Search Of Noble Organizing A Study On Social...

In Search of Noble Organizing: A Study in Social Entrepreneurship Alka Srivastva studied the potential behind noble intentions and actionable social purpose. The reciprocal relationship between ethical behavior and value based activities depends heavily on the entrepreneurship mindset, personality, and economic values. Meaning entrepreneurship, when broken down, is about the person, act, and business entity. Alka Srivastva discovered 6 traits that he deemed universal of those traits the most impactful appeared to be reinvention, reverberation, and value lead direction. It is important for the organization to have high moral quality, in other words the word noble is used as a qualifier and a verb to the governing influence philosophy. Noble goes beyond the simple statement to action. (Srivastva, 2004) Alka Srivastva also determined 4 qualifies usually unique to each organization known as core image, core commitment, core task, and core output. The core image involves the noble intentions of the organization. The core commitment is the process of converting the noble intention into an actionable social change. Core task is the adaptability that comes with responding to growth in addition to trial and error within acting out the plans to erect social change. Lastly, core output is as it sounds, the subsequent emergence of a structure and sustainable organization. All of which are affected by the quality of the vision and leadership, which influence sustainability. (Srivastva,Show MoreRelatedMCMULLEN SHEPHERD Entrepreneurial Act13331 Words   |  54 Pagesonly exposes limitations of existing theories of entrepreneurial action but also contributes to a deeper understanding of important conceptual issues, such as the nature of opportunity and the potential for philosophical reconciliation among entrepreneurship scholars. ble opportunities for profit (e.g., Begley Boyd, 1987; Sarasvathy, 2001a; Shane, 2000; Shaver Scott, 1991). Like before, entrepreneurial action takes center stage, but this time more in terms of how it occurs and who does it thanRead MoreOrganizational Theory and Designs3756 Words   |  16 PagesBezos to start Amazon.com? A. Recognizing the opportunity to build an online bookstore, Bezos started Amazon.com to meet the needs of computer owners. An online bookstore could offer a larger and more diverse selection, an online catalogue, an easy search capability, and book reviews. Bezos organized resources to meet the need for a new bookstore. Notes_______________________________________________________ __________________ ____________________________________________________________ __________________Read MoreI Love Reading Essay69689 Words   |  279 PagesGovernment of India b i n n o v a i c u l t u r w u s i n e s f E N T R E P R E N E UR S H I P m n a d c a t i o n u o n P l o y m e n t l t h e v i r o n m e n t n a n c e A Study by National Knowledge Commission Entrepreneurship in India National Knowledge Commission 2008  ©National Knowledge Commission, 2008 This report has been prepared by Amlanjyoti Goswami, Namita Dalmia and Megha Pradhan with support and guidance from Dr. Ashok Kolaskar and Mr. Sunil Bahri. TableRead MoreSustainability7193 Words   |  29 PagesWorld Summit it was noted that this requires the reconciliation of environmental, social and economic demands - the three pillars of sustainability. This view has been expressed as an illustration using three overlapping ellipses indicating that the three pillars of sustainability are not mutually exclusive and can be mutually reinforcing. (Definitions of sustainability often refer to the three pillars of social, environmental and economic sustainability) (A representation of sustainabilityRead MoreMaseno Youth Polytechnics Curriculum in Kenya10796 Words   |  44 PagesUniversity. AUGUST 2010 ABSTRACT. The purpose of this study was to establish the extend to which Tyler rationale (1949) theory of curriculum development is observed in the curriculum offering at a special institution in a course in the study of Master of Philosophy Degree in Curriculum Development in this case Maseno youth polytechnic selected purposively and conveniently due to cost and time effectiveness to the researchers’ circumstances. The study involved choosing one of the special institutionsRead MoreCampus Recruitment10511 Words   |  43 PagesVerification solutions as well as secondary sources such as magazines and internet as well as my experience as a trainee with Jaro education where I was handling the campus recruitment for the organization.    CHAPTER 1.0 BACKGROUND OF THE STUDY 1.1 What Is Campus Recruitment? ‘Campus Recruitment’ refers to a system where the companies visit the colleges to recruit bright youngsters to work for them. Employers are always looking to hire bright talented individuals with great ideas that canRead MoreNon Profit Analysis Essay7109 Words   |  29 Pagesall levels from novice to expert. Community outreach is essential to Georgia Ensemble theatre and they have partnerships with twelve area schools. Free and reduced price tickets are available to students and senior citizens. Scholarships and work/study programs are also administered at the theatre. Georgia Ensemble Theatre won two CABY awards in 2007, one for Outstanding Organization and the other for Excellence in Arts Education. GET has also been nominated several times for the Suzi Bass AwardsRead MoreStrategic Management Process12814 Words   |  52 Pagesand its progress towards objectives. Strategic