteningandallowedDibstodiscoverhimselfand hisresponsibilitiesDrAxlines'sstyleisformalandeachchapterdescribestheplaytherapysession orevent.ThebookreflectstheactivitiesofDibscapturedbyDr.Axlineandhowshewasengaged withDibsandhersubjectmatter.ThebasicthemeoutlinedbyDr.Axlineishowplaytherapycan helpachildpsychologisttohelpthechildwhohasbeeninisolationleadtohisself–discovery.The bookholdsthatthroughself–knowledgeonegainsvaluablelifeexperienceandgrowsasacomplete newhumanbeingThebookisimportantbecauseofitscontributiontoplaytherapyAlthough,it alsotellsthestoryofhowDibsgoesfrombeingthought"retardedandhostilelyrejecting"tobeinga "brilliantboy"."DibsinSearchofSelf"isaninspirational

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DibsReaction

Nooneisbornaparent;noonereallyisaperfectparent.Dibs:InSearchofSelfisaperfect exampleofthisasbothparentshadnoideahowtoraiseachildinaloving,compassionatehome. Dibs'motherstatedfromthegetgothattheboyseemedtohaveitoutforherandhewasresponsible forruiningherandhermarriageThefatherwascompletelywrappedupinhisworkandstudiesand madesurehe'dmadenotimeforhischildren.Additionally,hischildrenhadbeeninstructedtostay outofhisroomwhilehewashome.OnceDibs'sisterisborn,heisagainpushedfurtherawayas theirmotherspoilsthelittlegirlEventually,howevereventhesisterissentawaytoaboarding school.

IamnotsosureIshowmorecontent

Insteadofinteractingwithhisson,heshuthimdown,effectivelycausingDibstoreactnegatively. Dibsscreamedathisfatherthathehatedhim(Axline,1964,p80)

Ihadmymomreadthisbooktogivemesomefeedbackandabouthalfwaythroughit,she'dstated thatshe'dreaditoncebefore.Shewasabout16yearsoldin1978andhermotherwasreadingitfor acollegeclass.Theywouldreaditaloudtoherandhersiblingsafterdinnersduringhersemester. Sherecalledhowuncomfortableshefelthearingthebook."Inthosedays,youdidn'ttalktopeople whohadchildrenlikeDibsYoudidn'tlookthemintheeye,youdidn'taskthemanythingYou avoidedthemlikeadisease,becausethat'salmostwhattheywere.Whenpeoplewouldconverse aboutthem,itwasalwaysinhushedtones.Wewouldalwayshearhowbadpeoplefeltbecausethe childwasretardedormanic"

DuringtheinterviewofDibs'mother,shestated:"Therewasnoplacewecouldsendhim."(Axline, 1964,p.87)Thisintriguedmebecauseitseemedverycoldforhertowanttojustgetridofher child,butagainintalkingtomymom,thatwashowitwasinthattimeperiod.Itwasstandard practicetosendproblemchildrenofftoboardingschoolsorprivatepracticestokeeppeaceinwell todofamilies.Again,Dibs'sisterwaseventuallysenttoaprivateboardingschoolherself,even thoughshewaslabeledas"aperfectchild".

"WhenIwasachild,a

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WhatIsTheRelationshipBetweenSelfAndSociety

InSociology,tounderstandone'sself,wemustunderstandtherelationshipbetweenselfandsociety. TheconceptoftheSociologicalImaginationwaspresentedin1959byC.WrightMillsandhis famousbookofthesametitle,wherehestatesthat"Thesociologicalimaginationenablesustograsp historyandbiographyandtherelationbetweenthetwowithinsociety,thatisitstaskandits promise"(Mills,2001)Thewholeconceptissetouttogivethedistinctionbetweenpersonal troublesandpublicissuesandtoallowonetoseethebiggerpicturewithintheirownlivesandto showthecorrelationbetweenpersonaltroublesandpublicissuesastwofacetsofasingleprocess. Sociologicalimaginationallowsindividualstohaveabetterunderstandingofthesocietytheylive in.Removingindividualsfromrealityandallowingthemtolookbeyondthepictureitself,ithelps correlatethelinkbetweenanindividual'spersonallifeandthesocietyinwhichtheylive.Thus, sociologicalimaginationallowsindividualstoacknowledgehowpersonaltroublesandsocial problemsareconnected.Manytimes,individualsfailtoseetheirownlivesarepartofthebigger pictureofthepublicsocietyasawholePersonaltroublesoccuronanindividuallevelandare limitedbythescopeofone'sbiography,whilepublicissuestranscendtheindividualandare collectiveinterestsorvaluesfelttobethreatened.Bothpersonaltroublesandpublicissuesare intertwined,asC.Wright

