Constructions of Clinical Psychology in Adult Mental Health: A Discursive Thematic Analysis

In face of the current economic-political changes facing the UK and its State institutions and of the new evidence about the impact of social inequality on human distress, this study attempts to understand the increasing practice of delivering psychological therapy by the British clinical psychology profession. A review of the critical histories of the profession in the UK identified the need for a more detailed study of the “history of the present” to reveal the discursive operations that construct professional practice. A discursive thematic analysis (DTA) based on the theoretical concepts of the late post-modern scholar Michel Foucault was used to explore public available documents produced by British clinical psychologists between 2010 and 2014. Two dominant professional discursive themes were identified: alternative and leadership. These themes were found to be supported by the discursive sub-themes of applied science, well-being, Cognitivism and therapy which align the aspiration of the profession with those of the State. The tension between the applied scientist and the therapist role - specifically the need to establish simultaneously the profession’s scientific credibility and its therapeutic abilities in order to respond to market pressures – showed recurrences of the conflicts of the early history of professionalization of clinical psychology. The positioning of clinical psychology against the use of functional psychiatric diagnosis and the challenges and opportunities identified by the opening of the NHS market to ‘any willing provider’ revealed how professional discourses operate to maintain the status quo. This study recommends that the socio-historical construction of the profession should be investigated further, in particular through the subjugated discourse identified here

Cultural influences on positive affect and reward processing in depressed youth

Thesis (Ph.D.)--University of Washington, 2016-07

Investigating Social Mobility: Cultural Frames and Cultural Frame Switching in First-Generation College Students

Thesis (Ph.D.)--University of Washington, 2016-08

The Immense Journey: Loess Hills Cultural Resources Study, 2011

Known as one of North America’s natural treasures, the Loess Hills is also one of our country’s archaeological gems. This unique landscape harbors hundreds of well-preserved earth lodge dwellings and palisades villages built by ancestral Plains Indians. The descendants of these early Iowa farmers were first described in the journals and accounts of 18th- and 19th-century travelers and explorers. Celebrated artists, such as Karl Bodmer and George Catlin, forever fixed the vibrant life ways of these people in our mind’s eye. The historical legacy of the Loess Hills lies in a rich archaeological record.

Suggestions to public libraries and local historical societies relative to collecting and preserving materials of local history, 1904

Public libraries and historical societies should work together in collecting and preserving materials of local history. This brochure is a guide for their collaboration.

Evaluating the conservation of graffiti based on cultural significance.

Purpose – Graffiti, both ancient and contemporary, could be argued to be significant and therefore worthy of protection. Attaching value is, however, subjective with no specific method being solely utilised for evaluating these items. The purpose of this paper to help those who are attempting to evaluate the merit of graffiti to do so, by determining “cultural significance”, which is a widely adopted concept for attaching value to the historic built environment. The current Scottish system utilised to assess “cultural significance” is the Scottish Historic Environment Policy (SHEP) which shares many common features with other determinants of cultural significance in different countries. The SHEP document, as with other systems, could however be criticised for being insufficiently sensitive to enable the evaluation of historic graffiti due, in part, to the subjective nature of determination of aesthetic value. Design/methodology/approach – A review of literature is followed by consideration of case studies taken from a variety of historical and geographical contexts. The majority of examples of graffiti included in this paper have been selected for their relative high profile, previous academic study, and breadth of geographic spread. This selection will hopefully enable a relatively comprehensive, rational assessment to be undertaken. That being said, one example has been integrated to reflect commonly occurring graffiti that is typical to all of the built environment. Findings – The determination of aesthetic value is particularly problematic for the evaluator and the use of additional art‐based mechanisms such as “significant form”, “self expression” and “meaning” may aid this process. Regrettably, these determinants are also in themselves subjective, enhancing complexity of evaluation. Almost all graffiti could be said to have artistic merit, using the aforementioned determinants. However, whether it is “good” art is an all together different question. The evaluation of “good” art and graffiti would have traditionally been evaluated by experts. Today, determination of graffiti should be evaluated and value attached by broader society, community groups, and experts alike. Originality/value – This research will assist those responsible for historic building conservation with the evaluation of whether graffiti is worthy of conservation.

