Slices & Articles Get by the slice or add to your own ebook
|Helen Alfille||Karnac Books||ePub|
… transference refers to the relationship that develops between patient and analyst as a result of projection onto the analyst of feelings, thoughts, and attitudes that derive from the childhood past of the patient and from his relationships to important objects that have undergone repression. [Shapiro, 1984, p. 13]
Waelder (1960) emphasizes that the chief feature of transference is the effort by the patient to persuade the analyst to behave as if he were an object from his past. Transference can be seen as a ubiquitous phenomenon, as all our relationships are coloured by our earliest experiences of object relations. “One might say that this is the transference of everyday life” (Shapiro, 1984). It follows that transference reactions occur in all patients undergoing psychotherapy and, therefore, it is of the utmost importance to be sensitive to the transference–countertrans–ference manifestations within the assessment exchange. Having said this, it is important to stress that Freud used this concept as a particular phenomenon occurring in analysis and reaching its fullest expression in the transference neurosis. The transference which develops in treatment manifests as a “stuck” transference, which is different from the transference reactions of everyday life. According to Freud, impulses that have never before been conscious may surface for the first time. If patients are caught in this kind of transference in therapy, for example, “in love” or “in hate”, it is a resistance which Freud initially saw as an obstacle to the treatment. Later, in his paper “The dynamics of transference” (1912b), he describes the process as “This struggle between the doctor and the patient between intellect and instinctual life, between understanding and seeking to act, is played out almost exclusively in the phenomena of transference”. It became a central dynamic in the treatment process. This is why it is so important for the assessor to be sensitive to these nuances, because it gives a taste of how the transference relationship may develop during the course of therapy. Some practitioners differentiate between the first piece of evidence of transference seen in an assessment consultation, which they term “false transference” (Bird, 1972; Zetzel, 1970) or “pre–treatment pseudo–transference fantasies” (Zetzel, 1970) and the gradual development of the transference in treatment. The sort of things we are looking for as transference phenomena would obviously occur more clearly in the ongoing therapeutic relationship, but some may be evident in the assessment session.See All Chapters
|Mark Van Clay||Solution Tree Press||ePub|
If being efficient means the school board can act as it sees fit and not worry about anyone affected by its decisions, then serving on the board is anything but, given the legal, political, and practical constraints on the board’s actions. Because of these constraints, it’s more important how the board conducts its business than what that business is. The most critical part concerns how, when, and why the board communicates with tactical, operational, parent, and community groups, all of whose support your board will need to provide strategic leadership.
Communication takes care and time, which you must build into the board’s working schedule. Many boards will find they spend more time—and more productive time—communicating the background to and reasons for their decisions than they will making them. That may seem counterintuitive, but any successful leader knows that decisions alone change nothing. People change things, but only if decisions are communicated to them in ways that they can understand and relate to. Thus, the key to board leadership is your ability to persuasively communicate decisions, not just the power to make them. As the strategic leader of a school district, your board needs to communicate so that individuals in various roles can understand, relate to, and carry out the board’s strategic decisions.See All Chapters
|Hamid R. Arabnia, Leonidas Deligiannidis, George Jandieri, Vince Schmidt, Ashu M.G. Solo, Fernando G. Tinetti||CSREA Press|
Int'l Conf. Software Eng. Research and Practice | SERP'13 |
The Influence of Human Aspects in Software Process
Improvement: a Brazilian Public Company Study
Regina Albuquerque 1, André Bibiano1, Rosilene Fernandes 1, Daniel Araújo 1,
Andreia Malucelli 1, and Sheila Reinehr 1
Post-graduate Program in Informatics, Pontifícia Universidade Católica do Paraná – PUCPR, Curitiba,
Abstract - This study discusses issues related to factors that can influence the success of Software Process Improvement (SPI) initiatives and seeks to contribute to the understanding of these factors, focusing especially on human aspects in the adoption of these initiatives. The study is quantitative, based on a survey approach, and was conducted at a public information technology
(IT) company that aims at reaching Maturity Level G of the MRMPS-SW Model (Reference Model for Brazilian Software Process
Improvement). The results are analyzed taking into account four basic hypotheses, organized based on four human factor categories:See All Chapters
|Andrea Sabbadini||Karnac Books|
The replacement child
pon awakening, a man who has dreamt of being a butterfly wonders whether he is not a butterfly dreaming of being a man. In this paradox, ontology merges with epistemology: being and knowledge cannot be separated. Indeed, all knowledge is being and is about being. As in the Socratic “Know thyself” carved on the pediment of the temple in Delphi, all we really want to know is who we are—a wish related to our infantile, and never entirely satisfied, sexual curiosity about our origins.
It is maybe because none of us can be absolutely certain about our identities that we are all vulnerable to experiencing gaps in our sense of continuity in time and space, and to the disturbing sensation of “not being quite ourselves”.
The uncanny sensation of not being oneself is so common in its numerous forms that probably all human beings experience it at some point in their lives. Yet—like the memory of a vivid dream vanishing early in the morning, just when one felt closest to grasping it—its ultimate essence must escape us.See All Chapters
|Pernille Rasmussen||Karnac Books||ePub|
“Work is the refuge of people who have nothing better to do”
(Oscar Wilde, quoted in Robinson, 1998a, p. 232)
What do we do if our jobs start to take control of our lives? Or if we notice that our partner, our sister, or a colleague has no time for anything but work? We usually think that the problem will solve itself. It will become less busy at work soon, and then we will have more time to do other things. But, if we are suffering from work addiction, the problem is not how much work we have to do, but our work patterns, as they exist over a long period of time.
If you are addicted to your work, you cannot count on your workload suddenly getting smaller unless you make a conscious effort towards it. However, there are several things you can do if your work has taken control of you, or if you want to prevent it. You can also make a difference to those people who are too involved in their work, but who may not be aware of the consequences of this. It is very important to do something if you are concerned about another person’s way of living and working. Most people are afraid of meddling in other people’s lives, but it is better to show concern, and thereby care, instead of passively looking on while the work habits of another person result in the breaking up of his family, for example.See All Chapters
Business & Economics