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Bookreview:DibsInSearchofSelf YeeKaFai,Kelvin 3035012234(sittingstudent)

Introductiona

Thisbookiswrittenaboutafiveyearoldmalepatient,Dibs,ofthetherapistVirginiaMaeAuxline Itiswrittenasanearverbatimaccountofthedialogueduringthesessionsofthepsychotherapy. Dibsdisplayseverebehavioralproblemsinfamilyandschool,suchasnon–responsive,socially detachedandviolenceThroughthecourseofthetherapy,Dibsprogressesfromastateofsevere isolation,regardedas"mentallyretarded"(p.12),throughtoshowingandprovingtobea"brilliant boy"(p.196).

Theauthor"MissA"isaclinicalpsychologistwhoisinvitedtolookatthecaseofthisyoungboy andhisfamily,andbecauseoftheneedsof...showmorecontent...

Thereasonsforbehaviorduringandafterthesessioncanbeinferredfromthepatternsandobjects ofplay.Dibswasparticularlyinterestedinplayingwiththesandboxandthedollhouse.Fromhis play,itissensibletodeducethatrejectionandignoranceofparentsdeeplyhurtDibsandinducehis maladaptiveresponse.Ontheotherhand,Dibs'playandbehaviorsinplayroomclearlyrevealshis superiorintellectualcapacity,whichcontradictsgreatlywithhisovertpresentingproblemsindaily functioningathomeor

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BehavioristApproach:Thebehavioralapproachistheideathatobservablebehaviorisaresultof environmentalcomponentsandpastexperiences.Thesecomponentsareknownasthestimuliand thebehavioraleffectthatitproducesiscalleditsresponseTheexplanationbehindthisideaisbased onhowindividualslearn,whichisthroughclassicalandoperantconditioning.Classical conditioningisaprocessthatassociatestwostimuli,whichthencreatesanewlearnedresponse everytimethosestimuliarepairedtogetherThestimulibeginsasbeingneutral,however,proceeds toturntoonethatisconditioned.AnexcellentexampleofthisideaisinPavlov'sdogexperiment wherethedogslearnedtoassociateabellwithfood.Operantconditioningisaprocessthat correlatesthelikelihoodofactionshappeningbasedonassociatingitspositiveornegative consequences.ForinstanceinSkinner'sratexperiment,theratknewtoinstantlygototheleverinits boxonceitfiguredoutitwoulddropfoodwhichwaspositivereinforcementNegative reinforcementwasalsodemonstratedwhenitwouldberemovedandinsteadtheratwouldbe electrocutedwhennotonthelever,eventuallytheratlearnedtogototheleverinstantlytoavoidthe electricityInthestory,Dibs:InSearchofSelfbyVirginiaAxline,themaincharacterDibsoften supportedbehaviorism.Forinstance,whenDibswasintheplayroomandbegantoplaywiththe dollhouseandthewayhewouldrepeat"Dibs ...Getmorecontent...

Whatisyouridealself?Doyouwanttobeacollegegraduate,married,mother/father,homeowner, cultured,musical?Yourcurrentstateiscalledtheactualselfandthepersonthatyouwanttobeis calledtheidealself.Anidealself–conceptishowyouwouldlikeasituationoroutcometobe,for examplecompletingadegreeprogramornotbeingstuckintraffic.Actualself–conceptiswhatyour currentsituationoroutcomeis,forexamplebeinginschoolforadegreeorbeingstuckintraffic Foronetoachievetheirgoal,theymustworkhardtomovethroughthedifficultphasesoftheir goals.Differentpersonalitiescreateandcompletedifferenttypesofgoals,someindividualshave manylifegoalsalongwithsmallergoalswithinthatinordertoachievethem,inthisresearchthey willbereferredtoasfutureminded–thinkers.Otherindividualsdoverylittleplanningforthefuture, thereforetheyhavelittletonogoalssetfortheirfuture,inthisresearchtheywillbereferredtoas presentminded–thinkers.Thebestwaytogaininformationaboutanindividual'spersonalityisto askthemwhatkindofpersontheyare(Back,Egloff,&Schmukle,2009).Researchsuggeststhat typeApersonalitieshavethreemajorcomponents;competitiveachievementstriving,timeurgency, andhostility(Strube,etal.,1986).Inthisstudy,wewillwanttodeterminewhatindividualsaretype AandtypeBpersonalitiesinordetermineiftypeApersonalitiescompletemoreself–made

