7 research outputs found

    A Study of Michael Fordham's model of development: An integration of observation, research and clinical work

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    This portfolio of published work represents a discourse on Michael Fordham's model of development that extended Jung's theory to infancy and childhood. The papers were published over two decades and indicate how infant research, ideas from related fields and the author's own clinical and observational work have contributed to her understanding of development. The framework for her thinking has throughout been Fordham's model. In this essay the author contends that what she has learned from research and her own experience adds new contributions to the model, based on data for the most part not available to Fordham. The portfolio of papers is introduced by an essay comprising Part I. It begins with an account of the author's professional life and clinical experience pertinent to the study. Next there is a substantial section on Fordham' s theoretical model and links he established with Kleinian and post-Kleinian thought. This exposition is followed by a section on the main sources for the author's work. Following this she proposes five areas that she considers to be her original contributions to the model: identifying and defining the features of massive surges of deintegration in the first year; identifying a period of primary self functioning; new considerations concerning the active participation of the infant in development; identifying precursors to projective and introjective identification, and symbol formation. Part II contains nine papers, virtually all of which are theoretical and include clinical work and infant research and observation. They are divided into three sections: 'Theory', which are predominantly theoretical and aimed at making a theoretical point; 'Explications', which aim to elucidate concepts and dynamics comprising the model; and 'Extensions', which are those papers explicitly or implicitly containing the author's new links and ideas that add form and content to the model

    A Study of Michael Fordham's Model of Development: An Integration of Observation, Research and Clinical Work

    Get PDF
    This portfolio of published work represents a discourse on Michael Fordham's model of development that extended Jung's theory to infancy and childhood. The papers were published over two decades and indicate how infant research, ideas from related fields and the author's own clinical and observational work have contributed to her understanding of development. The framework for her thinking has throughout been Fordham's model. In this essay the author contends that what she has learned from research and her own experience adds new contributions to the model, based on data for the most part not available to Fordham. The portfolio of papers is introduced by an essay comprising Part I. It begins with an account of the author's professional life and clinical experience pertinent to the study. Next there is a substantial section on Fordham ' s theoretical model and links he established with Kleinian and post-Kleinian thought. This exposition is followed by a section on the main sources for the author's work. Following this she proposes five areas that she considers to be her original contributions to the model: identifying and defining the features of massive surges of deintegration in the first year; identifying a period of primary self functioning; new considerations concerning the active participation of the infant in development; identifying precursors to projective and introjective identification, and symbol formation. Part II contains nine papers, virtually all of which are theoretical and include clinical work and infant research and observation. They are divided into three sections: 'Theory ', which are predominantly theoretical and ain1ed at making a theoretical point; 'Exp lications ', which aim to elucidate concepts and dynamics comprising the model; and 'Extensions', which are those papers explicitly or implicitly containing the author's new links and ideas that add form and content to the model

    Image of God\u27\u27 and Object Relations Theory of Human Development: Their Integration and Mutual Contribution to Development of God-Images, God-Concepts, and Relationship with God

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    In an endeavor to further the work of integration of psychology and theology, this theoretical-conceptual research study examined (a) the meaning of the biblical description of humanity\u27s creation in God\u27s image (Gen. 1.26-27), (b) the relationship between the conceptualization of humans as image of God and object relations theory of human development, and (c) the mutual contribution of image of God and object relational development to the internal god-images (object-representations) and cognitive god-concepts that persons develop. It was proposed that (a) creation in the image of God is foundational both to understanding humankind as a spiritual-socio-psycho-physiological species and to human object relational development, and that (b) healthy object relational development leads to mature, healthy, whole-object god-representations and the potential for mature, healthy relationship with actually existing deity. The distortion and pathology that has entered the universe and human existence influences negatively the capacity humans have to reflect accurately God\u27s likeness in their relationships, which, in turn, compromises the overall development of human object relationships. Consequently, immature or pathological object relational development may occur and affect negatively the development of all internal and external object relationships, object-representations, and cognitive concepts of objects. Internal god-images (object-representations), conscious cognitive god-conceptualizations, and relationship to actually existing deity, all may be compromised from healthy development. However, the original good design of humans as image of God leads to the potential for evaluation and correction, reparation and restoration of internal and external object relationships, and to the place of hope for lasting, positive growth and change

    Expressive social exchange between humans and robots

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    Thesis (Sc.D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.Includes bibliographical references (p. 253-264).Sociable humanoid robots are natural and intuitive for people to communicate with and to teach. We present recent advances in building an autonomous humanoid robot, Kismet, that can engage humans in expressive social interaction. We outline a set of design issues and a framework that we have found to be of particular importance for sociable robots. Having a human-in-the-loop places significant social constraints on how the robot aesthetically appears, how its sensors are configured, its quality of movement, and its behavior. Inspired by infant social development, psychology, ethology, and evolutionary perspectives, this work integrates theories and concepts from these diverse viewpoints to enable Kismet to enter into natural and intuitive social interaction with a human caregiver, reminiscent of parent-infant exchanges. Kismet perceives a variety of natural social cues from visual and auditory channels, and delivers social signals to people through gaze direction, facial expression, body posture, and vocalizations. We present the implementation of Kismet's social competencies and evaluate each with respect to: 1) the ability of naive subjects to read and interpret the robot's social cues, 2) the robot's ability to perceive and appropriately respond to naturally offered social cues, 3) the robot's ability to elicit interaction scenarios that afford rich learning potential, and 4) how this produces a rich, flexible, dynamic interaction that is physical, affective, and social. Numerous studies with naive human subjects are described that provide the data upon which we base our evaluations.by Cynthia L. Breazeal.Sc.D

    An investigation into the use of interaction strategies for children with profound and multiple learning difficulties

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    This study examined the premise that intensive social interaction facilitates a greater quality of responsiveness and the learning of social routines in children with profound and multiple learning difficulties (pmld). The significant behaviours that adults and normally developing infants use during social interaction and the suitability of their application to children with pmld was examined. Four children with chronological ages of five years, six years, eight years and nine years and designated as having pmld, were videotaped in a classroom setting, in a series of interaction sequences with a teacher. The manifestation of the features of attentiveness, imitation, vocalisation, posture changes, eye contact and facial expressions in children with pmld were considered in relation to adult interactive behaviours of touch, facial movements, vocalisations using infant register, play movements, en face positions with the child and imitation of child behaviours. Analysis of the videotaped data took the form of observation of five second sequences of interaction scored on a schedule indicating the adult and child interactive behaviours. A second observer viewed a number of Interactions in the videotaped data to confirm reliability. The indications were that children with pmld show a quality of responsiveness that has implications for the learning of social routines
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