COVID-19 confronts humanity with an undeniable, unprecedented crisis. The focus of this article is the opportunities it offers for a proverbial pressing of the reset button by prompting pause and ...reflection on habitual patterns and serving as an “urgent experience” with the potential to spark revitalizing intentionality. Using Greening’s four dialectical existential givens—life/death, community/isolation, freedom/determinism, and meaning/absurdity—as a guiding framework, I explore imbalances in aspects of life in the United States that have been illuminated by COVID-19. Then, I employ existential–humanistic theorizing and research as a vision of how these dialectical forces can be transcended by confronting paradoxes posed by these givens (vs. simplistically overemphasizing either their positive or their negative aspects) and by activating the creative potential therein. Specifically, COVID-19 offers opportunities for individuals to relinquish an unsustainable and ineffective way of being inherent in and reinforced by the U.S. cultural narrative; to embrace ambiguity and tragedy; to actively identify, remediate, and reconcile underacknowledged and underactualized human capacities; and therefore to heal false dichotomies and become more capable of living fully, authentically, and flexibly. Accordingly, COVID-19 also provides opportunities for collective co-creation of a cultural narrative involving evolution toward enhanced senses of consciousness and caring.
This special feature centers around Journal of Humanistic Psychology co-founder Abraham Maslow’s 1969 article, “Toward a Humanistic Biology.” My aims for this special feature are to showcase ...perspectives on and responses to Maslow’s article from the vantage point of the early 2020s by multiple generations and iterations of humanistic psychologists. This serves not only to challenge misconceptions of Maslow—and humanistic psychology in general—as a mere historical relic but also to continue updating and contextualizing our foundational canon to make it relevant to new and future generations while also preserving, and without losing sight of, its core and the wisdom of our elders. In this introduction, following a review of advancements in psychology since Maslow’s day (including some called for in his 1969 article), I summarize key points and themes from the article and discuss their relevance in today’s society. Then, I identify the limitations in and conundrums posed by some of Maslow’s statements. Finally, I provide a narrative of the 12 articles that follow in this special feature.
Reviews the book, Life-Enhancing Anxiety: Key to a Sane World by Kirk J. Schneider (2023). “It seems counterintuitive,” Schneider leads off this book, that “anxiety is going through the roof in our ...time, and yet this book advances the notion that there is not enough anxiety—at least of a certain kind” (p. 1). Life-enhancing anxiety refers to that which “enables us to live with and make the best of the depth and mystery of existence” via “our capacity to grow from the ups and downs” and “the jolts and shocks of everyday life” (p. 2). Importantly, Schneider observes that “we must face” life-enhancing anxiety in order “to prevent life-destroying anxiety” (p. 1). After briefly differentiating between normal and neurotic anxiety and stressing the value of the former for promoting presence and vitality at the individual level (see also Cannon, 1999; May, 1977), Schneider contends that avoidance of our anxiety at the collective level is at the core of the anxiety-provoking disasters we currently face, from rising authoritarianism and war worldwide to climate change and technocracy. Schneider describes this book as a follow-up to his mentor, Rollo May’s (1977) classic, The Meaning of Anxiety, intended to “readmit anxiety into the heartbeat of life” (p. 6). Despite a few limitations, at its best, Schneider’s book can potentially stimulate interest in—and, thus, serve as a potential gateway toward—perusal of the foundational writings in existential and humanistic psychologies (several of which were identified in the Overview section). Schneider not only brings those principles up to date with relevant elaboration but, also, he integrates them with more recent theorizing and research from across psychology with which today’s students should be more familiar. He also provides exposure to advancements in existential and humanistic psychologies (for example, its contributions to peace psychology and overcoming polarization, that, often, are omitted from students’ educational experience. In addition, Schneider’s work has the capacity to serve as the basis for further empirical research (qualitative, quantitative, or mixed methods) to support existential-humanistic principles, which is sorely needed today (Bland, 2023a; DeRobertis, 2016, 2021; Levitt, 2024; D. Spaeth, personal communication, April 16, 2021; Wong, 2017). (PsycInfo Database Record (c) 2024 APA, all rights reserved)
Simulation has become an established feature of nurse education yet little is understood about the mechanisms that lead to learning.