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Therapeuticuseofselfinvolvesusingone'spersonality,bodylanguage,activelisteningthatisused tocreateandmaintainatherapeuticrelationshipwithothers(Loweetal.,2007).Establishingtrustis alsoanimportantaspectoftherapeuticuseofself,toaddresstheneedsandgoalsoftheclient,which helpsourscopeofpracticetoremainclient–centered.Usingtherapeuticuseofselfisbeneficialfor occupationaltherapists(OT),asitfacilitatesinteractionwiththeclientItalsoencouragesand allowsthetherapisttoobtainnecessaryinformation,andtoalleviatefearoranxietythatmaytake placeduringtreatmentsession.DuringLevelIFieldworkataSNF,Iwasabletoapplythese principlesduringatreatmentsessionforaclientdiagnosedwithdementiathatwasagitatedand non–compliantwiththeactivity.Todivertherattentiontotheactivity,andtogethertounderstand thatIwasshowmorecontent

TheOTwilladministertheFallsEfficacyScale(FES)AssessmentToolwithPhyllisbeforeshe returnshometohelpwritedischargerecommendations.UsingAIDETcommunicationtheOTwould begintreatmentbyknockingonthepatient'sdoorandask,"MayIenter?"Oncethepatientresponds with"Yes",theOTmayentertheroom.IfthebedwaslowtheOTcouldkneeldowntothelevelof thebedtosustainappropriateeyecontact.Next,whilesmilingtheOTwouldintroducethemselves tothepatientbysaying,"GoodmorningPhyllis.MynameisAlissa,andIwillbetheoccupational therapistworkingwithyoutoday."TheOTshouldsmileandreachtoshakePhyllis'hand.TheOT shouldalsoask,"AreyoufamiliarwithwhatanOTdoes?"Ifnot,theyshouldgiveaquickelevator speechabouttheprofession.TheOTshouldalsosay,"Thequestionnairewilltakelessthan5 minutes,andthenursesaidshewouldbebringinginyournextdoseofpainmedicationwithinthe next10

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ThebookDibsinSearchofSelfisastoryofasmartyetveryunsocialandwithdrawnlittleboy namedDibs.Thestory,writtenfromDr.Axline'spointofview,showshowDibsgoesfrombeing completelyunabletofunctioninanormalclassroomsettingwithotherchildrentodiscovering himselfthroughplaytherapy.NowhereisthebookisDibsspecificallydiagnosedoreven characterizedasbeingautisticThisisnotsurprisingasautismwasnotreallywidelyunderstoodor diagnoseduntilthe1960's;thisbookwaswrittenin1964.Therearemanycorrelationsbetweenthis bookandsomeofthetheoriesandtopicsdiscussedinBerger'stext.Iwouldliketoaddresssomeof thesecorrelationsnow

Bergersays,"Childrenwhodeveloped...showmorecontent...

ThisisexactlyhowDr.AxlineisworkingwithDibs.SheisfocusingonlettingDibsplay,ashesees fitwhilesheobservesandminimallyparticipates.Bergeralsodescribesprogramsthatstress attachment.Dr.Axline,throughgradualprogressionandparticipation,slowlybuildsarapportand thereforeattachmentwithDibsThisallowsDibstobecomecomfortableinhisowntime,underhis ownrules.Thisisimportantforautisticchildrenwhomayhaveissueswithtrustandattachment.

References:

Axline,V.M.(1964).Dibsinsearchofself.NewYork:BallentineBooks.

