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PubMed2001

[Heinrich von Kleist--crisis and creative overcoming].

Heinrich von Kleist's life was shaken repeatedly by negative life-events, finally he committed suicide in his last life-crisis (1811). His work was mostly understood as descriptions of negative life-events and failed-being. In this article it will be shown that in at least two "crises" Kleist's work can be understood as a creative overcome of those. Kleist shows in his "Essay to Find a Sure Way to Happiness" (1799) his way of solving his "Soldier-Crisis" (1798), a depressive episode. In "The Broken Jug" (1802 - 1805) he shows the implications of a philosophical problem experienced in his "Kant-Crisis" (1801) and offers chances to overcome this particular crisis, which still seems to be an actual problem of ourselves. Though his crises must be understood as depressive episodes, at least the "Kant-Crisis" with its connections to philosophical and artistical matters seems to be more complicated than a simple depressive syndrome. Kleist formulates his basic life-experience, to be repeatedly shaken by "crises" respectively depressive episodes and the necessity to overcome each in a new way of living.

Creativity↗

PubMed1993

Insights into the struggle of creativity. A rereading of Anna Freud's "Beating fantasies and daydreams".

The wish to create, the dilemmas regarding the value, source, and ownership of one's potential and ideas, and the threats that these involve, are explored as they emerge in a dialogue between Anna Freud and her father, embedded in Anna Freud's first paper "Beating Fantasies and Daydreams" (1922). Insight into these aspects of the struggle of creativity contributes to the understanding of their relationship to writing, masochism, sublimation, and other associated psychological processes. Through the analysis of the paper the identity of the patient described is revealed to be Anna Freud herself. This sheds light on her personal development and the way in which it influenced developments in psychoanalytic thinking.

Austria↗

PubMed1998

Play, dreams, and creativity.

Viewed ontogenetically, creating, dreaming, and playing are a variant of object relatedness. It is suggested that in recapitulating the ontogenetic sequence, creating, dreaming, and playing each as a process initiates by de-differentiation to primal union, evolves into transitional functioning, and consummates in tertiary cognitive discourse. The products of the triad--the created object, the dream, and play--are viewed as synergistic psychodynamic composites of topical, personal, and arche-typical imperatives. Creating, dreaming, and playing are easily overburdened by events, becoming stereotypical and repetitious. Nowhere is this more clearly seen than in the play of chronically ill, hospitalized children. It is suggested that with development generally, playing is replaced by formalized games; only dreaming continues as the vestige of early creative abilities.

Child↗

PubMedDate not supplied

Altruism and creative expression in a long-term older adult psychotherapy group.

This article describes the use of altruism and creative expression in an older adult psychotherapy group. These interventions, for which theoretic rationale and clinical examples are provided, are designed to decrease feelings of powerlessness that accompany life changes; to facilitate insight into feelings, coping, and preventative strategies for adaptation to change and loss; and to combat stereotypes, false beliefs, and myths imposed by a youth-oriented society. An integrated therapeutic model, combining psychodynamic, supportive, and cognitive/behavioral approaches, was used in the design of this group intervention for older adults. The authors, using rich clinical examples coupled with discussion of related theoretic background, provide the psychotherapist with an interesting perspective on this unique use of group psychotherapy with older adults. Such groups can provide a context within which to offer these patients the hope of relatedness, the opportunity to gain independence, and a heightened sense of integrity and possibility in one's later years.

Adaptation, Psychological↗

PubMed2004

Ice can look like glass: a phenomenological investigation of movement meaning in one fifth-grade class during a creative dance unit.

The movement meanings of students (n = 19) in one fifth-grade class during a creative dance unit focusing on effort (force, time, space, flow) are investigated using a perspective grounded in transcendental phenomenology (Husserl, 1931). Data were collected via videotape, journal, and homework documents and semistructured interviews. Analytical induction (Patton, 2002) structured a four-step analysis process that reduced meaning to its essential essence. Movement meaning was found to be a multifaceted construct that varied among students within and across five dimensions. To enhance meaningful learning, educators are encouraged to consider reflexively (a) their philosophical orientation relative to knowledge making and curriculum values, (b) instructional techniques that help students' access meaning, and (c) the contribution of dance as a source of meaning.

Child↗

PubMedDate not supplied

The poet syndrome: opiates, psychosis and creativity.

For some people, heroin is a self-medicating tool used to control innate psychic sensitivity. The habitual use of heroin provides the sensitive addict with a definition of consciousness by containment, psychic buffering, and psychic marking. This article is an examination of the political and social history of opiates, opiates as antipsychotics, "drug of choice" as a determinant of self-medication, and the connection between creativity, spirituality, psychosis and addiction. Using clinical observation, the article explores the poet syndrome hypothesis and offers direction for an alternative drug treatment paradigm.

