The Experts below are selected from a list of 56202 Experts worldwide ranked by ideXlab platform

Aikaterini Lampropoulou - One of the best experts on this subject based on the ideXlab platform.

  • Personality School and family what is their role in adolescents subjective well being
    Journal of Adolescence, 2018
    Co-Authors: Aikaterini Lampropoulou
    Abstract:

    Abstract This article presents a multidimensional approach to subjective well-being in adolescence. Multiple factors regarding Personality, family, and School are examined in relation to Greek adolescents' subjective well-being. The participants of the study were 714 adolescents and their parents (302 boys and 412 girls) attending Junior High School (average age = 14.6, SD = .05) and High School (average age = 17.4, SD = .07). The results showed that specific Personality, family, and School factors can be used as predictors of subjective well-being. This study is largely explorative in an effort to enrich a limited database regarding adolescents' subjective well-being and as an impetus to research in-depth the specific domain. The findings are significant since not only do they provide an insight into adolescents' subjective well-being but they also have potential implications for the better practice of School psychologists.

Roger Ivar Lohmann - One of the best experts on this subject based on the ideXlab platform.

  • DREAMS OF FORTUNE: REO FORTUNE'S PSYCHOLOGICAL THEORY OF CULTURAL AMBIVALENCE
    Pacific studies, 2009
    Co-Authors: Roger Ivar Lohmann
    Abstract:

    Reo Fortune’s first book, The Mind in Sleep, published in 1927, considers dreams in which one’s attitudes contradict waking opinions. Fortune was keenly aware of his own conflicting perspectives and abhorred ethnocentrism. He argued that rejected beliefs remain subconsciously. Individuals hold contradictory beliefs using two capacities: logical and emotional representation and connection. The former is more accessible when awake, the latter in dreams. Fortune’s subsequent ethnographic studies attended to dreams and ambivalence. His theory encouraged his rejection of stereotyping by the “culture and Personality” School of thought, and can be used as a model of cultural ambivalence with ongoing anthropological value.

Ray Mcdermott - One of the best experts on this subject based on the ideXlab platform.

  • Reading George Spindler
    Anthropology & Education Quarterly, 2008
    Co-Authors: Ray Mcdermott
    Abstract:

    George Spindler is often acknowledged as a founder of the anthropology of education, but ties between Spindler, the new field, and their roots in the culture and Personality School of U.S. anthropology are rarely explored. This article and the one that follows (“Using Visual Stimuli in Ethnography,” Spindler 2008) highlight theoretical concerns shaping the goals and methods of Spindler's work. McDermott offers background and then Spindler summarizes his 60 years of fieldwork and findings on the relations among culture, Personality, and education. [origins of the field, culture and Personality, field techniques]

Helen B. Schwartzman - One of the best experts on this subject based on the ideXlab platform.

  • Childhood Studies
    Anthropology, 2019
    Co-Authors: Helen B. Schwartzman
    Abstract:

    Anthropologists writing in the late 19th and early 20th century did not consider children to be a central focus of their research, which is not to say that children did not appear in some of the earliest issues of, for example, the American Anthropologist. However, when children did appear in these publications it was because they were easy and available to use as specimens for the purpose of developing tests, measures, and comparisons of presumed racial differences; or because they were associated with “curious customs” and artifacts (such as cradleboards), which could be described, collected, and “salvaged” since it was assumed that most extant “primitive” groups would soon vanish; or, because many life-cycle ceremonies that involved children or adolescents could be used to illustrate the dramatic and “bizarre” practices of these groups. Early on, Margaret Mead challenged researchers to consider the study of child behavior as a legitimate topic of study in and of itself. Her interest in using field sites as “laboratories” for putting Western theories of child training and Personality development to the ethnographic test contributed to the focus on adult Personality development that characterized the culture and Personality School that gained prominence in the United States during the 1930s and 1940s and continued with the Six Cultures Study of Socialization (SCSS) in the 1950s. This approach portrayed children as cultural “trainees” subject to the interests and focus of their adult “trainers” or adult institutions (such as Schools). Only later, inspired by the development of ethnography of communication studies in the 1960s and 1970s, did researchers like Elinor Ochs, Bambi Schieffelin, and Jenny Cook-Gumperz present a new approach for the study of children that focused on language socialization and everyday interactional practices. This research marked an important shift from viewing children as passive trainees to active participants and interpreters of their social worlds. However, it was not until the 1990s that a new field of Childhood Studies began to emerge that turned away from psychological and psychoanalytic models and toward theorists like Pierre Bourdieu and Michel Foucault in sociology and anthropology. This article surveys the field of Childhood Studies in anthropology as it has developed in the discipline since the 1990s. The assumptions that characterize this field, as well as the range of studies that have been conducted across all four fields of anthropology (archaeology, biological anthropology, cultural anthropology, and linguistic anthropology) are discussed, concluding with a specific focus on research studies of children’s movement (in play and in migration). For further information about the field of Childhood Studies in anthropology, see articles in the Oxford Bibliographies in Anthropology “Socialization,” “Language Socialization,” “Culture and Personality,” and the “Anthropology of Childhood.”