The experience of emotional expression in the context of social relations for people diagnosed with schizophrenia : a phenomenological explication

The experience of emotional expression in the context of social relations is not well understood for people diagnosed with schizophrenia. Early phenomenological research on the experience of people diagnosed with schizophrenia traditionally focussed on self experience in isolation from others, with later research explicating isolated aspects of self experience in relation to others. The current research aimed to focus on the progressive experience of emotional expression of people diagnosed with schizophrenia in relation to others over 12 months, in order to gain a broad spectrum of experience. This study involved unstructured interviews with 7 participants, an average of 4 times each, over a period of 12 months. Due to the unstructured nature of the interviews, a great breadth of experience was explicated. From the interviews there emerged 6 themes grouped together as a transition into, and 5 themes grouped together as a recovery from, symptoms associated with a diagnosis of schizophrenia. Special significance was given to the theme of relational confusion as an experience that provides an understanding of the relationship between social stressors and personal characteristics with responses that are associated with a diagnosis of schizophrenia. It was suggested that participants experienced themselves, including their distancing and isolating responses, as a part of a social system. The breadth of experiences that emerged afforded a framework of experiences within which prior phenomenological research findings on static moments of experience have been located. A more meaningful understanding of the transitioning into and recovery from the experiences associated with a diagnosis of schizophrenia will afford advances in mental health practice.

Enhancing sense of recovery and self-reflectivity in people with schizophrenia : a pilot study of Metacognitive Narrative Psychotherapy

Objective This study investigated the effectiveness of an innovative, manualized psychotherapy aimed at enhancing recovery and self-experience in people with schizophrenia, Metacognitive Narrative Psychotherapy. Design Treatment effects were assessed using a mixed methodology. Data were quantitatively assessed using a single sample, pre- and post-therapy design and qualitatively assessed using a case-study methodology. Methods Eleven patients diagnosed with schizophrenia received Metacognitive Narrative Psychotherapy over the course of 11 to 26 months. Therapists were seven supervised postgraduate psychology students. On average patients attended 49 sessions over the course of therapy. Patients completed interview-based and self-report measures for general and treatment-specific outcomes at pre-, mid-, and post-treatment. Results Quantitative analyses showed that patients significantly improved on the general outcome of subjective recovery, as well as the treatment-specific outcome of self-reflectivity, with medium to large effect sizes. Case-study evidence also showed improvements for some patients in symptom severity, and narrative coherence and complexity. Conclusions These results are consistent with previous case-study evidence and suggest that this manualized version of Metacognitive Narrative Psychotherapy produces general and approach-specific improvements for people with schizophrenia. Replication is needed to ascertain its effectiveness with a larger sample size and within a controlled design.

Using modular neural networks to model self-consciousness and self-representation for artificial entities

Self-consciousness implies not only self or group recognition, but also real knowledge of one’s own identity. Self-consciousness is only possible if an individual is intelligent enough to formulate an abstract self-representation. Moreover, it necessarily entails the capability of referencing and using this elf-representation in connection with other cognitive features, such as inference, and the anticipation of the consequences of both one’s own and other individuals’ acts. In this paper, a cognitive architecture for self-consciousness is proposed. This cognitive architecture includes several modules: abstraction, self-representation, other individuals'representation, decision and action modules. It includes a learning process of self-representation by direct (self-experience based) and observational learning (based on the observation of other individuals). For model implementation a new approach is taken using Modular Artificial Neural Networks (MANN). For model testing, a virtual environment has been implemented. This virtual environment can be described as a holonic system or holarchy, meaning that it is composed of autonomous entities that behave both as a whole and as part of a greater whole. The system is composed of a certain number of holons interacting. These holons are equipped with cognitive features, such as sensory perception, and a simplified model of personality and self-representation. We explain holons’ cognitive architecture that enables dynamic self-representation. We analyse the effect of holon interaction, focusing on the evolution of the holon’s abstract self-representation. Finally, the results are explained and analysed and conclusions drawn.