management is a level of managerial activity under setting goals and over Tactics. Strategic management provides overall direction to the enterprise and is closely related to the field of Organization Studies. In the field of business administration it is useful to talk about strategic alignment between the organization and its environment or strategic consistency. According to Arieu (2007), there is strategic consistency when the actions of an organizationRead MoreOrganisational Theory230255 Words   |  922 Pagesa wide readership. Professor Stephen Ackroyd, Lancaster University, UK This new textbook usefully situates organization theory within the scholarly debates on modernism and postmodernism, and provides an advanced introduction to the heterogeneous study of organizations, including chapters on phenomenology, critical theory and psychoanalysis. Like all good textbooks, the book is accessible, well researched and readers are encouraged to view chapters as a starting point for getting to grips with theRead MoreInnovators Dna84615 Words   |  339 PagesJeff. The innovator’s DNA : mastering the ï ¬ ve skills of disruptive innovators/ Jeff Dyer, Hal Gregersen, Clayton M. Christensen. p. cm. ISBN 978-1-4221-3481-8 (hardback) 1. Creative ability in business. 2. Technological innovations. 3. Entrepreneurship. I. Gregersen, Hal B., 1958– II. Christensen, Clayton M. III. Title. HD53.D94 2011 658.4 063—dc22 2011008440 The paper used in this publication meets the requirements of the American National Standard for Permanence of Paper for Publications

Education and America - 1406 Words

Are Teachers Responsible? In his article â€Å"Kenneth Cole Gets Schooled† David Sirota writes, â€Å"Taking an honest look at America’s education system brings up queries about why other less economically stratified nations have unionized teachers and far better academic results than here in America (761)† Students in other countries such as Korea, Finland, Japan, the Netherlands, and Canada have far better academic results than those in America, yet the teachers are not the one who need to be accepting all the blame for the failing academic standards. I am an elementary education major and have grown up as a teacher’s kid and have always found this statement and fact somewhat interesting. Now attending college I understand this statement, and†¦show more content†¦In some countries throughout the world kids are put on tracks dependent upon their careers; some get to go further in the education system than others. Often times these career tracks a re ones chosen for them based upon the family they were born into and their parents wealth and educational knowledge. Some countries even do inventory tests in order to place students on a track and decide if they get to continue in education or if they are required to go straight into the work force. One point Carlos Xabel Lastra-Anadà ³n and Paul E. Peterson bring up in their article is that while we need to learn from countries such as Korea, Finland, Japan, the Netherlands, and Canada we must not copy exactly what they are doing but more so do what is best for our educational system (1.) I agree with the point they have made, I do not believe we should implement all of the educational ideas these countries have. I believe this because like America’s educational system their systems have flaws as well. But instead we should learn from their mistakes and apply and implement them into our own system as needed. In doing this step I believe we can make our educational system more successful and proficient in comparison with these countries. Furthermore, I think in America the freedom and availability we have here in America has allowed us as students to becomeShow MoreRelatedEducation in America1590 Words   |  7 PagesEducation in America: Failing Schools Education in America is one of the most important issues that face our nation. If the education in America is not thought of one of most serious issues we face, our nation as a whole will fall. There are many debates and they seemly extend to all walks of life. The debates range from the decline in education, school vouchers, and the no child left behind law. As a nation, the United States is ranked above others. We must search for that solutionRead MoreEducation in America1787 Words   |  8 PagesObama  is education  important when you want to plan your own career. Is and education are misplaced and should be swapped. 3. President Obama,  which  wife has now joined his efforts to improve education, wants the US to have the highest percentage of college graduates by 2020. Which is referred to an object, and therefore which has to be replaced with whose. These are the so called relative pronouns. 4. How much you earn throughout life depends  large  on your success in school and your education. LargeRead MoreEducation : America Vs. Education1106 Words   |  5 PagesEducation: America vs IndiaWhat is education? What is the educational system? And is education taught the same everywhere? Education according to Dictionary.com is â€Å"the process of receiving or giving systematic instruction, especially at a school or university.† Educational system according to edglossary.org is â€Å"generally refers to public schooling, not private schooling, and more commonly to kindergarten through high school programs.