Berger,KS(2009)Thedevelopingperson:ThroughchildhoodandadolescenceNewYork: Worth

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SelfExploration

Manyofusgothroughlifeskimmingthesurfaceofouridentities.Thatis,wedon'ttrulydigdeeply intoourthoughts,feelings,desiresanddreams.

Partoftheproblemisthatwe'realwaysonthego.Whento–dolistskeepswelling,self–exploration takesabackseat.Howcanitnot,whenwebarelyfindtimeforself–care?

Specifically,self–explorationinvolves"takingalookatyourownthoughts,feelings,behaviorsand motivationsandaskingwhy.It'slookingfortherootsofwhoweare–answerstoallthequestions wehaveabout[ourselves],"accordingtoRyanHowes,Ph.D,psychologist,writerandprofessorin Pasadena,California

Havingadeeperunderstandingofourselveshasmanybenefits.It"helpspeopleunderstandand acceptshowmorecontent

Takesometimeandthinkaboutwhatyoumightneedinordertobehappyandultimatelysuccessful inyourjob/career.Forexample,afewthingstoconsidermightbesalary,geographiclocation,job autonomy,workhours,andprofessionalgrowthopportunities,tonameafewWhichonesofthese, and/orothers,aremostsignificant;thingsthatwouldmakeanobviousdifferenceinwhetherwe wouldenjoyourjob/career?Ifyoudon'ttakethetimetoconsiderwhoyouareandwhatyouwant, youwon'tknowwhatyouarelookingfor.Youneedtobeawarethatnojob/careerisgoingtobe perfectandmeetallofyourexpectations.Butifyouatleastthinkaboutwhichthingsaremorevital toyourhappinessandaimforthose,youcancomeprettyclosetowhatyouwantThinkaboutthe skillsandabilitiesyoumayhavethatyouwouldliketoutilizeinyourchosenprofession(i.e. leadership,helpingothers,mathematicalability,creativity,communication,etc.)Whichcareersgive youmoreofanopportunitytoexpressyourselfandbeyourself?Manypeoplemakethemistakeof assumingthattheycanandwilldojustaboutanythingfortherightamountofmoney.Wellletme assureyouthatthisisonlypartiallytrue.Inthebeginning,themoneymayseemlikeenoughto sustainyourjobsatisfactionandhappiness,butsooneveryonerealizesthatmoneyaloneisonlya temporaryfix.Ifyoudon'treallylikewhatyouaredoing,orlikewhereyouwork,youwon'tbe

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Toofrequentlyplaytherapybecomesoverlookedandrejectedduetothejoyouswordplay.Despite thebeliefs,playtherapycaninhibitcommunicationbarriers,andprovideasafeenvironmentforthe childtoexplorecriticalelementsintheirlife.ThebookDibsinSearchofSelfbyVirginiaM. Axlineprovidesanexcellentexampleofhoweffectiveplaytherapycanbe.TimeandtimeagainI foundmyselfbecomingmovedandflabbergastedbythewayplaytherapyworkedforDibs Furthermore,thewayplaytherapyassembledahealthyandpositiverelationshipwithhisfamilyin general.Inthebeginning,IwasveryskepticalifplaytherapywouldsuccessfullyworkforDibs. Axlinestates"whenanyoneapproachedhim,hewouldhuddleupinaballonthefloorandnot move"(1967,p.14).Icontinuouslythought,howdoyoureflectonachildthatissopersistentin thesemutebehaviors?Inadditiontobeingconsumedbyquestions,Icouldn'thelpbutfeelterrible forDibs.Atfiveyearsoldhomeisacomfortzoneandnotbeingabletofeelthatsenseofsecurityis awful.Axlinestates"hehadatempertantrumssometimeswhenitwastimetogohome..."(1967, p15)Unfortunately,Dibsparentswereshowmorecontent

Dibsmakesacommentattheendthatwarmsmyheartineveryaspect,hesays"MissA.MissA.A specialnameforaspecialfriend"Ithinkthisshowshowmuchofanimpactaplaytherapistcan haveonachild,andalsoplaytherapyingeneral(Axline,1967,p.214).Beforethisbook,Ibelieved inplaytherapy,butafterthisbook,Ibelieveitonawholedifferentlevel.OnestatementthatDibs saysthatIthinkreallydefinesplaytherapyis,"AsyousaidyouwanteditAsIsaidIwanteditAs wesaidwewantedit"(Axline,1967,p.203).Ithinkthisshowsthatheunderstoodthatitwasthem togetheragainsttheworldnotjusthim.Allinall,thisbookwasnothingshortof