SPINNING NARRATIVES ACROSS POLITICAL DIVIDES: HARNESSING THE CULTURAL POWER OF A STORY WELL-TOLD

This dissertation explores how two American storytellers, considered by many in their to be exemplary in their craft, rely on narrative strategies to communicate to their audiences on divisive political topics in a way that both invokes feelings of pleasure and connection and transcends party identification and ideological divides. Anna Quindlen, through her political columns and op-eds, and Aaron Sorkin, through his television show The West Wing, have won over a politically diverse fan base in spite of the fact that their writing espouses liberal political viewpoints. By telling stories that entertain, first and foremost, Quindlen and Sorkin are able to have a material impact on their audiences on both dry and controversial topics, accomplishing that which 19th Century writer and activist Harriet Farley made her practice: writing in such a way to gain the access necessary to “do good by stealth.” This dissertation will argue that it is their skilled use of storytelling elements, which capitalize on the cultural relationship humans have with storytelling, that enables Quindlen and Sorkin to achieve this. The dissertation asks: How do stories shape the beliefs, perspectives, and cognitive functions of humans? How do stories construct culture and interact with cultural values? What is the media’s role in shaping society? What gives stories their power to unite as a medium? What is the significance of the experience of reading or hearing a well-told story, of how it feels? What are the effects of Quindlen’s and Sorkin’s writing on audience members and the political world at large? What is lost when a simplistic narrative structure is followed? Who is left out and what is overlooked? The literature that informs the answers to these questions will cross over and through several academic disciplines: American Studies, British Cultural Studies, Communication, Folklore, Journalism, Literature, Media Studies, Popular Culture, and Social Psychology. The chapters will also explore scholarship on the subjects of narratology and schema theory.

Percepção ambiental do patrimônio cultural: estudo de caso na Cidade Alta e Ribeira em Natal-RN

Contemporary studies have shown that the evolution of the heritage concepts is accompanied by an affirmation of the importance of social participation in recognizing heritage values and in managing cultural assets. We used the Brazilian context to emphasize the challenges for democratizing this process. This problematic is discussed based on the cases of Cidade Altaand Ribeira, neighborhoods that date from the formation of Natal-RNand have cultural assets recognized by levels of government. The study builds elements to answer the research question: what meanings and representations does the culturalheritage in the case study have for its users? The research method analyzes the representations and the meanings of the neighborhoods, firstly is based on historiographical studies, memories records of the city and on the process of heritage management. Secondly, it isbased on the field research, it is structured in environmental perception studies (areas of Environmental Psychology, Architecture and Urbanism) and has been applied with users with different bonds with the studied environment (residents, workers and visitors). The data were obtained with the multi-method which included direct observation, questionnaire survey and mentalmaps (that replicate Kevin Lynch). The analysis of result verified the research hypothesis, emphasizing aspects of the relationship between users and cultural heritage relevant to strengthening collective memory, local identity, contributing to heritage management. Among the results, the socio-environmental image obtained which emphasized a "cultural axis" linkingboth studied neighborhoods and confirms the influences of elements rein the memories records of the city and in the area s management. Identified aspects to strengthen the relationship between the users and cultural assets, such as the presence of placeswith affective ties to certain groups, as well as the need to fight off negative images (of degradation and insecurity) associated to the site and also expand the participation of the population, including residents, in policies and cultural activities. After all, recognition of value and the involvement of societycultural assets have the potential of contribute to integrate city development with heritage conservation

Cultural and Social Cognitive Predictors of Academic Satisfaction in Southeast Asian American College Students

