Deleuze and psychology: philosophical provocations to psychological practices

An increasing number of scholars, students and practitioners of psychology are becoming intrigued by the ideas of Gilles Deleuze and of Felix Guattari. This book aims to be a critical introduction to these ideas, which have so much to offer psychology in terms of new directions as well as critique.Deleuze was one of the most prominent philosophers of the 20th century and a figure whose ideas are increasingly influential throughout the humanities and social sciences. His work, particularly his collaborations with psychoanalyst Guattari, focused on the articulation of a philosophy of difference. Rejecting mainstream continental philosophy just as much as the orthodox analytical metaphysics of the English-speaking world, Deleuze proposed a positive and passionate alternative, bursting at the seams with new concepts and new transformations.This book overviews the philosophical contribution of Deleuze including the project he developed with Guattari. It goes on to explore the application of these ideas in three major dimensions of psychology: its unit of analysis, its method and its applications to the clinic.

Emotional skills and promoting School Success in the 3rd cycle: students perception

Problem Statement: The perceptions about school, play a central role in behavior, performance and results. There is evidence that an improvement in emotional skills is associated with a higher success. Research Questions: What is the relationship between internalizing and externalizing behaviors, emotional skills and academic success in the 3rd cycle of basic education? Purpose of Study: To promote social and emotional skills of students, in the 3rd cycle of basic education. Research Methods: A pilot study with groups of 7th year at a school central Portugal. Made diagnosis of disruptive behavior (ASEBA) was identified 6 children aged 12 0s and 14 and followed by 3 focus groups with students, parents, and teachers respectively. Findings: 6 students mostly male were identified (70 %), with the predominance of externalizing behaviors and academic failure. Not like school (80%) and have no motivation for learning. The relationship between parents and teachers is conflituoso. 100 % of parents have the utmost concern academic success and teachers perceptional good practices, but without success. Conclusions: This program is seen in a perspective of empowerment of the various educational agents to manage various environments and relationships. The results point to the importance of the focus group in the awareness of relational problems in schools. Less adjusted change behaviors imply the involvement of all educators.

Professor gender, age, and “hotness” in influencing college students’ generation and interpretation of professor ratings

Undergraduate psychology students rated expectations of a bogus professor (randomly designated a man or woman and hot versus not hot) based on an online rating and sample comments as found on RateMyProfessors.com (RMP). Five professor qualities were derived using principal components analysis (PCA): dedication, attractiveness, enhancement, fairness, and clarity. Participants rated current psychology professors on the same qualities. Current professors were divided based on gender (man or woman), age (under 35 or 35 and older), and attractiveness (at or below the median or above the median). Using multivariate analysis of covariance (MANCOVA), students expected hot professors to be more attractive but lower in clarity. They rated current professors as lowest in clarity when a man and 35 or older. Current professors were rated significantly lower in dedication, enhancement, fairness, and clarity when rated at or below the median on attractiveness. Results, with previous research, suggest numerous factors, largely out of professors’ control, influencing how students interpret and create professor ratings. Caution is therefore warranted in using online ratings to select courses or make hiring and promotion decisions.