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Chicago Ridge, IL, United States

Argosy University is a system of for-profit colleges owned by Education Management Corporation. The university maintains 28 locations in the United States, as well as an online division. The university offers programs at the associates, bachelor's, master's and doctorate level through its seven colleges. The colleges include the College of Undergraduate Studies, College of Psychology and Behavioral science, College of Education, College of Business, College of Health science, Western State College of Law at Argosy University and The Art Institutes of California at Argosy University. Wikipedia.

Mirsalimi H.,Argosy University
Psychotherapy | Year: 2010

My experience as a male psychologist who was born and raised in Iran has had a tremendous impact on my professional practice in the United States. After providing a brief history of Iran to put this article in context, I explore 5 elements of that impact: Description of my diversity status, key practice issues raised for me as an Iranian therapist, my background and its impact on case formulation, key clinical issues raised for my clients given my diversity status, and effective strategies for addressing my diversity status and its impact on the treatment. © 2010 American Psychological Association.

Stricker G.,Argosy University
Psychotherapy | Year: 2013

Assimilative psychotherapy integration is described and then characterized by a series of common processes: (1) multiple selves; (2) rupture repair; (3) corrective emotional experience; and (4) homework. These processes each have some degree of research support, are related to each other because of their contribution to the therapeutic relationship, and contribute to evidence-based practice. © 2013 American Psychological Association.

Westen D.,Emory University | Betan E.,Argosy University | Defife J.A.,Emory University
Development and Psychopathology | Year: 2011

Although establishing a coherent identity is often viewed as a normative developmental task of adolescence, an important question is whether forms of identity disturbance seen in adult personality disorders can also be distinguished in adolescents. If so, such disturbances would constitute an essential target for research and clinical interventions. The goal of this study is to investigate the nature of identity disturbance in an adolescent clinical sample and to explore its links with personality pathology, particularly borderline personality disorder. A national random sample of 139 psychiatrists and clinical psychologists completed a battery of instruments on a randomly selected adolescent patient in their care, including measures of Axis II symptoms and the Identity Disturbance Questionnaire-Adolescent Version, an instrument designed for clinically experienced observers that assesses a wide range of manifestations of potential identity disturbance among adolescents. Factor analysis of the Identity Disturbance Questionnaire-Adolescent Version yielded four clinically and conceptually coherent factors that resembled dimensions previously identified in adults: lack of normative commitment, role absorption, painful incoherence, and lack of consistency. As in adults, identity disturbance in adolescents is a clinically meaningful, multidimensional construct exhibiting significant relationships with different forms of severe personality pathology, most notably borderline personality disorder. As such, identity disturbance can be a manifestation of psychopathology above and beyond the typical Sturm und Drang (storm and stress) of adolescence. © Copyright Cambridge University Press 2011.

Agosta L.,Argosy University
Medicine, Health Care and Philosophy | Year: 2014

Heidegger's 1927 call to provide "a special hermeneutic of empathy" is linked with his later commitment at the Zollikon Seminars to engage explicitly with issues in psychodynamic therapy with psychiatrists. The task of providing a special hermeneutic of empathy is one that Heidegger assigns in Being and Time, but on which he does not deliver. Inspired by the assignment, this article applies the distinctions of Heidegger's Daseinanalysis to human interrelations. This article generates a Heideggerian account of empathy as a multi-dimensional process that delimits and illuminates the field of possibilities of authentic human relationships. The multiple dimensions of empathy include affectedness (Befindlichkeit), understanding of possibility, interpretation, and speech, the latter including listening. The result is a reconstruction of a Heideggerian account of empathic human relations in the sense that it goes beyond what Heidegger explicitly says to what the Heideggerian method of inquiry can contribute to understanding and implementing the process of empathy. In particular, a two-by-two matrix is built and engaged in detail, cross referencing the four possibilities of authentic and inauthentic relationships with the individual and the other. A specifically Heideggerian analysis of the multi-dimensional process of empathy is the result. The clinical relevance of Heidegger's work is made explicit as empathy is positioned as the foundation of clinical practice as exemplified in psychodynamic psychotherapy. © 2013 Springer Science+Business Media Dordrecht.

Eme R.,Argosy University
Expert Review of Neurotherapeutics | Year: 2012

This review examines the long-standing finding that ADHD is a common sequela of pediatric traumatic brain injury (PTBI) in light of the current conceptualization of ADHD as a dimensional, neuropsychologically heterogeneous disorder. The review contends that this conceptualization established the basis for concluding that frequently occurring symptoms caused by PTBI, such as slow processing speed, emotional dysregulation and disinhibition, are indicative of ADHD. Consequently, it concludes that ADHD following PTBI is even more common than the 30% rate the current literature suggests. It provides recommendations for the assessment and treatment of ADHD associated with PTBI. © 2012 Expert Reviews Ltd.

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