To explore the attributes of simulation-based education that ...enable student learning in undergraduate nurse education.
Final year students drawn from one UK University (n=46) participated in a grounded theory study. First, nonparticipant observation and video recording of student activity was undertaken. Following initial analysis, recordings and observations were deconstructed during focus group interviews that enabled both the researcher and participants to unpack meaning. Lastly emergent findings were verified with final year students drawn from a second UK University (n=6).
A staged approach to learning emerged from engagement in simulation. This began with initial hesitation as students moved through nonlinear stages to making connections and thinking like a nurse. Core findings suggest that simulation enables curiosity and intellect (main concern) through doing (core category) and interaction with others identified as social collaboration (category).
This study offers a theoretical basis for understanding simulation-based education and integration of strategies that maximise the potential for learning. Additionally it offers direction for further research, particularly with regards to how the application of theory to practice is accelerated through learning by doing and working collaboratively.
•Simulation enables curiosity and intellect engendered through activity and collaboration.•Connecting theory with practice is more easily realised through activity, fostering relevance.•Simulation can ultimately lead to identity shifts enabling students to think like a nurse.
Reviews the book, Profiles of Personality: Integration, Paradox, and the Process of Becoming (2nd ed.) by Eugene M. DeRobertis (2021). Originally delivered as a self-published volume (DeRobertis, ...2013b), this thoroughly expanded, updated, and revised follow-up published by University Professors Press provides a contemporary continuation of a lineage of humanistic personality texts. Each chapter begins with an overview of how the theoretical lens(es) presented in that chapter are situated in the greater narrative of the text, followed by key theorists, concepts, and relatable examples and applications. In the “Reflection” and “Taking it Further: Food for Thought” sections that follow, DeRobertis critically evaluates the theory’s contributions and positioning in the humanistic psychology (HP) mandala as well as limitations in juxtaposition to other models presented in the text (versus in terms of its empirical prowess). Next, in the “Make it Work!” section, DeRobertis challenges students to apply the material to their own lives and/or to their understanding of its everyday relevance. The chapters conclude with a list of key vocabulary/terminology associated with that model. Notably, rather than provide a glossary, DeRobertis challenges students to determine their own definition based on the reading. Rather than personality theory being an enactment of the Indian folk tale of the blind men and elephant, DeRobertis admirably restores the vision called for in the mid-20th century by founding HPists by thoughtfully integrating and building bridges between seemingly disparate lenses and situating their contributions in a humanistic frame that stresses paradox and integration in the process of human becoming. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Simulation is increasingly referred to in the nursing literature and its use in healthcare has developed dramatically over the past decade. Whilst the concept of simulation is not new, there is now a ...greater emphasis on its use in nurse education (Murray et al., 2008). The purpose of this article is to develop understanding and define the concept of simulated learning as a strategy used in the education of undergraduate nursing students. The analysis outlined in this paper was guided by a systematic process of studying a concept presented by Walker and Avant (2005). The analysis sought to identify how the concept of simulation is interpreted in the existing literature printed in English and retrieved from databases (Medline, CINAHL, PubMed, and Cochrane Library), internet search engines (GoogleScholar) and hand searches. The definition offered is a work in progress and presents a theoretically grounded understanding of what simulated learning currently represents. The identified antecedents, critical attributes and consequences are presented as a basis to stimulate further research, development and understanding.