† However, education is taught differently everywhere. For exampleRead More Education in America Essays801 Words   |  4 PagesEducation in America Education in the United States is a very crucial part of a person’s life. Going to school opens doors and facilitates the pathway for future individual achievement and economic success. Formal education is a conscious effort by human society to convey the skills and modes of thought considered essential for social functioning. According to the census 2000, the total number of people in school between nursery and high school is approximately 57 million. Out of those 57 millionRead MoreEssay on education in America930 Words   |  4 Pages The United States has been teaching its students for countless years now. Todays education process in the United States is that of the banking process. Paulo Freire gives light to a new and advanced process by which America should learn by, one that will prove to be an investment for the nations society, and soon will. 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Yet on the other, only 2 percent of the graduates from Camden High School scored high enough on the SAT’s toRead MoreImmigration And Education : America1963 Words   |  8 PagesCarlos Carrizosa Professor Yanez-Chavez BRS 430-Immigration and Education November 23, 2014 Immigration and Education Review â€Å"Our nation is built upon a history of immigration, dating back to our first pioneers, the pilgrims. For more than three centuries, we have welcomed generations of immigrants to our melting pot of hyphenated America: British-Americans; Italian-Americans; Irish-Americans; Jewish-Americans; Mexican-Americans; Chinese-Americans; Indian-Americans,† Ami Bera, American physicianRead MoreEducation Crisis in America2463 Words   |  10 PagesGriffin Thomas 2/25/2014 The Education Crisis in America Currently the U.S. has a major problem on its hands, education today is constantly losing money while we put more of that money and time into our prisons rather than our schools. By showing kids that it is more important to be tough on crime than it is for a proper education is wrong. If these practices continue you can expect to see higher drop-out rates and larger prison populations. Education should be the U.S.’s top priority and weRead MoreProblems in America Education3409 Words   |  14 PagesAmerica is in the midst of one its greatest crises. This problem is affecting all fifty states and all levels of society. This current crisis is America’s failing education system. The United States has fallen behind many other developed nations when it comes to the quality of our children’s education. A good, strong education had been a crucial part of the American dream, so then why is that this problem is being ignored and allowed to continually worsen? 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Brief History of Art Therapy Free Essays

string(61) " standardized methods of diagnostic assessment and research\." A BRIEF HISTORY OF ART THERAPY Randy M. Vick This history of art therapy focuses on the precursory and continuing trends that have shaped the theory and practice and the literature that reflects this development. Scholarship, like history, builds on the foundations laid by others. We will write a custom essay sample on Brief History of Art Therapy or any similar topic only for you Order Now I am indebted to the authors of four other histories that I found to be particularly useful in the preparation of this chapter. Both Malchiodi (1998) and Rubin (1999) have assembled histories based on contributing trends, as did Junge and Asawa (1994) who have pro-vided extensive details on the personalities and politics involved in the formation of the American Art Therapy Association. My fourth primary source (MacGregor, 1989), while never intended as a book about art therapy, has proven to be an excel-lent â€Å"prehistory† of the field. Each of these references provided information as well as inspiration and I encourage readers to consult them for additional perspectives. Finally, it should be noted here that art therapy was not a phenomenon exclusive to the United States. Readers interested in art therapy’s development in Europe should consult Waller’s (1991, 1998) two books on this subject. History is like a tapestry with each colored thread contributing not only to the formation of the image but to the strength and structure of the fabric itself. Imagine for a moment a tapestry with bobbins of different-colored threads, each adding a hue that becomes part of a new creation, and we can better understand the history of this field. INFLUENCES FROM THE DISTANT PAST AND NEIGHBORING FIELDS Art therapy is a hybrid discipline based primarily on the fields of art and psychology, drawing characteristics from each parent to evolve a unique new entity. But the inter weaving of the arts and healing is hardly a new phenomenon. It seems clear that this pairing is as old as human society itself, having occurred repeatedly throughout our history across place and time (Malchiodi, 1998). The development of the profession of art therapy can be seen as the formal application of a long-standing human tradi-tion influenced by the intellectual and social trends of the 20th century (Junge Asawa, 1994). 