1. Running head: SHORT TITLE OF PAPER
SHORT TITLE OF PAPER 6
Full Title of Paper
Student Name
PSY2050 History and Systems of Psychology
Abstract
The abstract is on a page of its own after the title page. It is a
brief summary of the content of your paper (typically 100-250).
The word abstract at the top of the page is not bold since it is
not a heading within the paper.
Full Title of Paper
This is the first page of the body of your paper. The full title of
your paper is repeated at the top of the page. Like with the
abstract, the title at the top of the page is not bold since it is not
considered a heading within the paper. You will see below that
headings within the paper are in bold and follow the heading
styles required by the Publication Manual of the American
Psychological Association (6th ed.; American Psychological
Association, 2009).
This first section of your paper is the introduction of your
paper. It is not labeled separately. It introduces the topic of
your paper and the points you intend to make. Why is this topic
important to psychology? This section also introduces how your
paper will be organized, such as stating that you will review the
historical background of the topic and then follow it with an
overview of related current trends and discussion.
To summarize the introduction needs to be one to two pages in
length. The introduction provides a brief overview of what will

2. be covered and the purpose of the research paper.
Literature Review
This is the beginning of your literature review. Keep in mind,
the literature review is not just a summary of each individual
article. It is also a critical analysis of your topic supported by
information you learned when reading the background literature.
Your APA formatted citations for the sources of the information
you are discussing is your indication of the literature reviewed.
This section will give an overview of the history of your topic
and the theories being covered. It will discuss where the
theories came from and how they have evolved over time.
Depending on your topic, it may include comparisons and
contrasts between the historical theories you are covering.
To summarize the literature review is taken in part from what
you wrote in Week 3 Assignment 2. It should include at the
very minimum the 6 articles that you found for that assignment.
The literature review is not a copy of that material. Rather, it is
a synthesis of the material you found into a cohesive review of
the literature on your chosen topic.
Subheading 1 Example
Depending on your topic, you may find it necessary to use
subheadings within sections of your document. For example, if
you are comparing and contrasting Western and Eastern
theories, you may have a subheading for Western Theories (and
would change the example of a subheading above to reflect the
topic of the subheading) and one for Eastern Theories.
Subheading 2 Example
Only use subheadings if you have more than one area you want
to distinguish as a sub-section. Otherwise, leave them out and
simply use separate paragraphs.
Conclusions
This section of your paper is where you discuss your opinions
about the topic you have been covering (backed by the
information you have learned and citations for that
information). What are the similarities and differences between
what you learned in reviewing the literature and what you

3. previously knew about the topic? What is the quality of the
research you found on this topic? Did you find any biases in the
information you found on this topic? How has this topic
influenced psychology as we know it today? What role do you
see it playing in today’s psychology? Are students learning
enough about it based on what you are seeing in your textbook
(Brennan, 2003)? What work is still needed related to this topic
(needed research, needed professional debate, etc.)?
To summarize the difference between a great paper and a
marginal one is the depth and originality of the conclusions
section. This is where you bring together what you learned from
the literature review (as well as through the course) in your
concluding remarks regarding your topic. The discussion and
conclusions section should be one to two pages in length. What
is expected that you will integrate what you learned from the
course which would also mean providing supporting evidence
from your course and text readings (i.e. cite the text as well).
References
American Psychological Association. (2009). Publication
manual of the American Psychological Association (6th ed.).
Washington, DC: Author.
Brennan, J. F. (2003). History and systems of psychology (6th
ed.) [VitalSource Bookshelf version]. Retrieved from
http://store.vitalsource.com
Note: The reference page starts on a separate page and has the
label References at the top of the page. As with the abstract, it
is not in bold as it is not a heading within the body. Your
references will be in alphabetical order with a hanging indent as
shown in the examples above. Make sure to use proper APA
formatting for all references. Every reference listed should have
corresponding citations within the text. Also, any source you
cite in the text should have a corresponding reference in this
list.