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CarlRogers:TheEarlyPioneersOfPlayTherapy

Playtherapyfirstbegantomaterializeintheearlypartofthetwentiethcentury,astheoristssuchas AnnaFreudandMelanieKleindevelopedtheirownconceptsofhowtoobtaininsightintotheinner emotionalworldofachildthroughthemediaofplay(Rye,2010).

TheunderlyingprincipleofChildCentredtherapy(CCT)ornon–directivechildcentredplay (NDCCP)isbasedonthepersoncentredapproachofCarlRogers.Hebelievedclientshadthe capacitytofindtheirownresolutionsandachieveselfactualizationwiththeaidofanurturing therapeuticrelationshipHeadvocatedthatchangewasbroughtaboutbythetherapeuticrelationship andsothetherapistshouldnotmakeinterpretationsfortheclient.Heconsideredthecoreconditions ofempathy,unconditionalpositiveregardandcongruencewereparamountcoupledwithanon judgmentalattitude(Rogers,1995).Hewasnon–directiveinhisapproachwithclientsandemployed thetechniquesofactivelisteningandreflectingbackandalthoughhisworkwasadaptedforadultsit wouldbebeneficialtoaidinhelpingachildtelltheirstoryduringtheearlystagesoftherapy (Geldard,Geldard&YinFoo,2013).

EarlyPioneersofPlayTherapyshowmorecontent

Shewashugelyinfluencedbythenon–directiveperson–centeredapproachofRogersandadaptedits beliefsandvalues,especiallytheskillofactivelisteningalongwiththecoreconditions,forusein playtherapyforchildren(Geldard,Geldard&YinFoo,2013).Herapproachwasoriginallyknown asNonDirectivePlayTherapy,butlaterbecameknownasclientcenteredplaytherapyandthen subsequentlychild–centeredplaytherapy(Landreth,

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SocialSelf

THESOCIALSELF

Thewaywedefinewhoweareisadirectresultofwhatweknow.Inbasicterms,theSocialSelfis definedashowanindividualinteractswiththesocialworldpresentedtohimandhowheapproaches theformationofrelationships.MentalimagesofhowIseemyselfplayabigrolealsosuchas physicalappearance,accomplishments,roles,andskillsItisself–awarenessprocessthatcan sometimesbedifficult.Withineverydaylifepeoplebelievethemselvestobeconstantlychanging.In actuality,thechangesthatonebelievestohavearebutminorchanges.Aperson'spersonalityis usuallysetatanearlyageinchildhoodThisprocessbeginsaroundsixorsevenmonthswhen childrenbegintorealize"themselfs"as...showmorecontent...

Identityyachievementcomesfrommanyyearsofexploringdifferentrolesandpersonalities.For exampleapersonwhothinksnegativelyofhimselfandothers,isgoingtoshyawayfrom attachmentandbesociallyavoidantwhichobviouslyisgoingtoaffectthecrisisofintimacyversus isolationSopersonalidentityplaysamajorpartinmyquestforself–knowledge,butitsuptometo choosemyownidentity.Godcreatedallmenequally,butitisuptoustodeterminewhomwe ultimatelywanttobe.

Selfesteembasicallymeansthatweshouldlikeourselves,feelpositiveaboutyourselfandrespect yourownworth.Feelingpositiveaboutyourselfcandeterminehowyouperform.Whenwerespect ourselvesandfeelreallygoodinourselves,wewilldobetteratschool,enjoylife,makenewfriends quickly,andwearemoreconsciouslyawareandincontrolofourbehaviour.Ibelieveaperson's self–esteembeginstotakeshapeatanearlyage,withtheirparentsbeingamajorinfluence.Parents whodonotfeelgoodaboutthemselvesorothers,sometimestakeitoutontheirchildernby belittlingthemordiscouragingthem.Thisleadsthechilddownapathofself–doubtandeventually giventherightcircumstancesalowerself–esteem.Inmostcases,childrenwithlowself–esteemfeel thattheimportantadultsandpeersintheirlivesdonotacceptthem,donotcareaboutthemvery much,andwouldnotgooutoftheirwaytoensure