1 From the Realms or Art Art making is an innate human tendency, so much so it has been argued that, like speech and tool making, this activity could be used to define our species (Dissana-yake, 1992). In his book, The Discovery of the Art of the Insane, MacGregor (1989) presents a history of the interplay of art and psychology spanning the last 300 years. This history covers theories of genius and insanity, biographies of â€Å"mad† artists, depictions of madness by artists, and the various attempts to reach an understanding of the potential art has as an aid to mental health treatment and diagnosis. In 1922, German psychiatrist Hans Prinzhorn (1922/1995) published The Artistry of the Men-tally III, a book that depicted and described the artistic productions of residents of in-sane asylums across Europe. This work challenged both psychiatric and fine arts professionals to reconsider their notions of mental illness and art (MacGregor, 1989). Even today, debate rages within the field variously titled outsider art/art brut/visionary art/folk art as experts struggle to place work by self-taught artists (some of whom have experienced mental illness) within the art historical canon (Borum, 1993/1994; Russell, 2002). Contemporary writers from art therapy and other disciplines continue to explore the notion of art practice for the purpose of personal exploration and growth (Alien, 1995; Cameron Bryan, 1992; C. Moon, 2002) and to reevaluate the traditional boundaries between personal and public art (Lachman-Chapin et al. , 1999; Sigler, 1993; Spaniol, 1990; Vick, 2000). Medicine, Health, and Rehabilitation Hospitals have long served as important incubators for the field of art therapy. For better or worse, medical model concepts such as diagnosis, disease, and treatment have had a strong influence on the development of most schools of thought within Western psychotherapy, including art therapy. While psychiatry has always been the medical specialty most closely allied with the field, art therapists have worked with patients being treated for AIDS, asthma, burns, cancer, chemical dependency, trauma, tuberculosis, and other medical and rehabilitation needs (Malchiodi 1999a, 1999b). Our understanding of the interplay between biochemistry, mental status, and creativity continues to evolve and a new medical specialty, arts medicine, has recently emerged 2 (Malchiodi, 1998). All this seems to suggest that art therapy will continue to have a role in exploring the connections between body and mind. TRENDS IN 19TH- AND 20TH-CENTURY PSYCHOLOGY For much of human history mental illness was regarded with fear and misunderstanding as a manifestation of either divine or demonic forces. Reformers such as Rush in the United States and Pinel in France made great strides in creating a more humane environment for their patients. Freud, Kris, and others contributed to this rehumanization by theorizing that rather than being random nonsense, the productions of fantasy revealed significant information about the unique inner world of their maker (MacGregor, 1989; Rubin, 1999). Building on these theories, many writers began to examine how a specific sort of creative product—art—could be under-stood as an illustration of mental health or disturbance (Anastasi Foley, 1941; Arnheim, 1954; Kreitler Kreitler, 1972). Other authors began recognizing the po-tential art has as a tool within treatment (Winnicott, 1971). Soon enough, the term â€Å"art therapy† began to be used to describe a form of psychotherapy that placed art practices and interventions alongside talk as the central modality of treatment (Naumburg, 1950/1973). The significance psychoanalytic writers placed on early childhood experiences made the crossover of these theories into education an easy one (Junge Asawa, 1994). Some progressive educators placed particular emphasis on the role art played in the overall development of children (Cane, 1951/1983; Kellogg, 1969; Lowenfeld, 1987; Uhlin, 1972/1984). This trend toward the therapeutic application of art within educational settings continues today (Anderson, 1978/1992; Bush, 1997; Henley, 1992). PSYCHOLOGICAL ASSESSMENT AND RESEARCH In addition to psychoanalysis and the rehumanization of people with mental illness, one of the strongest trends to emerge within modern psychology has been the focus on standardized methods of diagnostic assessment and research. You read "Brief History of Art Therapy" in category "Papers" Whether discussing the work of a studio artist or the productions of a mentally ill individual, Kris (1952) argues that they both engage in the same psychic process, that is, â€Å"the placing of an inner experience, an inner image, into the outside world† (p. 115). This â€Å"method of projection† became the conceptual foundation for a dazzling array of so-called projective drawing assessments that evolved in psychology during the 20th century (Hammer, 1958/1980). These simple paper-and-pencil â€Å"tests,† with their formalized procedures and standardized methods of interpretation, became widely used in the evaluation and diagnosis of chil dren and adults and are still employed to a lesser degree today (though often with revamped purpose and procedure). Two parallel themes from this era are the relatively unstructured methods of art assessment (Elkisch, 1948; Shaw, 1934) and the various approaches to interpreting these productions (Machover, 1949/1980). The impact of psychoanalysis on the early development of art therapy was pro-found. Hammer’s (1958/1980) classic book on drawing as a projective device illustrates the diversity within this area and the inclusion of two chapters on art therapy by pioneering art therapist Margaret Naumburg demonstrates the crossover of influences. Many of the more common stereotypes about art therapy (specific, assigned drawings; finger painting; and the role of the therapist in divining the â€Å"true meaning† of the drawings) can, in fact, be traced directly to this era. Nearly all the major