4. Milestone One
Feedback:
Best practices in team development and communication using
the three dimensions of energy, engagement, and exploration
needs elaboration.
Milestone Two
SWOT analysis
Thirteen current strategies
Differentiation
Cost leadership
Focus or niche
High quality
Imitation
Strategic alliances
Growth through acquisition
High speed and first-mover
Product and global diversification
Sticking to core competencies
GE has refocused on its core competencies
Brand leadership
Focus on environmental sustainability
Competitive advantage through hiring talented people
Milestone Three
Feedback to Learner
You will be evaluated on the analysis of your chosen leader’s
problem-solving skills and use of tools, methods, and strategies;
identification and summary of which tools, methods, and
strategies you would use and emulate and which of these
methods you would avoid; analysis of your knowledge, skills,
and abilities related to conflict management and negotiation;
analysis of your chosen leaders knowledge, skills, and abilities
in these areas; identification of the techniques you would
use/emulate and how they would help you in your learning;
critical thinking applied to your work product; and the

5. articulation of your response in the writing process.
MBA 550 Final Project Part II Guidelines and Rubric
Final Project Part II Overview
MBA 550 has two final projects: Final Project Part I: Self-
Assessment Investigation, due in Module Three, and Final
Project Part II: Leadership Assessment, due in
Module Nine. The course has a milestone assignment in each of
the following modules: Two, Four, Five, and Seven. You will
select a corporate or organizational
leader who could be a personal role model. The professional
self-assessment taken during the course will be the lens through
which you will select this leader.
You will research the leader’s professional career track,
management and leadership styles, team-building skills,
organizational vision and culture, and problem-
solving and conflict-management abilities. You will then
compare aspects of your own leadership style to the leadership
style of the person you selected.
In the milestone research and writing process leading to Final
Project Part II: Leadership Assessment, you completed a
thorough analysis of your leadership traits
through the StrengthsFinder results and compared these results
with the cognitive factors associated with leadership
effectiveness. You explained how
leadership strengths and traits contributed to the effectiveness
of an organization. You also evaluated teams and organizational
structure in the actions of your
chosen leader with his or her organization and executive team,

6. and evaluated best practices with teams used by the leader. You
reviewed your chosen leader’s
organizational vision and how your leader developed the
organization’s strategic plan, and methods not employed by the
leader in the planning process. You
analyzed evidence of your leader’s personal, political, and
positional power, assessing how the leader used that power to
structure the organization, thus
creating culture. You reviewed your own knowledge, skills, and
abilities related to problem-solving and your chosen leader’s
problem-solving abilities. You
evaluated methods and strategies used by the leader and
explained which tools, methods, and strategies you would
use/emulate and which you would avoid.
You reviewed your own conflict management and negotiation
skills and analyzed your leader’s skills related to conflict
management and negotiation. You
analyzed which of techniques of the chosen leader you would
use/emulate and how they would help you. In Final Project Part
II, you will finalize and submit a
paper or presentation comprises all the milestone submissions
with edits based on instructor feedback, and develop a
conclusion of your findings. You will base
the conclusion on the results of your self-assessment and your
research on your selected leader. You will address how you may
continue to improve and build
upon your leadership skills and areas for development. Refer to
the Final Project Part II Rubric (below) for submission
guidelines.
Final Project Part II: Leadership Assessment addresses the
following course outcomes:
-assessment tools for
informing personal appreciation of leadership skills and areas of

7. professional development
intrapreneurship and entrepreneurship environments for
organizing teams by functions
individuals and teams to align with organizational visions
as tools for effecting change in organizational culture
organizational problem-solving and decision-making in
leadership and management contexts
n skills
for effectively communicating and resolving organizational
behavioral disputes
Final Project Part II Prompt
Your Final Project Part II paper/presentation should answer the
following prompt: Finalize and submit a paper or presentation
comprising all the knowledge and
material gained from the three milestone submissions with edits
based on instructor feedback, and develop a conclusion for your
findings. You will base the
conclusion on the results of your self-assessment and your
research on your selected leader. You will address how you may
continue to improve and build upon

8. your leadership skills and areas for development.
Specifically, the following critical elements must be addressed:
I. Teams
A. Assess how the leader structured the organization, describing
the best practices for planning and staffing he or she employed
to organize teams.
In other words, what leadership or management style did the
leader use to organize teams by function?
B. Assess how the leader organized his or her executive team,
describing the best practices for planning and staffing that he or
she employed in
organizing the executive team. Consider questions such as these
in your response: How did the leader use personal power to
develop the
executive team? Whom did the leader surround herself/himself
with? Did the leader consider specific skill sets, functions, or
roles in the
organization of the executive team?
C. Evaluate the best practices used by the leader to structure the
organization and develop the executive team. Consider
questions such as these in
your evaluation: How did these best practices develop and
improve the organization? How did the best practices influence
the organization’s
culture and retain top talent?
II. Organizational Vision
A. How did the leader develop the strategic plan for the

