In this thesis, the effects of Psychosynthesis are presented through empirical research. Their differentia specifica lie in the psychotherapeutically supported self-realization of participants. Based on an expert survey, two tools for the measurement/collection of Psychosynthesis-specific features were devised (Tagesbogen and Oldenburger Psychosynthese Inventar). In addition to the 14 specific variables, psychopathological data was collected from 338 participants using SCL-90-R. Measurements of process variables for T1-T3 (T4 for 7 day seminars) during the intervention phase and a pre-/post-comparison (T1 = before therapy, T2 = after therapy) of all other criteria were part of the experimental design. In addition, long-term effects were analyzed (T3 = 6-8 weeks following end of therapy). The participants attended seminars at the Cologne Psychosynthesis Institute (5 days ambulatory, 7 days at various seminar hotels). Data analysis shows that Psychosynthesis treatment had a positive effect on all psychopathological criteria. All collected change-sensitive variables showed seminar attendance had a significant positive impact. As a point of critique, the participant group used in this study was “non-clinical”, requiring verification of the presented results using a clinical group. <engl.>
Zsfassung in dt. un engl. Sprache ; Oldenburg, Univ., Diss., 2009
HochschulschriftLewin, KurtKrisenmanagementFeldtheoriePartnerschaftskonfliktMobbingPsychotherapeutischer ProzessGestaltpsychologieProzessPsychotherapiePsychoterrorSchikaneEmotionaler MissbrauchEhekonfliktManagementTurn-around-ManagementPsychologeDr.MogilnoIowa City, IowaNewtonville, Mass.USAFriedrich-Wilhelms-Universität BerlinIowa Child Welfare Research StationMassachusetts Institute of TechnologyLippitt, Ronald1890-194709.09.1890-12.02.1947
Zsfassung in engl. Sprache ; Oldenburg, Univ., Diss., 2009
HochschulschriftGrundschulkindLesefähigkeitLärmbelastungEmpirische PädagogikPädagogikBelastungSchallabstrahlungSprachfertigkeitSchreib- und LesefähigkeitLesekompetenzSchülerSchulkind
Die vorliegende Studie geht von der Annahme aus, dass Umwelteinstellungen und -verhalten der Menschen durch verschiedene individuelle (wie Geschlecht oder Studienfächerauswahl) und kulturelle Faktoren zu erklären sind. Jede Kultur verfügt über bestimmte Lebensbedingungen, die sich auf die Einstellung und das Verhalten auswirken können. Daher verhalten sich Menschen, die in verschiedenen Kulturen leben, in Bezug auf ihre Umwelt unterschiedlich und betrachten außerdem die Umweltfragen unterschiedlich. Deshalb werden wirtschaftliche, wissenschaftliche, politische und soziale Rahmenbedingungen der Länder Deutschland und Syrien vorgestellt. Dabei werden Studierende der deutschen Carl von Ossietzky Universität Oldenburg mit den Studierenden der syrischen Universität Tishreen miteinander verglichen. Die Ergebnisse legen nahe, dass deutsche Studierende mehr Verantwortung für Umweltschutz tragen und sparsamer mit Energievorräten umgehen, während syrische Studierende hingegen stärkere emotionelle Einstellungen gegenüber den Umweltproblemen haben und sich beim Einkaufen umweltfreundlicher verhalten. Die deutschen und syrischen Studierenden unterscheiden sich kaum hinsichtlich des Nachhaltigkeitsbewusstseins und des Wasserverbrauchs. Sie haben in Bezug darauf eine positive Einstellung zum Ressourcenschutz. <dt.>
The present study is based on the assumption that environmental attitudes and behaviour of people are to be explained by a variety of cultural and individual factors (such as sex or field of study). Every culture has certain conditions that can have an effect on its individuals' attitudes and behaviour. Therefore people who live in different cultures behave differently and also have a divergent perspective on environmental issues. Thus economic, scientific, political and social conditions of the compared countries (Germany and Syria) are presented and explained. In the following, students from the Carl von Ossietzky University of Oldenburg (Germany) and the Tishreen University (Syria) will be compared. The results show that German students generally tend to take more responsibility for protection of the environment and they deal more economically with energy supplies. The Syrian students, however, have stronger emotional attitudes towards environmental problems and they behave more environmentally-friendly when shopping. The German and Syrian students are similar in their sustainability and consumption of water. In terms of water consumption and individual awareness of sustainability, there is no significant difference between the German and Syrian students. As to this, both show positive attitudes towards the protection of resources. <engl.>
