Pszichológiai tanácsadás - online Bakk-Miklósi, Kinga
Symbolon (Targu Mures),
2023, Letnik:
24, Številka:
Special Number
Journal Article
Odprti dostop
The period of online education rewrote the teacher-student relationship, the teaching methods, content, tools, etc. of course, it also extended to online counseling, which, in addition to overcoming ...initial objections, proved to be extremely useful. This study is about the sharing of the most important experiences, it tries to answer how we used the online space and social media in psychological counseling as a helper.
Actors from Târgu-Mureș in the Ceaușescu Regime. Life-course Interviews From a Psychological Point of View Our research is based on life-course interviews with Romanian and Hungarian actors. Using ...the methodology of oral history, we have examined how their individual and professional careers developed during the mentioned period, what social and integration backgrounds actors of the era had, what characteristics they experienced in the theatrical world, how dictatorship affected their lives and how the austerity measures of this period could have been avoided.
Young Adult Identity Development During the Pandemic – Art as a Possible Lifebelt The starting point of this lecture is the case study of two young adult girls, who were „pushed back” into their ...parents’ house during the pandemic. The search for free paths, their aspirations for an independent living and the development of their new identity were hampered by the outbreak of the pandemic, which I think are not two isolated cases. In both cases, the arts represented (they are not artists) a connection with the present. Living with arts is an alternative for them, a path to create a friendlier world. The lecture presents this path-seeking as a possible alternative.
Transylvanian Teachers’ Relationship to Media, Development of New Consumer Habits-Media-Psychological Analysis The aim of this research is the examination of Hungarian teachers’ relationship with ...their students' media and smartphones use, based on an electronic questionnaire at several locations in Transylvania. The antecedents of this research: In the 2017–2018 school year, we monitored in Mures, Cluj, Brasov and Harghita counties the media consumer’s habits of students between ages 11-18. 206 individuals participated in this research. In 2012, I already performed a survey on the aforementioned topic. In the research, we assume that we are dealing with a new social phenomenon in relation to the media and we should follow other media consumption rules. The question is if teachers educating the future generations can keep up with this challenge, what their opinion is and how they can deal with this new phenomenon. Is it possible to find a middle ground between prohibition and excessive leniency? Can they use and exploit the possibilities provided by smartphones or rather focus on negative effects and consequences? This survey takes place from the perspective of putting media education into practice. As a teacher of media psychology, I also find very important the data obtained and I would like to emphasize that our society faces a great challenge in terms of media consumption, and this requires a more precise outline of the theoretical approach to media education and the possibilities of practical interventions (prevention, education, awareness of teachers, parents and students).
The Hypothetical Psychological Foundations of Utopian Thinking Utopian thinking does not mean thoughts exclusively, but it also refers to an attitude and the multitude of emotions involved, and also ...memories, imagination, etc. I shall regard this phenomenon as a natural human need (sometimes cognitive, but also aesthetic, and even as a need of self-realization), its roots can be traced back to early childhood, to the stage where the development of symbolic thinking emerges. According to Piaget, symbolic thinking is at the foundation for intellectual development, which, with its utopian nature, serves the development of creativity and spontaneity. Our personal concerns and interests with our own utopian thinking manifest itself in our interest in dealing with dreams. In dreams, different levels of symbolism interact in complex ways. In many cases, these symbolic events are put on stage, and the decoding process of these events can take a utopian or dystopian character. A direct connection between dreams and „reality” seems to be out of reach. The dream that we dream reaches our consciousness through many filters: the dreamer's memory, his/her descriptive verbal skills, narrative ability, also the dream`s details are moderated by the person's intrinsic moral stands and decisions – these on one hand. On the other hand, there is selectively receiving and interpreting the mechanism of the individual who makes the dream interpretation. Dreams can be considered as a complex, multi-dimensional commentary about and on „reality”, often with a utopian aspect. Talking about dreams can take place on several different levels, all of which might be far away or close to „reality”, and so the messages of the dreams, the commentary of reality can be very diverse – yet we do not regard this procedure futile since we value it and we need it. The utopian thinking style and attitude devolve over time, during the process of maturing/growing up. With its colors – in the good cases – it reemerges during adulthood on the stage (in the process of character building, is the process of creation, and also in the relation of decoding and receiving). The utopian thinking in this sense assumes a participative and collaborative attitude of the artist and viewer/receives – this, beyond its idealistic aspect, enhances the creative process. All in all, the creative act is not completed exclusively by the artist. The viewer makes the connections between the piece and the outer world., and he/she does this by decoding and interpreting its (the piece`s) inner content. So this is how he/she contributes to the creative act (Duchamp 1957). I will regard and deal with utopian thinking and attitude as an individual need. This need manifests itself down from daily „trivial” manifestations up to its form in setting the stage (character building). In clarifying these phenomena, I will clarify the psychological concepts, mental processes and inner functions involved, from the perspective of theory and practice, with all its ambiguities.
Our research is based on life-course interviews with Romanian and Hungarian actors. Using the methodology of oral history, we have examined how their individual and professional careers developed ...during the mentioned period, what social and integration backgrounds actors of the era had, what characteristics they experienced in the theatrical world, how dictatorship affected their lives and how the austerity measures of this period could have been avoided.