9. organization? Was it written by the leader, a team, or a
consultant, for example?
B. What was the leader’s organizational vision? What strategies
did the leader use to motivate individuals and teams to align
with the vision?
C. Recommend strategic planning methods not employed by the
leader that could be used to motivate individuals and teams to
align with the
vision. Why would these methods be effective? In other words,
what alternative strategic planning methods could the leader
have used, and
why?
III. Organizational Culture
A. Analyze the evidence of personal, political, and positional
power in the leadership style and background of your selected
leader.
B. Assess how the leader structured organizational culture using
personal, political, and positional power. Consider questions
such as these in your
response: How did the leader involve employees in the
organizational culture? Was there a focus on employee
engagement to retain top talent?
C. How did the leader’s use of power as a tool effect change in
the organization?
IV. Problem-Solving
A. Based on the results of your professional self-assessment,
what skills, abilities, and knowledge related to problem-solving
and decision-making

10. do you possess?
B. Analyze the leader’s problem-solving and decision-making
skills and abilities. Support your analysis with the tools,
methods, or strategies he or
she used to solve problems and make decisions.
C. What tools, methods, or strategies for problem-solving and
decision-making does your leader use that you want to emulate?
What tools,
methods, or strategies for problem-solving does your leader use
that you would like to avoid? Explain your response.
V. Conflict Management
A. Based on the results of your professional self-assessment,
what skills, abilities, and knowledge related to conflict
management and negotiation
do you possess?
B. Analyze the leader’s conflict management and negotiation
techniques and skills. How did the leader use these techniques
to effectively
communicate and resolve disputes? Support your response with
specific examples from the leader’s career track.
C. What techniques or skills for conflict management and
negotiation does your leader use that you want to emulate? If
you emulate these
techniques or skills, how will they help you to communicate
effectively and resolve organizational behavioral disputes?

11. VI. Conclusion
Based on the results of your self-assessment and your research
on your selected leader, how may you continue to improve and
build upon your
leadership skills and areas for development?
Final Project Part II Rubric
Guidelines for Submission: Your professional leadership profile
may be submitted as a paper or a presentation. If you choose to
submit a paper, it should adhere
to the following formatting requirements: 10–12 pages, double-
spaced, using 12-point Times New Roman font and one-inch
margins. If you choose to submit a
presentation, it should adhere to the following formatting
requirements: 18–20 slides, with speaker notes or voice
recording. Possible presentation tools include
PowerPoint or Prezi. Whether you submit a paper or a
presentation, you should have a minimum of five scholarly
references. Use current APA-style guidelines
for your citations and reference list.
Instructor Feedback: This activity uses an integrated rubric in
Blackboard. Students can view instructor feedback in the Grade
Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (90%) Needs
Improvement (70%) Not Evident (0%) Value
Teams:
Organization

12. Meets “Proficient” criteria, and
response demonstrates keen
insight into best practices for
planning and staffing in
intrapreneurship and
entrepreneurship environments
Comprehensively assesses how
leader structured organization,
describing best practices for
planning and staffing employed
to organize teams
Assesses how leader structured
organization, but assessment is
cursory or inaccurate or does not
describe best practices for
planning and staffing employed
to organize teams
Does not assess how leader
structured organization
6
http://snhu-
media.snhu.edu/files/production_documentation/formatting/rubr
ic_feedback_instructions_student.pdf
Teams: Executive
Team
Meets “Proficient” criteria, and
response demonstrates keen

13. insight into best practices for
planning and staffing in
intrapreneurship and
entrepreneurship environments
Comprehensively assesses how
leader organized executive team,
describing best practices for
planning and staffing employed
in organizing executive team
Assesses how leader organized
executive team, but assessment
is cursory or inaccurate or does
not describe best practices for
planning and staffing employed
in organizing executive team
Does not assess how leader
organized executive team
6
Teams: Best
Practices
Meets “Proficient” criteria, and
response demonstrates keen
insight into best practices for
planning and staffing in
intrapreneurship and
entrepreneurship environments
Accurately evaluates best
practices used by leader to
structure organization and

14. develop executive team
Evaluates best practices used by
leader to structure organization
and develop executive team, but
with gaps in accuracy or detail
Does not evaluate best practices
used by leader to structure
organization and develop
executive team
6
Organizational
Vision: Strategic
Plan
Meets “Proficient” criteria, and
explanation demonstrates keen
insight into strategic planning
methods
Clearly explains how leader
developed strategic plan for
organization
Explains how leader developed
strategic plan for organization,
but with gaps in clarity or detail
Does not explain how leader
developed strategic plan for
organization