art therapy writers from this time developed their own methods of assessment consisting of batteries of art tasks with varying levels of structure (Kramer Schehr, 1983; Kwiatkowska, 1978; Rubin, 1978/1984; Ulman Dachinger, 1975/1996). Even today, the notion that artworks in some way reflect the psychic experience of the artist is a fundamental concept in art therapy. Despite this common history, there are distinctions between the approach to assessment used in psychology and that found in art therapy. The key difference is the art therapy perspective that the making and viewing of the art have inherent therapeutic potential for the client, a position not necessarily held by psychometricians. In addition, art therapists tend to use more varied and expressive materials and to deemphasize formalized verbal directives and stress the role of clients as interpreters of their own work. Finally, art therapists are also quite likely to improvise on the pro-tocol of standardized assessments to uit a particular clinical purpose (Mills Goodwin, 1991). An emerging theme in the literature is the unique role the creative arts therapies can play in the assessment and evaluation of clients (Bruscia, 1988; Feder Feder, 1998). Contemporary developers of art therapy assessments have abandoned ortho-dox psychoanalytic approaches in favor of methods that emphasize the expressive potential 4 of the tasks and materials (Cohen, Hammer, Singer, 1988; Cox Frame, 1993; Gantt Tabone, 1997; Landgarten, 19 93; Silver, 1978/1989). Early art therapy researchers also looked to psychology and embraced its empiri-cal approach for their research (Kwiatkowska, 1978). More recently, models from the behavioral sciences and other fields have been used as resources in conducting art therapy research (Kaplan, 2000; McNiff, 1998; Wadeson, 1992). THE DEVELOPMENT OF THE ART THERAPY LITERATURE The development of any discipline is best traced through the evolution of that field’s literature. The historian’s convention of artificially dividing time into segments is employed here to illustrate three phases of growth in the profession of art therapy. Classical Period (1940s to 1970s) In the middle of the 20th century a largely independent assortment of individuals began to use the term â€Å"art therapy† in their writings to describe their work with clients. In doing so, these pioneering individuals began to define a discipline that was distinct from other, older professions. Because there was no formal art therapy training to be had, these early writers were trained in other fields and mentored by psychiatrists, analysts, and other mental health professionals. The four leading writers universally recognized for their contributions to the development of the field during this period are Margaret Naumburg, Edith Kramer, Hanna Kwiatkowska, and Elinor Ulman. The lasting impact of their original works on the field is demonstrated by the fact that their writings continue to be used as original sources in contemporary art therapy literature. More than any other author, Naumburg is seen as the primary founder of American art therapy and is frequently referred to as the â€Å"Mother of Art Therapy† (see Junge Asawa, 1994, p. 22). Through her early work in the innovative Walden School, which she founded (along with her sister Florence Cane), and later in psychi-atric settings she developed her ideas and, in the 1940s, began to write about what was to become known as art therapy (Detre et al. , 1983). Familiar with the ideas of both Freud and Jung, Naumburg (1966/1987) conceived her â€Å"dynamically oriented art therapy† to be largely analogous to the psychoanalytic practices of the day. The clients’ art productions were viewed as symbolic communication of unconscious material in a direct, uncensored, and concrete form that Naumburg (1950/1973) argued would aid in the resolution of the transference. While Naumburg borrowed heavily from the techniques of psychoanalytic practice, Kramer took a different approach by adapting concepts from Freud’s personality theory to explain the art therapy process. Her â€Å"art as therapy† approach emphasizes the intrinsic therapeutic potential in t he art-making process and the central role the defense mechanism of sublimation plays in this experience (Kramer, 1971/1993). Kramer’s (1958, 1971/1993) work in therapeutic schools (as opposed to Naumburg’s psychiatric emphasis) allows for more direct application of her ideas to educational settings. Ulman’s most outstanding contributions to the field have been as an editor and writer. She founded The Bulletin of Art Therapy in 1961 (The American Journal of Art Therapy after 1970) when no other publication of its kind existed (Junge c Asawa, 1994). In addition, Ulman (along with her coeditor Dachinger) (1975/1996) published the first book of collected essays on art therapy that served as one of the few texts in the field for many years. Her gift as a writer was to precisely synthesize and articulate complex ideas. In her essay â€Å"Art Therapy: Problems of Definition,† Ulman (1975/1996) compares and contrasts Naumburg’s â€Å"art psychotherapy† and Kramer’s â€Å"art as therapy† models so clearly that it continues to be the definitive presentation of this core theoretical continuum. The last of these four remarkable women, Kwiatkowska, made her major contributions in the areas of research and family art therapy. She brought together her experiences in various psychiatric settings in a book that became the foundation for working with families through