Cynical Exchange to Personal Relations

Cynical Exchange to Personal Relations

 

Healthy relations rely on a balanced interaction between human. Although, it is common to confuse personal relations with professional connections, a fact that creates huge problems and emotional exhaustion. First of all, we should understand the fact that relationship is romantic exchange between to people who aim to develop an emotional bond by mutual
agreement.


So in the case that the romantic exchange exists, there may be traces of cynicism in the relationship. Frequently, this condition appears to be legitimate and acceptable as long as it depends on the conscious choice of both parts. Unfortunately, sometimes partner ignores the deepest cynical motives of his lover, a situation which is probably going to lead to mental trauma, disappointment and low self - esteem.


In addition, there are cases where cynical exchange is the main source of starting and maintain the relationship in cases where the romantic exchange disappears. Usually, the promoter of the cynical relationship is aware of the deeper motives and seeks to engage in a love affair for the sake of his own interests, while the recipient may be completely ignorant or suspicious.

If the recipient of the cynicism realizes the situation and consents to it, then the mental trauma that will result from the termination of the relationship may be limited, although, usually the recipients are unaware.

What is actually the romantic and the cynical exchange? As a romantic exchange we refer to the romantic relationship and interaction of two partners who enter into a relationship and aim to connect emotionally. The romantic relationship is mostly based on romance, emotion, the concept of love, individual sharing of experiences and acceptance.


The romantic relationship is mostly based on romance, emotion, the concept of love, individual sharing of experiences and acceptance. These are the intangible ingredients that the partner needs to receive from the other. Just like hunger get caused by lack of nutrients, people need to get something they are probably missing and do not have as personalities from their partner.


On the contrary, cynical exchange is considered as the relationship in which there is a material exchange whether it translates as financial recovery of one partner from the other or any form of recovery and "utilization" of the relationship. Of course there are limits in both cases so that the relationship remains healthy and romantic.


Generally, a relationship may be romantic , although due to a difficulty, the other partner should provide support to the relationship with the initials until the conditions return to normal, such as when someone loses his job or home. If the "assisted" partner takes
advantage of the support that his partner provides to him, this is described as a cynical relationship.


If, respectively, the supportive mate exploits the fact that the other mate needs help, then the situation is described also as a cynical exchange even in the case that the motivator of the abuser doesn’t come from material needs. Like the need to impose power on our example.

In conclusion, romantic exchange is non material, while cynical exchange can be presented as material or intangible depending on needs and motivations.




By Dr Angel,

Dr Koskeridou Aggeliki (ProfDc, MSc, MBA, BSc (Hons), HND, ND)

ProfDc Psychotherapy, MSc Health Psychology, Naturopathic Doctor

AIU Dean & Director, Clinical Professor, Inventor, Holistic Therapist, ΟΛΟΝ™ Ίασης Founder

www.HolisticDoctor.gr

Insta: @Dr_AggelikiKoskeridou_Official

T.: +30 215 215 1990

 

Psychosomatic Diagnosis: Deciphering the disease

The disease is the result of many factors as it is widely known. Referring to the concept of disease or illness, come to the mind of most of us, various causes such as psychological causes, biological causes, heredity, accident, socio-economic effects, but also other less popular causes, such as human energy levels or energy exhaustion the "energy" blockage in the meridians and the chakras. The biopsychosocial model addresses mainly the most common causes, but if we want to communicate with holistic concepts, then we will need to put on the table deeper concepts, not yet so studied.

The decipherment of the disease is an art that requires multiple levels of knowledge, empathy and a holistic view.  Therapists in this field are few and in order to gain the ability to better understand psychosomatic illness, it is necessary to have prior training in health psychology, synthetic psychotherapy, basic medical courses, natural ways of healing such as physiotherapy, alternative therapies, traditional Chinese medicine or Ayurveda, in energy therapies such as Reiki, combined with the experience, empathy and the final holistic view of the therapist.

So seeing a patient needs to use scientific knowledge but focus on the individual and his or her individual needs. The therapist needs to leave the door open to listen to the patient, not to prejudge and put his case in a structured box in conclusion, if he wants to be able to make a holistic psychosomatic diagnosis.

Thus meeting the disease, we meet the man. Who is he, where does he come from, where does he want to go if he knows where he wants to go, do we need to help him understand what he needs and what he needs to get to his destination? So listening to the symptom, we understand the need.

Listening, for example, to a patient experiencing severe neck pain, we notice that unexpressed emotions coexist. This translates psychosomatically to the physical imprint.  The warning usually comes very early with simple signs of an emotional nature. Imagine a person who, for some reason, usually because of his childhood experiences, has learned to suppress his emotions. When this started to happen, he had a dissatisfaction but then he had no choice. It may have been Mom or Dad who had to obey, and of course he did very well and obeyed at the age he was, since he had no choice then. In the process, however, and after he became an adult, this education continued to follow him faithfully and of course he adheres to it, subconsciously.