Creativity↗

PubMedDate not supplied

Suicide and creativity: the case of Sylvia Plath.

This article explores the idea that although much can be learned by viewing Sylvia Plath's poetry as an expression of her thinking and affect, additional insights are afforded by reversing the typical direction of effect and by viewing Plath's affect, and in particular her depression, as a result of her writing. Consistent with this interpretation is Plath's huge investment in writing. This may have contributed to the sensitivity that predisposed her to stress and depression. This perspective is tied to the existing creativity literature and interwoven and contrasted with existing descriptions of Plath's work and tragic death.

Creativity↗

PubMed1991

Impulsive artistic creativity as a presentation of transient cognitive alterations.

A 27-year-old right-handed male mosaic artisan who had not shown any interest in drawing or artistic activity was admitted to the Department of Neurology for attacks of bizarre behavior and convulsive disorder. The patient reported feeling "waves" engulfing him during the attacks, leaving him floating helplessly. During some attacks, the patient impulsively initiated drawing activity. Interictal sleep-deprivation EEG showed a left frontotemporal focus of paroxysmal discharge. Brain tomography with SPECT showed low 99Tc-HMPAO uptake in the left frontoparietal region. Psychodiagnostic tests gave evidence of dysfunction of the left frontal region, with preference of the right hemisphere. It is suggested that the attacks of altered cognitive state were, in this case, provoked by spreading depression of the left hemisphere, while the integrative functions of the right hemisphere remained intact. Thus, the impulsive artistic creativity during the attacks may represent a "release phenomenon" of the complex visuospatial skills of the right (subdominant) hemisphere. This symptomatology of transient cognitive alterations is unique and, to the best of our knowledge, has not been previously reported.

Adult↗

PubMed2005

When elaboration leads to appropriation: unconscious plagiarism in a creative task.

Brown and Murphy's (1989) three-stage paradigm (generation, recall-own, generate-new) was used to assess the effects of participant elaboration on rates of unconscious plagiarism in two experiments using a creative task. Following the generation phase, participants imagined and rated a quarter of the ideas (imagery elaboration), generated improvements to another quarter (generative elaboration), and listened to a quarter of the ideas again without elaboration, with the remaining ideas acting as control. A week later, participants attempted to recall their own ideas, and generate new solutions to the same cues. In Experiment 1 both forms of elaboration equally increased correct recall, and decreased plagiarism in the generate-new task. However, generative elaboration led to significantly greater plagiarism in the recall-own task, but imagery elaboration did not. Participants in Experiment 2 were encouraged not to plagiarise by means of a financial incentive. However, they showed the same pattern as seen in Experiment 1. Therefore, contrary to a simple strength account, the probability of a person plagiarising another's ideas is linked to the particular nature of the elaboration carried out on that idea, rather than its familiarity.

Awareness↗

PubMed2006

Creativity and order in communication: implications from philosophy to narrative research concerning human occupation.

Narrative theory and methods are increasingly featured in qualitative research relating to human occupation. The present article addresses the concept of narrative in relation to some relevant foundational philosophical and theoretical roots. Specifically a twofold function of narrative as a mechanism for producing order versus creativity is highlighted. It is argued that these functions might serve as resources in research relating to human occupation, specifically regarding issues pertaining to change and agency. Examples from qualitative empirical research relating to human occupation are used to demonstrate points under discussion.

Communication↗

PubMedDate not supplied

Culture diversity/a mobile workforce command creative leadership, new partnerships, and innovative approaches to integration.

Today's healthcare environment requires that nursing leaders meet the needs of a growing multicultural workforce and patient population. Cultural factors may be overlooked as healthcare delivery becomes increasingly dominated by technological, economic, and social changes. Through creative leadership, the chief nurse executive (CNE) can encourage staff to pay closer attention to cultural factors that will impact on patient, staff, and hospital outcomes. The CNE can begin by enhancing his/her own multicultural competency, building these competencies in his/her staff, and then empowering staff to respect and accommodate cultural differences. An understanding to transcultural nursing theory can enhance the development and maintenance of a multicultural perspective. The use of Madeline Leininger's Culture Care modalities can assist staff in making culturally competent decisions and in implementing actions. This article will provide an overview of one community hospital's experiences in integrating a multicultural perspective to better meet the needs of specific patient populations.

Attitude of Health Personnel↗

PubMedDate not supplied

Creative critical-thinking strategies.

Are you looking for strategies to teach critical thinking? The author presents a variety of quick, creative strategies to facilitate teaching critical-thinking skills. These strategies engage students in their learning and are adaptable to any nursing course.

Clinical Competence↗

PubMedDate not supplied

Creative strategies for teaching statistical concepts in nursing education.