15. 6
Organizational
Vision: Vision
Meets “Proficient” criteria, and
description demonstrates
nuanced understanding of
relationship between
organizational vision and
strategies for motivating
individuals and teams to align
with vision
Clearly describes leader’s
organizational vision and the
strategies used by leader to
motivate individuals and teams
to align with vision
Describes leader’s organizational
vision and how leader motivated
individuals and teams to align
with vision, but with gaps in
clarity or detail
Does not describe leader’s
organizational vision and how
leader motivated individuals and
teams to align with vision
6
Organizational
Vision: Methods

16. Meets “Proficient” criteria, and
response demonstrates nuanced
understanding of relationship
between organizational vision
and strategies for motivating
individuals and teams to align
with vision
Recommends and justifies
appropriate, effective strategic
planning methods not employed
by leader that could be used to
motivate individuals and teams
to align with vision
Recommends and justifies
strategic planning methods not
employed by leader that could be
used to motivate individuals and
teams to align with vision, but
recommendations are not
appropriate or effective for the
situation
Does not recommend and justify
strategic planning methods
6
Organizational
Culture: Power
Meets “Proficient” criteria, and
analysis demonstrates keen
insight into use of personal,
political, and positional power

17. Accurately analyzes evidence of
personal, political, and positional
power in leadership style and
background of selected leader
Analyzes evidence of personal,
political, and positional power in
leadership style and background
of selected leader, but with gaps
in accuracy or detail
Does not analyze evidence of
personal, political, and positional
power in leadership style and
background of selected leader
6
Organizational
Culture:
Structured
Meets “Proficient” criteria, and
assessment demonstrates
nuanced understanding of use of
power to structure organizational
culture
Comprehensively assesses how
leader structured organizational
culture using personal, political,

18. and positional power
Assesses how leader structured
organizational culture, but
assessment is cursory or
inaccurate
Does not assess how leader
structured organizational culture
6
Organizational
Culture: Effect
Change
Meets “Proficient” criteria, and
explanation demonstrates
nuanced understanding of use of
power to effect change in
organizational culture
Clearly explains how the leader
used power as a tool to effect
change in the organization
Explains how the leader used
power as a tool to effect change
in the organization, but with gaps
in clarity or detail
Does not explain how the leader
used power as a tool to effect
change in the organization

19. 6
Problem-Solving:
Self- Assessment
Meets “Proficient” criteria, and
description demonstrates keen
insight into problem-solving and
decision-making skills, abilities,
and knowledge
Clearly describes skills, abilities,
and knowledge related to
problem-solving and decision-
making, based on results of self-
assessment
Describes skills, abilities, and
knowledge related to problem-
solving and decision-making, but
description is not based on self-
assessment or lacks clarity or
detail
Does not describe skills, abilities,
and knowledge related to
problem-solving and decision-
making
6
Problem-Solving:
Leader
Meets “Proficient” criteria, and
analysis demonstrates nuanced

20. understanding of tools, methods,
or strategies used to solve
problems and make decisions
Accurately analyzes leader’s
problem-solving and decision-
making skills and abilities,
supporting analysis with tools,
methods, or strategies leader
used to solve problems and make
decisions
Analyzes leader’s problem-
solving and decision-making skills
and abilities, but with gaps in
accuracy, detail, or support
Does not analyze leader’s
problem-solving and decision-
making skills and abilities
6
Problem-Solving:
Tools
Meets “Proficient” criteria, and
response demonstrates nuanced
understanding of tools, methods,
or strategies used to solve
problems and make decisions
Determines and clearly explains
appropriate tools, methods, or
strategies used by leader to both
emulate and avoid

21. Determines and explains tools,
methods, or strategies used by
leader to both emulate and
avoid, but tools, methods, or
strategies are not appropriate or
explanation lacks clarity or detail
Does not determine or explain
tools, methods, or strategies
used by leader to both emulate
and avoid
6
Conflict
Management:
Self- Assessment
Meets “Proficient” criteria, and
description demonstrates keen
insight into conflict management
and negotiation skills, abilities,
and knowledge
Clearly describes skills, abilities,
and knowledge related to conflict
management and negotiation,
based on results of self-
assessment
Describes skills, abilities, and
knowledge related to conflict
management and negotiation,
but description is not based on