The aim of this research is the examination of Hungarian teachers’ relationship with their students' media and smartphones use, based on an electronic questionnaire at several locations in ...Transylvania. The antecedents of this research: In the 2017–2018 school year, we monitored in Mures, Cluj, Brasov and Harghita counties the media consumer’s habits of students between ages 11-18. 206 individuals participated in this research. In 2012, I already performed a survey on the aforementioned topic. In the research, we assume that we are dealing with a new social phenomenon in relation to the media and we should follow other media consumption rules. The question is if teachers educating the future generations can keep up with this challenge, what their opinion is and how they can deal with this new phenomenon. Is it possible to find a middle ground between prohibition and excessive leniency? Can they use and exploit the possibilities provided by smartphones or rather focus on negative effects and consequences? This survey takes place from the perspective of putting media education into practice. As a teacher of media psychology, I also find very important the data obtained and I would like to emphasize that our society faces a great challenge in terms of media consumption, and this requires a more precise outline of the theoretical approach to media education and the possibilities of practical interventions (prevention, education, awareness of teachers, parents and students).
Youth Media Consumption Habits of Hungarians in Transylvania – Research in Media Psychology The aim of the research was to monitor as closely as possible the active media consumption behaviours of ...pupils living in Mureș, Cluj, Brașov, and Harghita counties. The age range of the pupils was between the ages of 11 and 18 years old. In the school year of 2017-2018, 206 individuals participated in the study by filling out an online electronic questionnaire. Prior to this study, there was an assessment in 2012, on similar topics, and the survey conducted then and now can be compared in order to see the changes and shifts that occurred in five years, considering that the current study was conducted on a larger sample, on a larger population. This assessment was conducted from the perspective of practical media education, focusing on topics such as the possibilities inherent in using Facebook; the purpose and the language of chat and messenger; befriending on social media: the question of friendship on the web ‒ is it actual or virtual friendship?; reliability of the information, searching for information on the web; time-saving or time-wasting on the web; etc. The questionnaire was adapted to the age, individual characteristics of the pupils, their media consumption habits, perceived preferences, interest, perceived and revealed risk factors. The data obtained is very valuable from my perspective as a media psychology teacher. It is very important to emphasize on the fact that our society, on the micro-level and on the wider scale, is facing multitudes of challenges regarding media consumption. These challenges require a more precise, refined and advanced theoretical and practical approach (raising awareness, prevention strategies) in media education.
The aim of the research was to monitor as closely as possible the active media consumption behaviors of pupils living in Mureș, Cluj, Brașov, and Harghita counties. The age range of the pupils was ...between the ages of 11 and 18 years old. In the school year of 2017-2018, 206 individuals participated in the study by filling out an online electronic questionnaire. Prior to this study, there was an assessment in 2012, on similar topics, and the survey conducted then and now can be compared in order to see the changes and shifts that occurred in five years, considering that the current study was conducted on a larger sample, on a larger population. This assessment was conducted from the perspective of practical media education, focusing on topics such as the possibilities inherent in using Facebook; the purpose and the language of chat and messenger; befriending on social media: the question of friendship on the web ‒ is it actual or virtual friendship?; reliability of the information, searching for information on the web; time-saving or time wasting on the web; etc. The questionnaire was adapted to the age, individual characteristics of the pupils, their media consumption habits, perceived preferences, interest, perceived and revealed risk factors. The data obtained is very valuable from my perspective as a media psychology teacher. It is very important to emphasize on the fact that our society, on the micro-level and on the wider scale, is facing multitudes of challenges regarding media consumption. These challenges require a more precise, refined and advanced theoretical and practical approach (raising awareness, prevention strategies) in media education.
Utopian thinking does not mean thoughts exclusively, but it also refers to an attitude and the multitude of emotions involved, and also memories, imagination, etc. I shall regard this phenomenon as a ...natural human need (sometimes cognitive, but also aesthetic, and even as a need of self-realization), its roots can be traced back to early childhood, to the stage where the development of symbolic thinking emerges. According to Piaget, symbolic thinking is at the foundation for intellectual development, which, with its utopian nature, serves the development of creativity and spontaneity. Our personal concerns and interests with our own utopian thinking manifest itself in our interest dealing with dreams. In dreams, different levels of symbolism interact in complex ways. In many cases, these symbolic events are put on stage, and the decoding process of these events can take a utopian or dystopian character. A direct connection between dreams and „reality” seems to be out of reach. The dream that we dream reaches our consciousness through many filters: the dreamers memory, his/her descriptive verbal skills, narrative ability, also the dream`s details are moderated by the person's intrinsic moral stands and decisions – these on one hand. On the other hand, there is selectively receiving and interpreting mechanism of the individual who makes the dream interpretation. Dreams can be considered as a complex, multi-dimensional commentary about and on „reality”, often with a utopian aspect. Talking about dreams can take place on several different levels, all of which might be far away or close to „reality”, and so the messages of the dreams, the commentary of reality can be very diverse – yet we do not regard this procedure futile since we value it and we need it. The utopian thinking style and attitude devolves over time, during the process of maturing/growing up. With its colours – in the good cases – it reemerges during adulthood on the stage (in the process of character building, is the process of creation, and also in the relation of decoding and receiving). The utopian thinking in this sense assumes a participative and collaborative attitude of the artist and viewer/receives – this, beyond its idealistic aspect, enhances the creative process. All in all, the creative act is not completed exclusively by the artist. The viewer makes the connections between the piece and the outer world., and he/she does this by decoding and interpreting its (the piece`s) inner content. So this is how he/she contributes to the creative act (Duchamp 1957). I will regard and deal with the utopian thinking and attitude as an individual need. This need manifests itself down from daily „trivial” manifestations up to its form in setting the stage (character building). In clarifying these phenomena, I will clarify the psychological concepts, mental processes and inner functions involved, from the perspective of theory and practice, with all its ambiguities.