Helping students efficiently learn critical concepts and understand the personal and professional relevance of statistics are important activities when teaching nursing research or related courses. The authors describe some creative teaching approaches used to elucidate abstract concepts and promote optimal learning of statistical analytic procedures. Appropriate for both undergraduate and graduate levels, these strategies are designed to influence the attitude that many students have about statistics, support active learning, and ignite the metacognitive abilities nursing students bring to the learning experience.

Attitude↗

PubMed1985

Creative nursing: processive care and more?

The authors describe a crisis point which led them from considering a reorientation of the present BSc (Nursing) curriculum at the University of Cape Town, South Africa to undertaking a radical revision of the degree programme. While examining final year students they realized that the nurses' excellent personal qualities apparent in everyday relationships, were not being used in their professional practice on hospital wards. It is suggested that this is due partly to an educational programme which neglected what the students already had (common sense and logic) and what they already knew from life experience and from instinct and intuition. It is also supposed that when hospital wards are their first clinical learning areas, nurses divorce patients and disease from the 'real' world, from the essentials of daily living and from the components of an individualized lifestyle. A staged process of learning experience, to include looking after healthy, elderly and disabled individuals in homes and institutions--with minimal nurse supervision--before exposure to hospital life, is advocated. In its present form the nursing process is seen as limiting the creativity of nursing practice and the authors suggest that further development of this approach is necessary if nursing science is to be interpreted as an art. Finally, the authors outline an experimental curriculum which takes cognisance of their experiences and syllogistic reasoning, together with a brief description of the first few months of its implementation at the University of Cape Town.

Creativity↗

PubMed1988

Nursing care as a moral, practical, communicative and creative activity.

In this paper nursing care is studied by philosophical inquiry. According to the outlined philosophical theory, nursing can be conceived as a moral, practical, communicative and creative activity. This means that nursing care is viewed as a manifestation of a conception of the good life, that it is related to some kind of changes or non-changes with respect to the patient, that it is oriented towards reaching understanding and that something new, unpredictable and meaningful is created in the nursing interaction. The theory is defended by scientific, moral and practical arguments. Habermas' theory of communicative action plays a central part in the outlined theory of nursing care.

Creativity↗

PubMed1982

Creativity, pathology, and family structure: a cybernetic metaphor.

This paper describes a cybernetic metaphor as a novel paradigm for family theory, linking aspects of cybernetic epistemology as described by Bateson (1) with the tropes, major figures of speech, as defined by the linguist Jakobson (25). Jakobson describes two operations characteristics of all human discourse at many levels of organization and abstraction: the metaphoric, linking by similarity; and the metonymic, linking by contiguity. A cybernetic metaphor suggest a view of individuals as adaptive systems able to transform novelty into expectations (49) in one of two ways and thereby maintain a relationship with their context. Those who encounter contexts characterized by "dissonances" in structure and basic premises would adopt the metaphoric mode by finding similarities in apparent differences and thus learn to link separate domains. Those learning to orient themselves in a context of consistent basic premises and structure would adopt the metonymic mode, linking by temporal or spacial contiguity within an implicit assumed whole. Clinical examples and the literature on the families of symptomatic and creative individuals will be used as illustrations of this process of learning communicative modes.

Adolescent↗

PubMedDate not supplied

A creative writing program to enhance self-esteem and self-efficacy in adolescents.

PURPOSE: To describe the rationale, content, and results of a group creative writing program to increase adolescent self-esteem and self-efficacy. METHODS: Subjects were low-income, at-risk minority youth (N = 11). Free writing in response to specific exercises, sharing their own stories in their own language, and responding to their peers were used daily for 2 weeks as part of the high school English class. The program was oriented toward health rather than problems, with the content created by the adolescents. FINDINGS: The opportunity to tell their own story, in their own language in a safe, structured setting with positive feedback led to higher self-efficacy and self-esteem. CONCLUSIONS: This study suggests that a writing intervention focused on building self-in-relation self-esteem and the four aspects of self-efficacy resulted in increased sense of well-being.

Adolescent↗

PubMed1998

Family therapy with intellectually and creatively gifted children.

Few family therapists have expertise in the psychology of giftedness, and little research has been conducted to determine the effectiveness of family therapy with talented children and their families. The purposes of this paper are: (1) to provide family therapists with information on the unique psychosocial stressors associated with giftedness and (2) to stimulate further research and development on the efficacy of family therapy in alleviating distress and actualizing potential in gifted and talented children and their families. The paper provides a critical overview of the existing research literature on gifted children and their families. First, current conceptualizations of giftedness are described. Then the research literature on the characteristics of intellectually and creatively gifted children and their families is reviewed with an emphasis on the endogenous (individual) and exogenous (systemic) factors that can create or exacerbate psychosocial problems. Finally, we suggest an eclectic, eco-systemic approach to three common concerns that bring gifted children and their families to therapy.

Affect↗