This study examined the predictive utility of Lent’s (2004) social cognitive model of well-being in the context of academic satisfaction with a sample of Southeast Asian American college students using a cross-sectional design. Path analysis was used to examine the role of perceived parental trauma, perceived parental acculturative stress, intergenerational family conflict, and social cognitive predictors to academic satisfaction. Participants were 111 Southeast Asian American and 111 East Asian American college students who completed online measures. Contrary to expectations, none of the contextual cultural variables were significant predictors of academic satisfaction. Also contrary to expectations, academic support and self-efficacy were not directly linked to academic satisfaction and outcome expectation was not linked to goal progress. Other social cognitive predictors were related directly and indirectly to academic satisfaction, consistent with prior research. Limitations and implications for future research and practice are addressed.

"Secretary in Fashion" and "Love-Letters": a study of socio-cultural and pragmatic-linguistic features in the late 17th century English language

Epistolary manuals are conspicuous historical documents for the pedagogy of letter writing; however, their actual usage as manuals by letter writers is unknown. "Secretary in Fashion" by Serre (1668), an epistolary manual, and "Love-Letters between a Nobleman and his Sister" (1684), an epistolary novel attributed to Behn, both give insights into epistolary conventions. Their inception and nature is interesting, considering their historical context. Despite the Restoration of Charles II, 17th century England was in a confused political state; as a result, texts regarding social convention or politics interested contemporary readers (the novel is inspired by a scandal of Lord Grey, an ardent Whig opposing Charles II). Past epistolary studies focus on 18th rather than 17th century manuals; the latter is typically used as supplementary information. Similarly, past epistolary fiction studies focus on 18th century texts; moreover, linguistic studies on Behn and the novel are deficient. Thus, this study addresses the research questions: 1) What are the socio-cultural and pragmaticlinguistic features represented in "Secretary in Fashion"? 2) What are the socio-cultural and pragmatic-linguistic features represented in "Love-Letters between a Nobleman and his Sister", and do any of these features correlate with the features represented in "Secretary in Fashion"? How far do the characteristic linguistic features of "Love-Letters between a Nobleman and his Sister" correlate with the practices recommended by the manual? Both texts were qualitatively analysed from an historical pragmatic perspective, which observes the potential effects of the socio-cultural and historical context. Also, as the texts concern shared discourses, comparisons were made with Gricean and Politeness Theory. The results show that the manual is a typical 17th century epistolary manual, aligning particularly with the "Academies of Complements", as it concerns the social conventions of the gentry. The novel mainly upheld instructions on form and matter; deviations occurred due to the amatory nature of some letters, and the narrative force affecting the style. Unfortunately, neither research question elucidates the actual usage of manuals. However, this study does show the epistolary practices of two writers, within specific contexts. It reveals that their 17th century English language use is affected by socialisation, in terms of social conventions concerning social rank, age, and gender; therefore, context varies language use. Also, their popularity reveals the interests of the 17th century society. Interest in epistolary-related texts, surely piques the interest of the modern reader as to why such epistolary-related texts were interesting.

The Historical Thesaurus and the sentimental language of Robert Burns

This thesis demonstrates a new methodology for the linguistic analysis of literature drawing on the data within The Historical Thesaurus of the Oxford English Dictionary (2009). Developing ideas laid out by Carol McGuirk in her book Robert Burns and the Sentimental Era (1985), this study offers a novel approach to the cultural connections present in the sentimental literature of the eighteenth century, with specific reference to Robert Burns. In doing so, it responds to the need to “stop reading Burns through glossaries and start reading him through dictionaries, thesauruses and histories”, as called for by Murray Pittock (2012). Beginning by situating the methodology in linguistic theory, this thesis goes on firstly to illustrate the ways in which such an approach can be deployed to assess existing literary critical ideas. The first chapter does this testing by examining McGuirk’s book, while simultaneously grounding the study in the necessary contextual background. Secondly, this study investigates, in detail, two aspects of Burns’s sentimental persona construction. Beginning with his open letter ‘The Address of the Scotch Distillers’ and its sentimental use of the language of the Enlightenment, and moving on to one of Burns’s personas in his letters to George Thomson, this section illustrates the importance of persona construction in Burns’s sentimental ethos. Finally, a comprehensive, evidence-based, comparison of linguistic trends examines the extent to which similar sentimental language is used by Burns and Henry Mackenzie, Laurence Sterne, William Shenstone and Samuel Richardson. This thesis shows how this new methodology is a valuable new tool for those involved in literary scholarship. For the first time in any comprehensive way the Historical Thesaurus can be harnessed to make new arguments in literary criticism.

