Cosmetic surgery is an interdisciplinary field involving cosmetics and medicine that stems from the early modern obsession with disfigurement. The “correcting” of facial features and body parts was very likely because beauty was at the heart of most reconstructive desires. Cosmetic surgery patients typically experience improvements in body image, and some are very satisfied with the impact of cosmetic surgery in changing their behaviors and improving self-esteem. The doctrine of mind–body connection supports the concept of healing the heart through the body. However, some people feel disgraced after revealing their experiences of cosmetic surgery. It is known that people who experience childhood psychological trauma, such as abuse and school bullying, may opt for cosmetic surgery later in life. The present study aimed to explore the relationship between childhood psychological trauma, cosmetic surgery, and body image. Three female adults who had undergone different types of cosmetic surgery completed the Acceptance of Cosmetic Surgery Scale (ACSS), the Fear of Negative Appearance Evaluation Scale (FNAES), and the Multidimensional Body-Self Relations Questionnaire (MBSRQ), followed by semistructured face-to-face interviews. According to the results, 1) undergoing cosmetic surgery can enhance self-confidence, reduce body dissatisfaction, resolve inner conflicts, and somewhat relieve psychological distress; 2) self-esteem and body image obtained from cosmetic surgery can resolve the distressing aftereffects of childhood trauma that occur later in life; and 3) the perceived sense of beauty achieved from cosmetic surgery contributes to a certain degree of self-confidence in the short term and promotes appearance-enhancing behaviors while increasing the distress of others discovering their cosmetic surgery experiences. The implications of this study are that undergoing cosmetic surgery can have healing effects on childhood trauma; however, there are certain drawbacks that can occur, such as distress and an insatiable desire for or an “addiction” to surgery.
Everyone encounters challenges and hardships. Some problems are easily handled, while others may never be resolved, causing serious issues later in life. Therapeutic healing in psychology refers to achieving relief or cure through specific psychological processes. Some therapies used to deal with unresolved issues and managing setbacks centre around experience-sharing in group settings. Therapeutic healing does not happen randomly. There are recognizable stages in the process of integrating experiences and gaining insights from group therapy. This study explored the stages in the therapeutic process of the mirror effect as experienced by students who observed group therapy in a group counselling class. Thirty registered social workers, each of whom had taken the counselling course, voluntarily participated in a semi-structured interview. Thematic analysis was used to identify and analyse themes within the qualitative data. Results showed that students who observed group therapy experienced the therapeutic impacts of the mirror effect, helping them understand how the effect works. Students reported undergoing five-stages in the process: exploration, retrospection, imagination, reconversion, and significance. The research confirmed that mirror effects take place during counselling education, and students may experience self-healing through the witnessing of the counselling process, giving them direct experience with a technique they can use for others. The implications are that observers of group therapy experience mutuality in the healing experience. This phenomenon has never been thoroughly examined, and our work suggests future studies involving student observers may provide insights into healing processes and benefits of experience-based education for counsellors.
IntroductionAlthough the literature reports that play provides substantial psychological benefits for individuals, it is often only emphasized by educators for younger children but less so for emerging adults. This cross-sectional study examined the impact of time spent engaged in play on emerging adults’ emotional intelligence, emotional traits, and resilience.MethodsParticipants (N = 131, 93.9% women) were full-time undergraduate students between the ages of 19 and 25 (M = 21.28, SD = 1.08).ResultsResults showed that play experiences cultivated emotional intelligence and strengthened resilience. Further, the findings supported a serial mediation model in which play was indirectly related to resilience through its effect on emotional intelligence and positive emotion.DiscussionPlay is recognized as a means to relieve stress and protect psychological wellbeing. Emerging adults who experience pleasure, enjoyment, learning, and the acquisition of new skills will benefit from play. Individuals should enhance positive play experiences, particularly sporting activities, to maintain a healthy work-life balance given the positive relationship between play, emotional intelligence, emotional traits, and resilience.
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