Metacognitive narrative psychotherapy for people diagnosed with schizophrenia : an outline of a principle-based treatment manual

Schizophrenia is often characterised by diminished self-experience. This article describes the development and principles of a manual for a psychotherapeutic treatment model that aims to enhance self-experience in people diagnosed with schizophrenia. Metacognitive Narrative Psychotherapy draws upon dialogical theory of self and the work of Lysaker and colleagues, in conjunction with narrative principles of therapy as operationalised by Vromans. To date, no manual for a metacognitive narrative approach to the treatment of schizophrenia exists. After a brief description of narrative understandings of schizophrenia, the development of the manual is described. Five general phases of treatment are outlined: (1) developing a therapeutic relationship; (2) eliciting narratives; (3) enhancing metacognitive capacity; (4) enriching narratives, and; (5) living enriched narratives. Proscribed practices are also described. Examples of therapeutic interventions and dialogue are provided to further explain the application of interventions in-session. The manual has been piloted in a study investigating the effectiveness of Metacognitive Narrative Psychotherapy in the treatment of people diagnosed with schizophrenia spectrum disorders.

Triumphs and tribulations in the psychotherapy of schizophrenia : reflections on a pilot study of metacognitive narrative psychotherapy

Schizophrenia results in a profound disruption of one’s capacity to make sense of mental states, coherently narrate self-experiences, and meaningfully relate to others. While current treatment options for people with schizophrenia tend to be symptom-focused, experience in designing and implementing a study focusing on enhancing sense of self demonstrates the feasibility of developing and implementing models of treatment that prioritize the subjective distress and self-experience of people with schizophrenia. There is emerging research evidence, based upon dialogical theory of self, that posits the potential of people with deficits of self to engage in meaningful therapeutic relationships and work toward greater integrity of self and degrees of recovery. The challenge is to translate these ideas into a research methodology that can be successfully applied within therapeutic contexts with people who meet the diagnostic criteria for schizophrenia. Based upon dialogical theory, we developed a principle-based manual for metacognitive narrative psychotherapy: a psychological approach to the treatment of people with schizophrenia, which aims to enhance metacognitive capacity and ability to narrate self-experiences. Five phases of treatment were identified: (1) developing a therapeutic relationship, (2) eliciting narratives, (3) enhancing metacognitive capacity, (4) enriching narratives, and (5) living enriched stories. Proscribed practices were also identified. We then implemented the manual within a university clinic context. Six therapists were trained to implement the model and, in turn, provided therapy to 11 patients who completed 12 to 24 months of treatment. Participants were assessed on metacognitive capacity, narrative coherence, narrative richness, self-reported recovery, and symptomatology at three points in time over the course of therapy. Contrary to expectations, participants were highly engaged in the therapeutic process, with minimal dropout. Overall, over 75% of participants evidenced improvement in their level of recovery over the course of therapy. The manualization and outcome findings demonstrate the feasibility of applying such interventions to a broader clinical population.

Reawakening reflective capacity in the psychotherapy of schizophrenia : a case study

Disturbed sense of self has long been identified as a common experience among people suffering with schizophrenia. More recently, metacognitive deficits have been found to be a stable and independent feature of schizophrenia that contributes to disturbed self-experience and impedes recovery. Individual psychotherapy designed to target poor metacognition has been shown to promote a more coherent sense of self and enhanced recovery in people with schizophrenia. We provide a report of a 2-year individual psychotherapy with a patient suffering with chronic schizophrenia. Progress was assessed over the course of treatment using the Metacognition Assessment Scale and the Brief Psychiatric Rating Scale. The patient experienced improved metacognitive capacity and reduced symptom severity over the course of therapy. Implications for clinical practice are discussed.

Ei oo kahta samanlaista siskoo: Yksilöllisyys Suomessa asuvien musliminaisten pukeutumisessa

