Contemporary Psychology & Psychometrics
Contemporary Psychology & Psychometrics
In this article you will read about: When Your Inner Self Meets the Algorithm Imagine sitting down with a cup of tea, typing a prompt into an AI art generator, and moments later, gazing at […]
Enhanced Self-Understanding Through AI Art: Collaboration with Algorithms Read article
In contemporary education, understanding how students learn best is crucial for effective teaching and learning. The Learning Styles Inventory (LSI) has been one of the key tools employed by educators to assess and categorize different learning preferences. Among the styles identified, the visual learning style stands out as one that emphasizes the use of images, diagrams, and spatial understanding to process and retain information. Visual learners often rely on sight to comprehend concepts and organize ideas, preferring to study with visual aids such as charts, graphs, and written notes (Fleming, 2001). This article explores the characteristics of visual learners, how the Learning Styles Inventory measures visual learning, and strategies educators can adopt to cater to this learning preference.
Visual Learning Style: Insights from the Learning Styles Inventory Read article
Burnout is a psychological syndrome characterized by chronic stress and emotional exhaustion, typically related to high-demand occupations (Maslach & Leiter, 2016). While burnout has traditionally been associated with workplace stress, Client-related burnout, as measured by the Copenhagen Burnout Inventory (CBI), specifically focuses on the emotional strain stemming from client interactions (Kristensen et al., 2005). This unique dimension of burnout examines how ongoing demands from clients or patients contribute to fatigue and reduced empathy, which can be particularly relevant in healthcare, social work, and education, where interpersonal demands are high. This article explores the concept of client-related burnout, examines factors contributing to it, and provides an overview of how the CBI assesses this form of burnout. Additionally, the article reviews the implications of client-related burnout on individual well-being and organizational performance, alongside strategies for intervention.
Understanding Client-Related Burnout Read article
In educational psychology, understanding how individuals best acquire, process, and retain information is critical for developing effective instructional methods. The Learning Styles Inventory (LSI), developed by David Kolb and later adapted into models such as VAK (Visual, Auditory, Kinesthetic), has become a popular tool to identify learning preferences. Among the different learning styles assessed by the LSI, the kinesthetic learning style holds unique importance for those who learn best through physical activity and tactile experiences. Kinesthetic learners prefer to engage directly with their environment by using their bodies and hands to explore and understand new information (Dunn & Dunn, 1992). This article explores the characteristics of kinesthetic learners, how the Learning Styles Inventory measures this learning preference, and practical strategies for educators to incorporate kinesthetic learning into various educational settings.
Kinesthetic Learning Style: Insights from the Learning Styles Inventory Read article
In recent years, burnout has emerged as a critical concern in mental health, occupational psychology, and well-being studies. While burnout was once primarily associated with professional contexts, the evolving research landscape has shown that it is also a deeply personal phenomenon. This is especially evident in the Personal Burnout dimension of the Copenhagen Burnout Inventory (CBI). Created by Kristensen et al. (2005), the CBI is widely used in burnout research due to its unique, multidimensional approach, allowing for an in-depth understanding of personal, work-related, and client-related burnout dimensions. Personal Burnout, in particular, refers to the general, overall feeling of exhaustion and fatigue that an individual experiences, regardless of its connection to a specific job or activity (Kristensen et al., 2005). This article examines the nature and significance of Personal Burnout, explores factors contributing to it, and reviews research applications of the CBI’s Personal Burnout dimension.
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The Learning Styles Inventory (LSI) has become a widely used tool for identifying individual preferences in learning, helping educators and learners to better understand how information is most effectively processed. Among the various learning styles identified through LSI, the auditory learning style stands out as a particularly significant one, especially in classroom settings where lectures, discussions, and verbal instruction are the primary modes of communication. Auditory learners rely heavily on sound to absorb, process, and retain information, often excelling when they can listen to explanations or engage in discussions (Fleming, 2001). This article explores the characteristics of auditory learners, how the Learning Styles Inventory measures this learning preference, and strategies educators can use to create more inclusive learning environments for auditory learners.
Auditory Learning Style: Insights from the Learning Styles Inventory Read article
Burnout is a complex psychological state characterized by chronic stress, emotional exhaustion, and a sense of reduced personal accomplishment. Initially identified in helping professions, burnout is now recognized as a pervasive issue across various work settings and industries (Maslach & Leiter, 2016). Work-related burnout, as conceptualized in the Copenhagen Burnout Inventory (CBI) developed by Kristensen et al. (2005), specifically measures exhaustion and fatigue that stem from work demands. This dimension of burnout is critical because it isolates the influence of job-related stressors on an individual’s mental and physical health, offering insights into how work environments can impact employees’ well-being. This article provides an in-depth examination of work-related burnout, exploring the CBI’s approach to measuring it, the primary causes, and implications for individual and organizational health, with recommendations for reducing its prevalence.
Understanding Work-Related Burnout Read article
The Self-Soothe skill is a core distress tolerance tool that helps you calm intense emotions by using your five senses: sight, hearing, smell, taste, and touch. Instead of turning to self-destructive behaviors when overwhelmed, you intentionally create comforting, sensory experiences—like soft lighting, calming music, a favorite scent, a warm drink, or a cozy blanket.
By building a personalized “self-soothe kit” and practicing these actions before and during crises, you teach your nervous system that there are safe, nurturing ways to ride out emotional pain, rather than reacting impulsively or shutting down.
Self-Soothe Skill in Dialectical Behavior Therapy DBT Read article
The TIPP skill is a fast-acting distress tolerance tool designed to bring your body out of “emotional overdrive.” TIPP stands for Temperature, Intense Exercise, Paced Breathing, and Progressive Muscle Relaxation. These techniques target your nervous system directly: changing your body temperature (like using cold water), engaging in short bursts of vigorous movement, slowing your breath, and releasing muscle tension.
When emotions spike to a 9 or 10 out of 10, TIPP helps you quickly reduce physiological arousal so your brain can think more clearly—making it easier to use other DBT skills and choose safer, more effective actions.
The TIPP Skill in Dialectical Behavior Therapy DBT Read article
The ACCEPTS skill is a core distress tolerance strategy used to help you get through intense emotions without making the situation worse. ACCEPTS stands for Activities, Contributing, Comparisons, Emotions, Pushing away, Thoughts, and Sensations. Each letter offers a different way to temporarily shift your focus when you’re overwhelmed—like distracting yourself with a task, helping someone else, generating an opposite emotion, or using strong but safe physical sensations. ACCEPTS doesn’t erase the problem; it buys you time. By using these tools when urges are high, you can ride out emotional waves more safely and protect your long-term goals.
The ACCEPTS Skill in Dialectical Behavior Therapy DBT Read article
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Understanding oneself is a fundamental human drive, yet traditional psychological assessments often fail to capture the complexity of inner experience, symbolic identity, or stages of existential and psychological maturation. Rooted in the principles of Analytical Psychology and inspired by the work of Carl Gustav Jung and Marie-Louise von Franz, the Archetypal Integration & Individuation Assessment (AIIA) offers a reflective model for exploring the internal terrain of the psyche. This model is based on archetypal constellations and one’s evolving relationship to the self, the unconscious, and others.