22. self-assessment or lacks clarity or
detail
Does not describe skills, abilities,
and knowledge related to conflict
management and negotiation
6
Conflict
Management:
Leader
Meets “Proficient” criteria, and
analysis demonstrates nuanced
understanding of relationship
between conflict management
and negotiation techniques and
skills and positive outcomes to
conflict
Accurately analyzes leader’s
conflict management and
negotiation techniques and skills
and explains how leader used
techniques and skills to
effectively communicate and
resolve disputes, supporting
response with specific examples
from leader’s career track
Analyzes leader’s conflict

23. management and negotiation
techniques and skills, and
explains how leader used
techniques and skills to
effectively communicate and
resolve disputes, but with gaps in
accuracy, detail, or support
Does not analyze leader’s conflict
management and negotiation
techniques and skills, or does not
explain how leader used
techniques and skills to
effectively communicate and
resolve disputes
6
Conflict
Management:
Techniques
Meets “Proficient” criteria, and
analysis demonstrates nuanced
understanding of relationship
between conflict management
and negotiation techniques and
skills and positive outcomes to
conflict
Selects appropriate techniques or
skills for conflict management
and negotiation used by leader to
emulate, and clearly explains
how techniques or skills will aid

24. in effective communication and
resolution of organizational
behavioral disputes
Selects techniques or skills for
conflict management and
negotiation used by leader to
emulate and explains how
techniques or skills will aid in
effective communication and
resolution of organizational
behavioral disputes, but selection
is not appropriate or explanation
lacks clarity or detail
Does not select techniques or
skills for conflict management
and negotiation used by leader to
emulate
6
Conclusion Meets “Proficient” criteria, and
explanation demonstrates keen
insight into strengths and areas
for development
Clearly explains how to improve
and build upon own leadership
skills and areas for development,
based on results of self-
assessment and research on
selected leader
Explains how to improve and
build upon own leadership skills

25. and areas for development, but
explanation is not based on self-
assessment or research or lacks
clarity or detail
Does not explain how to improve
and build upon own leadership
skills and areas for development
5
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and organization
and is presented in a professional
and easy-to-read format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas

26. 5
Total 100%
Running head: ANNONATED BIBLIOGRAPHY 1
ANNONATED BIBLIOGRAPHY 6
The right margin should be jagged, not justified.
There are only five articles included in this bibliography. Please
make sure you include a sixth so your final paper has sufficient
depth.
Nicole,
You did a great job with this assignment. You have six
excellent sources of information that will really help you to
write your final paper. I strongly urge you to develop a solid
outline of the final paper so you can integrate your source
information into a meaningful paper. Make sure you do not copy
and paste from this annotated bibliography and also make sure
your outline is topic based, rather than based on each individual
article.
Great job!
Dr. Getsch
Annotated Bibliography
Nicole Johnston

27. South University
1a) Roger, R., & Ian, V. (2007). Arnheims Lesson: Cubism,
Collage, & Gestalt Psychology. The Journal of Aesthetic & Art
Critism .
Roger and Ian both propose the reconsideration of the Gestalt
psychology method and the Rudolf Arnheim figure. They argue
that both the Rudolf Arnheim figure and the Gestalt psychology
method do not have so much command in terms of respect in the
current art history that has been established. The authors see
difficulty in the use of the outdated method as a means of
critiquing and furthermore also to undermine what they consider
the most well regarded methods that have been integrated into
the discipline. The authors believe that the proposed
methodological anachronism is somehow justified by the
gradation in which the founded method is in the error.
According to the authors, Semiotic analysis has always been the
prevailing mode of investigation especially in the history of art.
The authors seem to be telling us that the article’s intention is
not to seek to argue about the legality of the historical art
semiosis tout court. The authors further want us to know how it
has become both worse and better as embedded ideology in its
own right. The authors argue that even though the method was
introduced in the 1970’s 1970s for various arguments about its
promises and advantages, they state that the intended reasonable
perception was now lost. The authors have reintroduced the long
outdated method of Gestalt psychology in an effort to restore
the initial perspective. The authors have however not used it as
Surrealist exercise in an irrational or absurd; instead they have
applied a corrective measure in response to one area in which
semiotic is said to have held some sway for some time. The
authors believe that people have not taken Arnheim`s mode
seriously. The authors argue that its proximity and positivist
stance towards the social sciences instead of the literarily
theory are all `out of step along with the prevalent discipline
methods. When we put in the political perspective, it can be
said that maybe Arnhem has a problem with his image. This