Aspectos do desenvolvimento da experiência docente na educação superior: um estudo sob a ótica da teoria dos gêneros de atividade

This analysis introduces results related to development of teaching experience from two professors of one Federal University who have taken part of one action of continued teacher training. We consider that the interplay among the individual, the language and the world cannot function straightly. It occurs through utterances, defined like real unit discursive communication, and genres of discourse (BAKHTIN, 1979/2011). Along the same line, the relation between the employee and his employment do not occur in a direct manner. This relationship takes place through genres of activity (CLOT, 2008/2010). As well as, a domain of speech genres has given possibility to individual an interaction with several discursive fields, a domain of activity genre allows the professional protruding in difficult situations traced in his employment. We know that the drafting for wield the teaching in the Tertiary Education is recommended by LDBEN (9394/96), which suggests that should be done in postgraduate program. In the mean time, what frequently happens an educational background based in a survey and not in the teaching. Thereby, several times we have observed difficulties in the accomplishment of teaching practice. Considering such aspects, this study seeks to comprehend the manner how the lecturers deal with the difficulties encountered in the classroom and how the years of experience have contributed or not for a domain of activity genre. In this regard, we have propped up in the development approach, introduced by Vigotsky, who asserts that the learning suitably organized results in development (VIGOTSKY, 1984/2007) and still explains the development of individual on the basis of relationship that it has with another, the social (VIGOTSKY, 1996b). For this purpose, were accomplished, by means of a snipped filmed lesson from each teacher, four sessions of self-confrontation (FAÏTA, 1996; CLOT, 2008/2010), two Simple and two Crusade, recorded in a visual format. This material was transcribed in accordance with standards from project NURC-SP (PRETI, 1999). For the analysis, we used three mains theories: of Linguistic, is mobilized the concept of speech genres (BAKHTIN) and all discursive topics (JUBRAN; FÁVERO); from Occupational Psychology, is utilized the activity genres (CLOT); from Psychology Historical-Cultural, is adopted the concept from Zone of Proximal Development and another/social in the development of individual (VIGOTSKY). In compliance with the study achieved, was possible to identify the aspects related to development of teaching experience of Tertiary Education. During the classes and reports of self-confrontation, we identify that both the professors, in the beginning of the career, they got more difficulties to deal with hindrances, and which now, with some years of experience, they get to domain better the difficult situations which they come across. They built up, for example, a greater facility in improvise examples in face of students’ difficulties in the comprehension of concepts. These aspects show that the professors have evolved the higher domain of genre, which allow them getting, in addition to turn the unexpected situation around that spring up in the professional context, as well know how to taking action in similar situation, which they have already run into in another moments. This domain enabled and enables the developing of the lecturers over the course of their professional performance.

POWKist: visualising cultural heritage linked datasets.