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Thisisthestoryofalittleboynamed,Dibs.Dibswasa5yearoldboywhowasanemotionally crippledchild.Hebelongedtoawealthyandhighlyeducatedfamily[hismotherwasasurgeon,his fatherascientistwhocouldthinkofhimonlyasa"mentaldefective"asheexhibitedabnormal socialbehaviorsuchascontinuouslyisolatinghimself,rarelyspeaking,andphysicallylashingoutat thosearoundhimWhentheauthorfirstmeetsDibsparents,theydescribeherastheirDib'slast hope.ThebookdescribestheinteractionsbetweenDibsandthepsychologist.Intheirsessions together,DrAxlineintegratestheprinciplesofnon–directiveplaytherapy.Herpsychological approachtochildrenwasbasedonmostofthehumanisticconceptsof

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Inhumanexistence,aquestioncommonlyaskedis,"WhoamI?"Thisquestionistheheartofthe questfortheSelf.Thisisaquestwhichmaytakealifetime,sometimeslonger,tofulfill.Onepath, ofself–discovery,iswhenpeopleturntotheirsurroundingsintheirsearch.Inturningtotheir surroundings,peopleareabletoseetheirSelvesbythethingsaroundthem.Inobservingthe surroundings,peoplemay,notonly,findtheirSelves,butestablishtheirSelvesThispath,however, isnottheonlywaypeoplesearchfortheSelf.Anotherpathiswhenpeopleturntosomethinghigher thanthemselvesforanswers.Thispathislinedwiththehopetheanswerscanbegivenbythe, "somethinghigher"Thesetwopathsrepresenttwoprecedingshowmorecontent Inmyview,theInfiniteIntellect,duetoitsinfinitenature,isasourcefortheSelftolearn,sincethe Selfhasalimitedintellect.Theinfiniteintellectthenbecomesthefoundationintherelationship betweentheAbsoluteandtheSelf.TheassertionthattheAbsoluteiscomplete,orinfinite,setsthe hierarchyoftherelationshipbetweentheAbsoluteandtheSelf.TheAbsoluteisabovetheSelfand actsasasourcefortheSelftoseewhatitcouldaspireto,intermsofcompletenessWatonthen describestheinnaterelationshipbetweentheAbsoluteandtheSelfbystating,"Humanbeingswere onlytheimpressionsofoneandthesameideaoftheInfiniteIntellect"(Waton42).Thisdescription oftheexistingassociationbetweentheAbsoluteandtheSelf,furtherdemonstratesthehierarchyof theirrelationship.TherelationshipbetweentheAbsoluteandtheSelfisimportanttounderstandin ordertodeterminewhycontactbetweentheSelfandtheAbsoluteisnecessaryinself–discovery InChristianbeliefs,theAbsoluteisnotonlyatranscendentalexampletotheSelf,butmayalsobe theoriginoftheSelf.Watoncontinuesonthisthoughtwhenhewrites,"likeGod,manisatrinity, consistingofabody,amindandasoulThebodyisaformofextension,themindisaformof thought,andthesoulisanideaofGod.Thesoulistheessenceofman;thebodyand

WhenIfirststartedreadingDibsinSearchofSelf,IwasnotsureifIwasgoingtoreallybeableto getintothebook.OnceIstartedreadingit,Ifoundittobeinteresting,informative,andenjoyable.I foundmyselfbeingmoreandmoreinterestedaftereachchapterandfoundmyselfwantingtolearn moreaboutDibs'situation.Therearesomanyaspectsofthisbookthatmademefeelemotionally connectedtoitIcouldnothelpbutbecomeinterestedinlearningmoreaboutthischild'slifeand seeinghowhechangedthroughoutthecourseofthebook.Alongwiththebookbeingagreatread,it wasalsointerestingbeingabletoreadabookthatrelatedheavilytothetopicsthatwehavetalked aboutinclassThisbooknotonlygivesareal–lifeperspectiveaboutchildhoodpsychopathology, butitalsomakeyouthinkaboutthedifferencefactorsthatcaninfluenceachild'soverall development.AmajorfactorinthisbookwasAxline'suseofplaytherapywithDibs.Axlineis knownforherconceptofplaytherapyandthereareeightprinciplesofplaytherapy.Throughoutthe book,IcouldseethedifferentprincipleswereincorporatedintotheappointmentsthatDibsattended. Thefirstprincipleisthatthetherapistneedstoformawarmandfriendlyrelationshipwiththechild IthoughtAxlineaccomplishedthisprincipleprettyquickly.ItdidnottakealongtimeforDibsto feelcomfortablewithherandhestartedtalkingtoherandbecomingmoreverballyand