28. simply means that his work embarrassingly inelegant,
hopelessly scientist and inveterately clunky.
2b) Ali, T., & Moein, M. (2016). An Analysis of ' Closure' and
'Equilibrium' in Mathew Quicks' The Silver Linings Playbook in
the light of Gestalt Psychology.
This article mostly focuses on the cognitive literary studies. The
article‘s main objective is to try interpreting Mathew Quick’s
The Silver Linings Playbook in relation to the Gestalt
psychology theories. Mathew describes about a pair of the
protagonists that are mentally unbalanced due to the effects of
their loss of partners. The article also tries to analyze the
psychological aftermaths by highlighting some facts through the
use of Gestalt therapy. The article also tries to take us through
the role of closure in Mathew’s characters of psychological
imbalance. According to Mathew, the patients who suffer from
the psychological imbalance pass through a phase of neurotic
problems.
This article talks about the life of some of the mentally
imbalanced patients who always come together in an effort to
help each other to go through healthy and normal lives.
Mathew’s book puts us in a life of a pair of psychologically
imbalanced characters. He analyses the life in light of the
Gestalt psychology theories. Each patient in Mathew’s playbook
trusts and believes in many different ideas that are well
entrenched in their mind. These ideas are known as dogma in
Gestalt psychology. The dogmas are normally used by people to
express the reality of their worlds. However, it must be noted
that the minds of these patients are armed with another
capability that is hypothesis making.
3c) Marek, T. (2013). Biophilic Transformation of Culture From
The Point of View of Psychology of Environmental Problems
(From Cognitive Psychology to Gestalt Theory).
The main focus of this article is all about the causes of the anti-
naturalism in our today culture. The article looks at these causes

29. from the point view of both the psychology of environmental
problems and a philosophical conception of evolutionary
ontology. The author of the articles points to us the real
potential for a basophilic transformation especially in the
context of our present knowledge concerning cognitive
psychology. He emphasizes on our limits to the phenomena of
our cognitive dissonance. The author is looking for some
particular alternatives so as to repress the limits contained in
Gestalt theory.
However, we notice that some aspects correspond significantly
with the goals and insights of the evolutionary psychology. The
author tells us that the presence of the law that converses
energy in the world we live requires us to also think about the
equivalence of energy and mass. The author argues that what
really transforms in both sociocultural and natural reality is our
method of planning which allows us to know the volume of
information that is at our disposal. The author tells us that the
part of the cultural or natural evolutions does not only serve to
improve the quality and quantity of the information we get but
there are also other contrary entropic processes that take place.
4d) Nichole, D. V. (2003). The Place of Gestalt Psychology in
the Making of Hayek's Thought.
Ever since it was established in the year 1952, Friedrich
von Hayek’s article, The Sensory Order, it has attracted the
attention of many cognitive process scholars. Many cognitive
process scholars now view the article as an important piece in
the field. It is an important piece in the development of the
cognitive sciences. The article gained its importance recently
among the social scientists in their range of interests. In the
1990s, it is said that the social scientist were only attracted to
the notion of knowledge that Hayek was pushing for. Hayek
believed that knowledge was so much limited among people. He
believed that competition was like a process of discovering
something in life. He believed that competition is the main
thing that transmitted individual knowledge throughout the

30. economy. Hayek also believed that social phenomena were
somehow also complex phenomena. In simple terms what he
meant was that the overall structures that possessed distinct
independent characteristic properties of particular properties
were elements that composed them.
The author concludes that the relationship between Gestalt
psychology and Hayek can be traced back to the 1930s on. The
author argues that the Berlin School theories cannot only
influence the contents of The Sensory Order, but they can also
form some basis about Hayek’s thoughts through the integration
in the original way to the other cultural that he received
overtime. Koffka observers that dealing briefly with the relation
between the society and individual is gestalt like in nature.
Koffka’s reasoning is that the process of change in our society
has a greater influence on an individual’s action like modes of
thinking, customs, and conventions. All these are said to
constitute the basis that always gives some meaning to an
individual’s action.
5e) Bruce, K. (2015). Developing Gestalt Case
Concelptualization. Gestalt Review .
In this article, we are presented with a basis for developing
a case conceptualization that is within a developmental
framework and Gestalt. The article forms some series of queries
that operate as procedures when it comes to the development of
case conceptualization. The main central theme in this article is
that it gives us a fundamental problem in self-development thus
interfering with a vital life project.
The author states that resolving of a problem involves some
movement through developmental standpoints. Bruce further
states that there is an inherent paradox when it comes to the
consideration of case conceptualization especially from the
perspective of Gestalt therapy. This is because the very notion
of considering an individual as a case may appear to be in
conflict with the authentic relation principle. The article also
considers the intentions for evolving case conceptualization
with the clients.