Tutkimuksessa etsittiin vastauksia kysymyksiin, mistä yksilöllisyys muodostuu ja miten se ilmenee musliminaisten pukeutumisessa. Vastauksia tutkimuskysymyksiin haettiin teorian ja aineiston vuoropuheluun perustuvalla fenomenologisesti orientoituneella sisällönanalyysilla. Analysoitava aineisto on hankittu haastattelemalla yhdeksää Suomessa asuvaa musliminaista. Tutkimuksessa yksilöllisyyttä pukeutumisessa on tarkasteltu prosessina. Prosessiin vaikuttavina tekijöinä on tarkasteltu yksilön olemusta, personallisuutta, minuutta, identiteettejä, uskontoa, kulttuuria ja sosiaalisia suhteita. Prosessissa keskeistä aineiston perusteella oli positiivisen minuuden kokemuksen tavoittelu, joka tarkoitti naisille intuitiivista oman itsensä tunnistamista ja tyytyväisyyttä peilin heijastamaan kuvaan. Yksilöllisen pukeutumisen voikin sanoa olevan seurausta positiivisen minuuden kokemuksen tavoittelusta, koska jokaiselle naiselle erilainen pukeutuminen antoi tunteen sopivuudesta itselle. Esimerkiksi uskonnolliselle musliminaisille pään peittäminen merkitsee oman minuuden toteutumista, koska hän kokee tuon pukeutumisen olevan uskon mukainen pukeutumistapa. Toiselle musliminaiselle pään peittäminen voi merkitä positiivisen minuuden kokemuksen menettämistä. Yksilöllisyys pukeutumisessa ilmeni monin tavoin. Osa naisista peittää julkisuudessa koko päänsä ja vartalonsa, osa ei peitä päätään ja jotkut pukeutuvat jopa tiukkoihin tai paljastaviin vaatteisiin. Suomessa on myös kasvonsa peittäviä musliminaisia, joita ei kuitenkaan ole mukana tässä tutkimuksessa. Yksilöllisyyttä ilmeni kuitenkin myös samalla tavalla pukeutuvien musliminaisten ryhmässä. Yksilöllisyys pukeutumisessa ilmeni erilaisina vaatekappaleina, hiustyyleinä, valintoina, yksityiskohtina ja väreinä. Yksilöllisyydessä ei kuitenkaan ole kyse vain havaittavasta pukeutumisen erilaisuudesta, vaan siitä, miten kukin musliminainen kuuluu tähän maailmaan ja toteuttaa omaa minuuttaan pukeutumisella. Tämä tarkoittaa sitä, että tutkimuksessa yksilöllisenä pukeutumisena voidaan pitää sitäkin, mikä monen suomalaisen mielestä ei näytä yksilölliseltä. Avainsanat: Yksilöllisyys, minuus, pukeutuminen, islam, naiset, prosessi, kokemus

„Wyłanianie” się podmiotu w autopojetycznie pojmowanej szkole

Istotą artykułu jest dookreślenia podmiotowości w systemie autopojetycznym, jakim może być szkoła. Na początku postaramy się dookreślić znaczenie rozumienia podmiotu i podmiotowości. Przy czym, poszukując ich źródłowych odniesień odwołamy się do myśli Arystotelesa i Kartezjusza, by następnie poddać je krytyce jako niespełnionych oczekiwań nowożytnej i współczesnej cywilizacji. Jednak, powołując się dalej na poglądy M. Heideggera w tym temacie, okazuje się, że podmiot może być traktowany zgoła inaczej niż opisuje to literatura przedmiotu. Przybliżając zatem inne ujęcie podmiotu, postaramy się wykazać, że wyłania się on na styku jego związku z osobowością, co sugeruje, że to właśnie kształcenie i kształtowanie powinno być traktowane jako najważniejsza dziedzina ludzkiej wiedzy. Dopełnienie tej tezy będzie zatem wymagało wyjaśnienia takich pojęć, jak: osobowość i praktyka edukacyjna. I skoro zatem praktyka edukacyjna jest tak istotna i dla kształtowania osobowości, i wyłaniania się podmiotu, to w dalszej części naszej wypowiedzi położymy nacisk na zinstytucjonalizowaną formę praktyki edukacyjnej czyli nauczanie klasowo-lekcyjne, traktowane jako układ autopojetyczny. Wyjaśnienie znaczenia tego układu będzie stanowić kolejną fazę toczonych tutaj rozważań, a ich celem będzie obrona poglądu, że to, co zostanie „wniesione” do klas szkolnych w postaci zasobów i reguł na początku każdego roku szkolnego, będzie się przekładać na kształtowanie i kształcenie osobowości, i tym samym na możliwości samodoświadczania „Się” podmiotowości. Ponieważ pogląd ten może budzić pewne zastrzeżenia, toteż powołamy się na pewne rozważania dotyczące istnienia tzw. podmiotu rekonstruującego, a więc takiego, który wpisany jest w sens istnienia np. projekcji filmowej, spektaklu teatralnego, czytanej książki.