art (Kwiatkowska, 1978). Like Kramer, she had fled Europe at the time of World War II adding to the list of emigre thinkers who influenced the development of mental health disciplines in the United States. She also coauthored a short book that helped introduce the field of art therapy to the general public (Ulman, Kramer, Kwiatkowska, 1978). Each of these pioneers lectured widely on the topic of art therapy and served as some of the field’s first educators. It was also during this period that the first formal programs with degrees in art therapy were offered (Junge Asawa, 1994; Levick, Goldman, Fink, 1967). Finally, it is important not to forget the other early pioneers working in other parts of the country, such as Mary Huntoon at the Menninger Clinic (Wix, 2000), who made contributions to the developing profession as well. 6 Middle Years: Other Pioneering Writers (1970s to Mid-1980s) The 1970s through the mid-1980s saw the emergence of an increasing number of publications that presented a broader range of applications and conceptual perspectives (Betensky, 1973; Landgarten, 1981; Levick, 1983; McNiff, 1981; Rhyne, 1973/ 1995; Robbins Sibley, 1976; Rubin, 1978/1984; Wadeson, 1980), although psychoanalysis remained a dominant influence. The development of the literature was also enriched during this period with the introduction of two new journals: Art Psychotherapy in 1973 (called The Arts in Psychotherapy after 1980) and Art Therapy: Journal of the American Art Therapy Association, in 1983 (Rubin, 1999). The in-creasing number of publications, along with the founding of the American Art Therapy Association in 1969, evolved the professional identity of the art therapist, credentials, and the role of art therapists vis-a-vis related professionals (Shoemaker et al. 1976). Contemporary Art Therapy Theories (Mid-1980s to Present) The art therapy literature continues to grow. In 1974, Gantt and Schmal published an annotated bibliography of sources relating to the topic of art therapy from 1940-1973 (1,175 articles, books, and papers), yet Rubin (1999) notes that in that same year there were only 12 books written by art therapists, a number that crawled to 19 some 10 years later. By the mid-1980s this pace began to incre ase so that there are now more than 100 titles available. Rubin (1999) also speculates that art therapists may be more comfortable with an intuitive approach than other mental health practitioners because as artists they â€Å"pride themselves on their innate sensitivities, and tend to be antiauthoritarian and anti-theoretical† (p. 180). Recently, approximately 21% of art therapists surveyed by the American Art Therapy Association described their primary theoretical orientation as â€Å"eclectic,† the single largest percentage reported (Elkins Stovall, 2000). This position is in keeping with one delineated by Wadeson (in Rubin, 1987/2001) and should not be surprising in a field that itself draws from a variety of disciplines. The next five most frequently reported models: psychodynamic (10. 1%), Jungian (5. 4%), object relations (4. 6%), art as therapy (4. 5%), and psychoanalytic (3. 0%) all place a strong emphasis on intrapsychic dynamics, and this cumulative 27. 6% suggests that much contemporary practice is still informed by generally psychodynamic concepts (Elkins Stovall, 7 2000). In a landmark book, Approaches to Art Therapy first published in 1987, Rubin (1987/2001) brought together essays by authors representing the diversity of theoretical positions within the field. Perspectives from these and other relevant sources are briefly summarized here. PSYCHODYNAMIC APPROACHES The ideas of Freud and his followers (see Chapter 2, this volume) have been part of art therapy since the earliest days, although contemporary writers are more likely to apply terms such as â€Å"transference† and â€Å"the defense mechanisms† to articulate a position rather than employ classic psychoanalytic techniques ith any degree of orthodoxy. Kramer, Rubin, Ulman, and Wilson (all cited in Rubin, 1987/2001) and Levick (1983) all use psychoanalytic language and concepts. Interpretations of the newer developments in psychoanalysis such as the theories of Klein (Weir, 1990), self psychology (Lachman-Chapin) and object relations theory (Robbins) can also be found in the art t herapy literature (both cited in Rubin, 1987/2001). With his emphasis on images from the unconscious, it was natural for Jung’s concepts of analytical and archetypal psychology to cross over into art therapy (see Chapter 2, this volume). Work by Edwards and Wallace (both cited in Rubin, 1987/ 2001), McConeghey (1986), and Schaverian (1992) all reflect this emphasis. HUMANISTIC APPROACHES Elkins and Stovall (2000) suggest that only a small number of art therapists operate from a humanistic position (among humanistic, Gestalt, existential, and client centered; the highest response was to the first category with 2. 