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Transpersonal graduate education in psychology: Alumni self-identified thematic patterns of development.

机译：跨个人心理学方面的研究生教育：校友自我确定的主题发展模式。

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摘要

In a world that changes every day, individuals who assist others with change, support change, and create strategies for change, herein referred to as change agents, play an important role in society. The California Institute of Integral Studies (CIIS), The Institute of Transpersonal Psychology (ITP), and Saybrook Graduate School and Research Center are accredited graduate schools with psychology programs that have a distinct way of defining transpersonal education that results in the development of highly individual change agents. By employing thematic analysis, involving semistructured interviews of 24 alumni of these programs (100% living in the United States), 8 alumni from each of the three schools, this dissertation proposed to answer the question: How do graduate institutions who utilize transpersonal concepts inform the development of change agents? Participants were asked what aided and what obstructed their professional development. Data was viewed and analyzed as one whole group and then later separated and analyzed by individual school. Findings indicate transpersonal graduate programs inform the development of their students by facilitating these learners in a personal change process which they reported later using within their professions. Based upon participant reports, a personal change process is a transformation of the self or how one observes, understands, and knows oneself. It is an increase in personal and social awareness. Furthermore, this personal change process occurs through experience, not just lecture oration, but through a broad curriculum including inquiry and emotional, physical, transpersonal experiences enabled by faculty, other students, and the school community at large. This research provided detailed data regarding these various transpersonal learning technologies (body psychology, emotional, experiential, relational, and, specifically, transpersonal learning). Some future studies: delineate the parameters of the personal change process, quantitative research to gather specific data regarding themes, research involving psychology graduate programs that are not philosophically and experientially transpersonal.
机译：在每天变化的世界中，协助他人进行变革，支持变革并制定变革策略的人们（在本文中称为变革推动者）在社会中发挥着重要作用。加利福尼亚综合研究所（CIIS），超个人心理学研究所（ITP）和赛布鲁克研究生院和研究中心是获得认可的研究生院，其心理学课程具有独特的方式来定义超人教育，从而导致高度个体化的发展。更换代理商。通过主题分析，包括对这些计划的24位校友（100％居住在美国），三所学校中每所8位校友的半结构化访谈，本论文提出了以下问题：利用超个人概念的研究生院校如何为学生提供信息开发变革推动者？参与者被问到什么帮助和阻碍他们的专业发展。数据作为一个整体进行查看和分析，然后由各个学校进行分离和分析。研究结果表明，超人研究生课程通过促进这些学习者的个人改变过程，从而促进了他们的学生发展，他们后来报告称在他们的职业中使用了这些过程。根据参与者的报告，个人变更过程是自我的转变，或者是个人观察，理解和认识自己的方式的转变。这是个人和社会意识的提高。此外，这种个人改变的过程是通过经验进行的，而不仅仅是演讲，而是通过广泛的课程进行的，包括探究以及教师，其他学生和整个学校社区的情感，身体，超人的经历。这项研究提供了有关这些各种超个人学习技术（身体心理学，情感，体验，关系，特别是超个人学习）的详细数据。未来的一些研究：描述个人变更过程的参数，定量研究以收集有关主题的特定数据，涉及不是哲学和经验上超个人的心理学研究生课程的研究。

著录项

  • 作者

    Campbell, Colleen J.;

  • 作者单位

    Institute of Transpersonal Psychology.;

  • 授予单位 Institute of Transpersonal Psychology.;
  • 学科 Psychology Clinical.;Education Higher.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 205 p.
  • 总页数 205
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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