A collaboration between dot.rural at the University of Aberdeen and the iSchool at Northumbria University, POWkist is a pilot-study exploring potential usages of currently available linked datasets within the cultural heritage domain. Many privately-held family history collections (shoebox archives) remain vulnerable unless a sustainable, affordable and accessible model of citizen-archivist digital preservation can be offered. Citizen-historians have used the web as a platform to preserve cultural heritage, however with no accessible or sustainable model these digital footprints have been ad hoc and rarely connected to broader historical research. Similarly, current approaches to connecting material on the web by exploiting linked datasets do not take into account the data characteristics of the cultural heritage domain. Funded by Semantic Media, the POWKist project is investigating how best to capture, curate, connect and present the contents of citizen-historians’ shoebox archives in an accessible and sustainable online collection. Using the Curios platform - an open-source digital archive - we have digitised a collection relating to a prisoner of war during WWII (1939-1945). Following a series of user group workshops, POWkist is now connecting these ‘made digital’ items with the broader web using a semantic technology model and identifying appropriate linked datasets of relevant content such as DBPedia (an archived linked dataset of Wikipedia) and Ordnance Survey Open Data. We are analysing the characteristics of cultural heritage linked datasets, so that these materials are better visualised, contextualised and presented in an attractive and comprehensive user interface. Our paper will consider the issues we have identified, the solutions we are developing and include a demonstration of our work-in-progress.

SEEKING CULTURAL FAIRNESS IN A MEASURE OF RELATIONAL REASONING

Relational reasoning, or the ability to identify meaningful patterns within any stream of information, is a fundamental cognitive ability associated with academic success across a variety of domains of learning and levels of schooling. However, the measurement of this construct has been historically problematic. For example, while the construct is typically described as multidimensional—including the identification of multiple types of higher-order patterns—it is most often measured in terms of a single type of pattern: analogy. For that reason, the Test of Relational Reasoning (TORR) was conceived and developed to include three other types of patterns that appear to be meaningful in the educational context: anomaly, antinomy, and antithesis. Moreover, as a way to focus on fluid relational reasoning ability, the TORR was developed to include, except for the directions, entirely visuo-spatial stimuli, which were designed to be as novel as possible for the participant. By focusing on fluid intellectual processing, the TORR was also developed to be fairly administered to undergraduate students—regardless of the particular gender, language, and ethnic groups they belong to. However, although some psychometric investigations of the TORR have been conducted, its actual fairness across those demographic groups has yet to be empirically demonstrated. Therefore, a systematic investigation of differential-item-functioning (DIF) across demographic groups on TORR items was conducted. A large (N = 1,379) sample, representative of the University of Maryland on key demographic variables, was collected, and the resulting data was analyzed using a multi-group, multidimensional item-response theory model comparison procedure. Using this procedure, no significant DIF was found on any of the TORR items across any of the demographic groups of interest. This null finding is interpreted as evidence of the cultural-fairness of the TORR, and potential test-development choices that may have contributed to that cultural-fairness are discussed. For example, the choice to make the TORR an untimed measure, to use novel stimuli, and to avoid stereotype threat in test administration, may have contributed to its cultural-fairness. Future steps for psychometric research on the TORR, and substantive research utilizing the TORR, are also presented and discussed.

Critics of Human Rights from a Historical Perspective

Implementation of human rights is often criticized because it is perceived as being imposed on the rest of the world. In this case, human rights start to be seen as a sole abstraction, an empty word. What are the theoretical arguments of these critics and can we determine any historical grounds for them? In this paper, I will try to point at similar critics after the French Revolution – like that of the Historical School and Hegel – and try to show if some of these critics are still relevant. And I will compare these critics with contemporary arguments of cultural relativists. There are different streams and categorizations of human rights theories in today’s world. What differentiates them is basically the source of the human rights. After the French Revolution, the historical school had criticized the individuation and Hegel had criticized the formal freedom which was, according to him, a consequence of the Revolution. In this context Hegel drew a distinction between real freedom and formal freedom. Besides the theory of sources, the theories of implementation such as human rights as a model of learning, human rights as a result of an historical process are worth attention. The crucial point is about integrating human rights as an inner process and not to use them as a tool for intervention in other countries, which we observe in today’s world. And this is the exact point why I find the discussion of the sources more important. This discussion can help us to show how the inner evaluation of a society makes the realization of human rights possible and how we can avoid the above mentioned abstraction and misuse.