9). Yet if these approaches can be defined as sharing â€Å"an optimistic view of human nature and of the human condition, seeing people in a process of growth and development, with the potential to take responsibility for their fate† (Rubin, 1987/2001, p. 119), these figures belie a sentiment held by many art therapists (see Chapter 3, this volume). Garai (cited in Rubin, 1987/2001) has written from a general humanistic position, Rogers (1993) and Silverstone (1997) use a person-centered model, and Dreikurs (1986) and Garlock (cited in Rubin, 1987) have adapted ideas first articulated by Alfred Adier. Other models that fall under the humanistic heading include existential (B. 8 Moon, 1990/1995), phenomenological (Betensky, 1995), and gestalt (Rhyne, 1973/1995) approaches. LEARNING AND DEVELOPMENTAL APPROACHES Perhaps because they are perceived to be mechanistic, those psychological theories that emphasize learning tend to be less popular with art therapists. In the Elkins and Stovall (2000) survey, cognitive-behavioral (see Chapter 6, this volume), cognitive, developmental (Chapter 8, this volume), and behavioral received an ndorsement of over 2%. Yet there are art therapy authors whose work has been informed by these theories. Silver (2000) has written extensively on assessment using a cognitive approach, and the work of Lusebrink (1990) and Nucho (1987) is based in general systems theory. Art therapists working with children with emotional and developmental disabilities have also adapted concepts from developmental (Aach-Feldman Kunkle-Miller, cited in Rubin, 1987/2001; William s Wood, 1975) and behavioral psychology (Roth, cited in Rubin, 1987/2001). FAMILY THERAPY AND OTHER APPROACHES A number of writers (Landgarten, 1987; Linesch, 1993; Riley Malchiodi, 1994; Sobol, 1982) have built on Kwiatkowska’s early family work, particularly in California where art therapists become licensed as marriage and family therapists. Riley (1999) also incorporates concepts from narrative therapy into her work (Chapter 5, this volume). Relational (Dalley, Rifkind, Terry, 1993) and feminist (Hogan, 1997) approaches question the hierarchy in the client/therapist relationship and empower-ing the client and have also shaped contemporary art therapy practice. Publications by Horovitz-Darby (1994), Farrelly-Hansen (2001), and McNiff (1992) reflect an emphasis on spiritual and philosophical concepts over psychological theory. Frank-lin, Farrelly-Hansen, Marek, Swan-Foster, and Wallingford (2000) describe a transpersonal approach to art therapy. Alien (1992) called for a reversal of the perceived trend in overemphasizing the clinical orientation and encouraged art therapists to refocus on their artist identity. Writings by Lachman-Chapin (1983); Knill (1995), who espouses an expressive arts therapies approach (Chapter 8, this volume); and C. Moon (2002) reflect this studio approach to theory and practice. 9 CONCLUSION Every art therapist knows there is much to be learned from the process of making an artwork as well as from standing back and viewing the finished product. The tapes-try that is art therapy is not a dusty relic hung in a museum but a living work in progress. There is pleasure in admiring the work that has already been done and excitement in the weaving. It is my hope that readers can appreciate the processes and the products that have shaped this profession. 10 How to cite Brief History of Art Therapy, Papers

Leadership Skills of INTPs Samples †MyAssignmenthelp.com

Question: Discuss about the Leadership Skills of INTPs. Answer: Summary of the Test MBTI or Myer-Briggs Type test is a significantly popular personality test. Many organisations use this test to ascertain the leadership qualities of a person. According to its Jung Typology Test, my personality features matches with INTP personality type. These personalities are rare in the world and cover about 3 percent of the population. They are systematic and innovative leaders, and they bring unique viewpoint and dynamic intellect in their work. Their fears include not achieving the organisational goals in desired time. They keep a calm environment in the company as long as the employees follow the rules. On the mistakes of workers, they could adopt a straightforward approach to manage the issues. The career options such as philosophy, teaching, and architecture are better for INTP leaders (Harrington Loffredo 2010). Leadership Skills of INTPs The INTP leaders usually second guess their decisions while operating a business. In INTP opinion their decisions could have several alternatives. They are not shy to admit that they could miss out critical information while making a decision. In case the INTP leaders involved in a debate with their employees, they try to convince themselves along with the employee. The INTJ personality is the confident leader, which is different from the INTP personality. The main feature of INTP leadership includes introverted preparation of strategies, introverted identifying of objectives, the extroverted insight of opportunities and extroverted emotion towards employees (Behaz Djoudi 2012). Test Result Meaning The meaning of MBTI test result is that INTP is unusual leaders, but they remain passionate towards their goals. They are able to identify the organisation issues and consider several approaches to solve the issues. The INTP prefer subjects such as mathematics, language, programming and other difficult topics. In their leadership, they identify, determine, expertise and control the systems that are beyond their imaginations. The MBTI test recommends practical leadership job profiles for INTP includes computer programmer, software developer, professor, auto mobile mechanic, and repair jobs. In the social services field, the MBTI test recommends legal practice or librarian services, for the INTP personality. The INTP leaders did not prefer to do the daily activities, practical tasks, and maintenance work, but after finding the suitable organisation, they deploy all their energy and time to achieve the organisational goals (Kroeger Thuesen 2013). My Opinion I disagree