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Related Concept Videos

Humanistic Therapy01:24

Humanistic Therapy

37
Humanistic therapies emphasize personal growth, self-understanding, and the fulfillment of human potential. Rooted in the belief that individuals inherently strive toward self-actualization, these approaches encourage clients to explore their feelings and experiences in a supportive, nonjudgmental environment. Humanistic therapies differ from psychodynamic approaches by focusing on conscious experiences, present circumstances, and the potential for self-improvement rather than past conflicts...
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Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

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The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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The Sense of Self: Reflected Self-Appraisal and Social Comparison02:57

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According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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Horney's Sociocultural Approach01:27

Horney's Sociocultural Approach

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Karen Horney's psychoanalytic theories emphasize the potential for self-realization and the importance of addressing social and cultural, rather than biological, factors in personality development. She challenged traditional Freudian views, particularly Freud's concept of "penis envy," which she argued stemmed from cultural influences rather than inherent biological differences. Horney believed that any sense of inferiority in women was a result of societal conditioning, such as...
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Humanistic Psychology01:24

Humanistic Psychology

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Humanistic psychology emerged in the mid-20th century as a response to the deterministic and pessimistic nature of behaviorism and psychoanalysis. While behaviorism focused on observable behaviors influenced by the environment and psychoanalysis delved into unconscious motivations, both theories suggested that human actions lacked free will. In contrast, humanistic psychology offers a perspective that emphasizes the innate potential for goodness and growth within every individual.
This approach...
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The HoneyComb Paradigm for Research on Collective Human Behavior
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Communion-Aloneness in Teaching-Learning: A Humanbecoming Perspective.

Nan Russell Yancey1

  • 1College of Nursing and Health Sciences, Lewis University, Romeoville, IL, USA.

Nursing Science Quarterly
|October 7, 2024
PubMed
Summary

This column explores the paradox of communion-aloneness in the teaching-learning journey. Using Hemingway

Area of Science:

  • Educational Philosophy
  • Phenomenology

Background:

  • The teaching-learning process involves a unique paradox of connection and isolation.
  • Understanding this duality is crucial for effective pedagogy.

Purpose of the Study:

  • To examine the concept of communion-aloneness within the context of teaching-learning.
  • To explore the 'all-at-once' nature of this phenomenon.

Main Methods:

  • Conceptual analysis drawing on literary insights (Hemingway).
  • Integration of personal teaching-learning experiences.
  • Application of the humanbecoming teaching-learning model.

Main Results:

  • The humanbecoming model offers a framework for understanding communion-aloneness.
Keywords:
communion-alonenesshumanbecomingnursingteaching-learning

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  • Communion-aloneness is an inherent, simultaneous aspect of teaching-learning.

    • Conclusions:

    • The paradoxical nature of communion-aloneness is integral to the ongoing teaching-learning experience.
    • Recognizing this paradox enriches pedagogical understanding and practice.