Thus, when something happens in his life, automatically the inner, now, parent, this voice that subconsciously guides him, urges him to continue the same behavior, so when something similar happens and he will need to express his opinion, he will he continues not to express it, because that is how the rules defined it then. This unexpressed emotion will be suppressed and led to where all the unexpressed emotions are integrated and a pile of unexpressed emotions will be created, which will be at the same time the source for the bodily manifestation. This translates as the child we locked in the closet because he was not allowed to speak, so we said to the child inside us "sit aside now, I take over, me the parent, you do not speak". That's how it all started, thus no matter how much the child inside us shouted, just the parent inside us, we didn't care what voices they had, and the voices just grew louder, and the voices became bangs in the closet (in our body). "What the mouth does not say, the body says."

There are 5 stages, starting from the emotional level "I feel dissatisfied, but I am not allowed to speak", if this is maintained for a long time then we are led to the next stage "I often hurt but the doctors do not find anything" which is the embodiment, if we do not understand yet somewhere we neglect, then it goes to a more chronic level, "the doctors told me I have a cervix and I need physiotherapy" in the 3rd stage, but it can also go to deeper levels like the 4th stage "I have a neck hernia and need surgery" or 5th stage "I have a malignant tumor".

He may have been a child then and there was no choice. But now he is an adult and has the right and choice, in what he will keep and what he will leave. He needs to be trained to express himself and communicate his needs, but for this to happen he first needs to listen to his own needs, unlock the inner child from the locked closet, allow him to express himself and communicate everything he needs. The beginning was made ..

 

By Dr Angel,

Dr Koskeridou Aggeliki (ProfDc, MSc, MBA, BSc (Hons), HND, ND)

ProfDc Psychotherapy, MSc Health Psychology, Naturopathic Doctor

AIU Dean & Director, Clinical Professor, Inventor, Holistic Therapist, ΟΛΟΝ™ Ίασης Founder

www.HolisticDoctor.gr

Insta: @Dr_AggelikiKoskeridou_Official

T.: +30 215 215 1990

5 tips for 'blue Mondays'

It is classic and most of us have that feeling of denial when it dawns Monday. It is certainly not a coincidence that the expression 'tsagarodera', which indicates this difficulty in getting back into the routine of the week - and of work - after the weekend.

Why positive psychology has a place in schools

Could the field of positive psychology be a lever in education for schools that focus more on children's happiness and health, rather than on academic knowledge, goals and motivation?

 

Certainly education is not independent of the trends that generally move in our economic system or society. It would be a mistake to treat education as dependent on teachers' knowledge or educational level as something independent.

 

But there is an appreciation that scientists in positive psychology can provide ideas and solutions for a school that is happier, more productive, and more adapted to the needs of children.

 

Psychology has been involved in education generally since the 1930s in many developed countries, so its theoretical reinforcement with elements of positive psychology would have been more of a form of upgrading. We should not consider that the idea of education as a means of happiness and fulfillment for man is new. Aristotle from his time argued that this should be the goal.

 

How is education related to positive psychology?

 

According to research, teachers realize that education is inevitably linked to students' emotional health and well-being. Finally, in the hierarchy of needs for good education, emotional support is perhaps also a prerequisite for the process of knowledge and assimilation.

 

A 2013 study confirms that the emotional health of young children can lead to improved performance at older ages. In other words, positive education does not focus on one's mental health at the expense of academic knowledge, but it lays the groundwork and provides the opportunity for more effective education.

 

In-class discussion is considered one of the key aspects of this endeavor, in particular combined with teacher-defined recognition. This method not only ensures that the children are ready for the next day, but also ready to participate in a live discussion.

 

Happy teacher means happy students too

 

The issue of positive education is not just about students but also about teachers. It is part of the broader objective of teacher happiness and satisfaction. A happy teacher can best convey the message that knowledge is joy and power in the end.

 

Of course, the happiness of a person - as well as that of an educator - cannot be guaranteed unless their income is examined. It is certainly not a coincidence, as research shows, that the teachers of those who receive a lower salary are not able to offer the same psychological support in their class as those who are well-paid. And if not, this is perfectly reasonable and next. The fact that a system that is concerned with the mental health and well-being of students and teachers must surely capture valuable pay and employment relationships to achieve the goals.

 

 

Practicing emotional intelligence

 

Social and emotional knowledge are issues that usually go through the education cycle itself. However, this knowledge is undoubtedly valuable both for the present and for the future of children, as they can be a means of avoiding problematic behaviors and promoting spiritual balance and well-being.

 

In particular, children manage to:

- discover their personal sources of joy

- learn to express gratitude

- freely express their feelings through art, movement, speech

- express their happy thoughts and memories

 

It is a chapter that is deeply rooted and has a great deal of research and development potential. And if the system responds with a commitment to how it can introduce integrated programming that covers all aspects of education, positive school psychology, then only society should win.

 

By Dr Angel,

Aggeliki Koskeridou

Holistic Doctor – Counseling Psychotherapist

Doctor of Naturopathic Medicine

MSc Health Psychology

www.AggelikiKoskeridou.com

insta: dr_aggelikikoskeridou_official 

 

 

 

Sources:

 

 

Connor-Greene, P.A. (2005). Fostering meaningful classroom discussion: Student-generated questions, quotations, and talking points. Teaching of Psychology, 32(3), 173-175. doi:10.1207/s15328023top3203_10

 

Maslow, A.H. (1943). A theory of human motivation. Psychological Review 50(1), 370-396. doi:10.1037/h0054346

 

Seligman, M.E.P., Ernst, R.M., Gillham, J., Reivich, K., Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311. doi:10.1080/03054980902934563

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