with the result of MBTI test because several characteristics of the INTP personality type match the characteristics of my personality, but the INTP personality did not reflect my entire personality. Both the personalities include characteristics such as rational thinking, unique leadership viewpoint, creative thinking and calm nature. But several characteristics of INTP personality are opposite of mine personality such as low self-confidence in decisions, interest in complex subjects like mathematics and computer programming and disliking the day-to-day maintenance tasks. The MBTI test has the ability to evaluate the characteristics of a personality type but the test is not based on solid principles or scientific research. Assessment of MBTI test The MBTI test evaluates a personality based on 16-type indicator test created by Carl Jung in the 1940s. The test analyse the answer of a person and assign them a personality type from the 16 personalities. The test was not scientifically tested or verified by scientists. Carl Jung, the founder of the test, has specified that the 16 personalities provided by him are based on general observation, and not on scientific research. The test uses positive statements for to tell people regarding their personalities, just like a horoscope. In 2014 many experts debunked the principles behind the test for not being scientifically researched (Baer 2014). The MBTI test is one of the most used personality tests worldwide. More than 2.5 million peoples take the test annually, to evaluate their personality from the 16 personality types. The company that created and advertise the test generate revenue of $20 million each year. The test is used by various organisations, human resource departments, government agencies, and educational institutes, to ascertain the personality of potential candidates or leaders (Sethuraman Suresh 2014). Experts Opinion After gaining popularity in the business sector, various experts debunked the principles behind the MBTI test. The organisational psychologist of the University of Pennsylvania, Adam Grant has said that the MBTI test is not based on psychological principles. Grant specified that the test is not able to ascertain the leadership quality of a person or their performance in a particular condition. The test evaluates a person either being extrovert or introvert and there no other option in between. The human nature is not the same for everyone and no person is completely extrovert or introvert (Johnson 2016). The psychologists of Indian University have conducted a study on the MBTI test to ascertain its principles. The study concluded that the test is not created on solid psychological values. The method of ascertaining personality by the test has proven not to be scientific and wrong. The MBTI test cannot determine the personality of a successful leader. In the Marshall University, Professor David J. Pittenger works as a professional scientist for the evaluation of studies of social science. In his research, Pittenger has shown various doubts regarding the principles of MBTI test. The 16 personality are based on opposite personalities and the methods resemble each other. The MBTI test does not criticise the leadership qualities instead it just provide positive statements for different personalities. There is no proof which shows a relation between the test result and successful leadership quality (Essig 2016). Similar Tests In 2014 various claims decreased the popularity of MBTI test. Many organisations started using the alternative test to evaluate the leadership personality of their candidates. The substitute of MBTI test includes Big Five. It is based on a binary method to analyse the strengths and weakness of a leader. This test ascertains a person leadership quality based on their personality traits such as nervousness, rage, and depression. The Predictive Index (PI) is better for business purposes because it analyses the supremacy, calmness, and confidence of a leader. Other similar tests include Traitify, Strengths Finder and Belbin team model (Compton 2015). References Baer, D. (2014). Why The Myers-Briggs Personality Test Is Misleading, Inaccurate, And Unscientific. Business Insider. Retrieved from https://www.businessinsider.in/Why-The-Myers-Briggs-Personality-Test-Is-Misleading-Inaccurate-And-Unscientific/articleshow/36773837.cms Behaz, A., Djoudi, M. (2012). Adaptation of learning resources based on the MBTI theory of psychological types.International Journal of Computer Science Issues,9(1), 135-141. Compton, J. (2015). Top 5 alternatives to the Myers-Briggs test. Imeetcentral. Retrieved from https://imeetcentral.com/top-5-alternatives-to-the-myers-briggs-test Essig, T. (2016). The Mysterious Popularity Of The Meaningless Myers-Briggs (MBTI). Forbes. Retrieved from https://www.forbes.com/sites/toddessig/2014/09/29/the-mysterious-popularity-of-the-meaningless-myers-briggs-mbti/#d54924d1c790 Harrington, R., Loffredo, D. A. (2010). MBTI personality type and other factors that relate to preference for online versus face-to-face instruction.The Internet and Higher Education,13(1), 89-95. Johnson, J.A. (2016). Are Scores on the MBTI Totally Meaningless?. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/cui-bono/201603/are-scores-the-mbti-totally-meaningless Kroeger, O., Thuesen, J. M. (2013).Type talk: The 16 personality types that determine how we live, love, and work. Dell. Sethuraman, K., Suresh, J. (2014). Effective leadership styles.International Business Research,7(9), 165.