Writing one's own obituary is a technique rooted in the theoretical/philosophical principles of existential-humanistic psychology that has long been endorsed by existential-humanistic psychologists ...for its value in promoting second-order change (existential liberation) and self-cultivation. These processes are pertinent for emerging adults, for whom a principal developmental task is self-authorship (transitioning out of uncritically following external formulas learned in childhood and toward making internally based decisions to meet the demands of complex work roles and interpersonal intimacy as adults). To date, literature on obituary writing has been limited to a half-dozen sources, none of which offer formal investigations of its process mechanisms/dynamics. This study provides research support for the technique's theoretical underpinnings and contextualizes its effectiveness as demonstrated in extant case studies in order to preserve its integrity in the current evidence-based practice zeitgeist. In this study, 22 emerging adults in a college course completed obituaries and reflections on the lived experience thereof. Thematic and summative content analyses were used to assess the thematic content included in the obituaries and the process by which the participants made sense of the act of writing them. Findings suggest that, in this sample, consistent with extant theorizing and informal observations, the experience of completing one's own obituary begins with emotional discomfort followed by a transformative shift in the direction of a greater sense of acceptance, appreciation, and awe toward the possibilities of living the life one envisions. Finally, connections with and contributions to the emerging adulthood literature and suggestions for further inquiry are discussed.
High-fidelity patient simulation is a method of education increasingly utilised by educators of nursing to provide authentic learning experiences. Fidelity and authenticity, however, are not ...conceptually equivalent. Whilst fidelity is important when striving to replicate a life experience such as clinical practice, authenticity can be produced with low fidelity. A challenge for educators of undergraduate nursing is to ensure authentic representation of the clinical situation which is a core component for potential success. What is less clear is the relationship between fidelity and authenticity in the context of simulation based learning. Authenticity does not automatically follow fidelity and as a result, educators of nursing cannot assume that embracing the latest technology-based educational tools will in isolation provide a learning environment perceived authentic by the learner. As nursing education programmes increasingly adopt simulators that offer the possibility of representing authentic real world situations, there is an urgency to better articulate and understand the terms fidelity and authenticity. Without such understanding there is a real danger that simulation as a teaching and learning resource in nurse education will never reach its potential and be misunderstood, creating a potential barrier to learning. This paper examines current literature to promote discussion within nurse education, concluding that authenticity in the context of simulation-based learning is complex, relying on far more than engineered fidelity.
This article surveys Maslow’s views on eupsychian leadership and how his vision of eupsychia may be regarded as a contemporary expression of the Greek philosophical notion of the Good. This involves ...actively and ongoingly cultivating cultural conditions that promote awe-based creative living in accordance with human nature, authentic freedom, and social justice in the interest of developing character via self-determination. Then we outline essential qualities of Maslow’s notion of eupsychia as they have been empirically validated by Rego et al.’s qualitative study of the characteristics and outcomes of eupsychian (humanistic) versus antieupsychian (authoritarian) leadership. The findings thereof also provide a heuristic framework for integrating the results of numerous quantitatively-based research studies in recent international applied psychology literature. This applied leadership literature both (a) satisfies Maslow’s call for empirical research to guide perspective-taking and decision-making when considering the possible practical implementation of a eupsychian society and (b) provides empirical support for his dynamic systemic and synergistic theorizing on leadership.
Few readily identify Maslow as a developmental psychologist. On the other hand, Maslow’s call for holistic/systemic, phenomenological, and dynamic/relational developmental perspectives in psychology ...(all being alternatives to the limitations of the dominant natural science paradigm) anticipated what emerged both as and in the subdiscipline of developmental psychology. In this article, we propose that Maslow’s dynamic systems approach to healthy human development served as a forerunner for classic and contemporary theory and research on parallel constructs in developmental psychology that provide empirical support for his ideas—particularly those affiliated with characteristics of psychological health (i.e., self-actualization) and the conditions that promote or inhibit it. We also explore Maslow’s adaptation of Goldstein’s concept of self-actualization, in which he simultaneously: (a) explicated a theory of safety versus growth that accounts for the two-steps-forward-one-step-back contiguous dynamic that realistically characterizes the ongoing processes of being-in-becoming and psychological integration in human development/maturity and (b) emphasized being-in-the-world-with-others with the intent of facilitating the development of an ideal society by promoting protective factors that illustrate Maslow’s safety, belonging, and esteem needs. Finally, we dialogue with the extant literature to clarify common misgivings about Maslow’s ideas.
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