The collection includes the abstracts for the 3rd International Conference of the Society of Person-Centered Approach (September 25-27, 2014, HSE, Moscow)
In various comparisons between Individual Psychology and Humanistic Psychology similarities in the concept of man are seen. Furthermore the connections in the life history between Adler, the founder of Individual Psychology, and Maslow and Rogers, the two most important persons in Humanistic Psychology are shown here; Adler even was their teacher in New York in a certain extent. Theoretical convergences and divergences between the both edifices of ideas are reviewed and on the basis of concrete statements Adler's role as a guiding intellectual force of the movement of Humanistic Psychology and Person-centered Approach is pointed out. Finally the growing discussion about efforts for integration between the different therapeutic approaches will be examined.
The report traces the development of the transformational leadership concept. Emphasizes that the interaction between leader and subordinates is constructed in such a way that the satisfaction of the needs for self-actualization and professional fulfillment contributes to the achievement of organizational goals.
The paper discusses possible applications and limitations of person-centered approach in business education on the case of active listening training for managers. The form of the teaching process is assigned in accordance with the principles of cognitive-behavioral approach to therapy and education. The content is based on the central ideas in person-centered approach. Clear criteria and video feedback allow participants to self-assess their progress in the process of skills acquisition in active listening.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.