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TherapeuticTouchandPain

StephanieBrooks

KelseyMcAfee

KaraLamb

EdinboroUniversityBackgroundThroughoutourclinicalexperiences,almosteverypatientthatwe havehadreportedsomepainPainmedicationsareoftenover–prescribedandover–usedandcan oftendomoreharmthangood.Peopledoneedpainmedicationsincertaincircumstances,butwe wantedtoresearchothermethodsforpatientstomanagepain.Therapeutictouchcanofferavariety ofbenefitsincludingpainmanagement.Amajorityoftheadultpopulationexperiencespainona dailybasis.Ifmorepeopleknewabouttherapeutictouchandusingitforapainmanagement technique,patientscouldfeelbetterwhilenotusingpharmacologicalmanagementAccordingto FlorandTurk,116millionexperiencepainonadailybasisandmostpayfortreatment,whetherit bephysicaltherapy,painmedication,inpatientservicesorprimarycare(FlorandTurk,2015).The samereportalsostates,"Prescriptionpainkillersareconsideredamajorcontributortothetotal numberofyearlydeaths"(FlorandTurk,2015).

TheQuestion

Population:AdultPatientsexperiencingpain

Intervention:TherapeuticTouch

Comparison:N/A

Outcome:patientsexperiencingpainwillreportdecreasedpainafterreceivinginterventions

ThefinalPICOquestion:

Doestherapeutictouchdecreasepainlevelsforadultpatientsverbalizingmildtomoderatepain levels?

TheSearchWeusedavarietyofdifferentsearchmethodstogatherour

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INTRODUCTIONThesocialconstructionistperspectiveholdstheviewthattheselfiscontinuing "shapedandreshapedthroughinteractionswithothersandinvolvementinsocialandcultural activities"(Wetherell&Maybin,1996,p220)Socialconstructionistisconcernedwithexplicating theprocessesbywhichpeoplecometodescribe,explain,orotherwiseaccountfortheworld (includingthemselves)inwhichtheylive(Gergen,1971).Thus,thesocialconstructionistapproach impliesthattheselfisshapedbysocialinteractionwithinhistorical,culturalandsocialcontexts Socialconstructionist'sapplyananalysisofsocietallevelwhichexplaintheselfthroughsocial relations.Conversely,theshowmorecontent

Therefore,theargumentaspresentedbythesocialconstructionistviewisthatselfidentityisshaped throughacombinationofinteractionsbetweenthesocietyandtheindividual(Wetherelland Maybin,1996)Anexampletosupportwouldbesocialconstructionist'sMillerandSperrywhose findingdiscoveredconnectionsintheemotionsofachild'sandhismother's.Thustheybelievethat thisfindingprovesthatthereisaninternalisationandconstructionofoneselfthroughdescriptive storiesandsocialdistribution(Wetherell&Maybin,1996).

Boththesocialconstructionistandthepsychodynamicviewsadoptahermeneuticepistemology, whichcentersontheanalysisofaperson'sactions,theirfundamentalinfluencesandhowthe externalsocialworldcanbeinternalisedandrepresentedsymbolicallywithinanindividual(Stevens, 1996)However,therearekeydifferencesbetweenthetwoviewsThesocialconstructionistapplies asocietalstudyapproachwhichconvergetheexternalsocietyandthesocialrelationshipswithinit. Thisimplyingthattheselfisbuilt–upandcontinuallydevelopedthroughmultiplesocialnetworks (Sapsford,1996).Ontheotherhand,psychodynamictheoriesappliespsychoanalytical

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