Education in J.J. Rousseau: a methodological antecedent of competence based teaching

Taking into account the huge repercussion and influence that J.J. Rousseau has had on modern pedagogy, the recent tercentenary of his birth is a good opportunity to think about his outstanding relevance nowadays. This paper is a theoretical and educative research developed with an analytic and comparative hermeneutical method. The main objective is to show how some concepts of his philosophy of education have a great similarity with certain changes that the present competency based teaching is demanding, so it could be considered its methodological background. In order to achieve this objective this exposure has been divided in three parts. The first part is an analysis of Rousseau's educational theory as developed in the first three books of the Emilio, in which one of the main themes is self experience-based learning, fostering self-sufficiency, curiosity and the motivation for learning. Rousseau proposed as a method the negative education, which requires, among other conditions, a constant monitoring of the learner by the tutor. In the second part, a brief summary of the most relevant changes and characteristics of competency-based teaching is developed, as well as its purpose. The student’s participation and activity are highlighted within their own learning process through the carrying out of tasks. The new educational model involves a radical change in the curriculum, in which it is highlighted the transformation of the methodology used in the classroom as well as the role of the teacher. Finally, the aim of the third part is to offer a comparative synthesis of both proposals grouping the parallelisms found in 4 topics: origin of the two models, its aims, methodology, and change in the teaching roles.

Masks as methodology and the phenomenological turn: issues of interpretation

The purposes of this chapter are to argue for (i) the heuristic value of the concept of mask and masking in research which has its basis in psychodynamic theory but relating it to socio-cultural theory as means to understanding self-experience (ii) the value of creating and performing masks as one valuable methodological ‘embodied’ form in social and educational research that represent individuals’ richly textured self-other constructions and allow for the interrogation of any simplistic dichotomies associated with notions of ‘inside’ ‘outside’ categories (iii) exploring possibilities and dilemmas of interpretation within this frame

Narrative development and supported employment of persons with severe mental illness

Essai présenté à la Faculté des arts et des sciences en vue de l’obtention du grade de Doctorat en psychologie option psychologie clinique

Diferencias en la experiencia subjetiva entre depresión unipolar y bipolar

En la depresión unipolar el estado de ánimo predominante es la tristeza y la experiencia corporal es de un cuerpo que se siente más cómodo con la quietud que con la actividad, parecido a la pereza de la vida cotidiana. En la depresión bipolar el estado de ánimo predominante es de apagamiento emocional. La experiencia corporal es de un cuerpo pesado, cansado, un elemento que se interpone entre los deseos de actuar y la realización de las acciones y que se vuelve un obstáculo para el movimiento. Además, en la depresión bipolar hay mayor bradipsíquia, dificultad para concentrarse y desesperanza que en la unipolar. Se realizó una investigación de tipo cualitativo, exploratorio, de las experiencias subjetivas (de primera persona) de un grupo de pacientes con depresión unipolar y bipolar. Se utilizó entrevistas en profundidad de orientación fenomenológica.

Theological reflection at work: A phenomenological study of learning processes

Using the learning descriptions of graduates of a graduate ministry program, the mechanisms of interactions between the knowledge facets in learning processes were explored and described. The intent of the study was to explore how explicit, implicit, and emancipatory knowledge facets interacted in the learning processes at or about work. The study provided empirical research on Yang's (2003) holistic learning theory. ^ A phenomenological research design was used to explore the essence of knowledge facet interactions. I achieved epoche through the disclosure of assumptions and a written self-experience to bracket biases. A criterion based, stratified sampling strategy was used to identify participants. The sample was stratified by graduation date. The sample consisted of 11 participants and was composed primarily of married (n = 9), white, non-Hispanic (n = 10), females (n = 9), who were Roman Catholic (n = 9). Professionally, the majority of the group were teachers or professors (n = 5). ^ A semi-structured interview guide with scheduled and unscheduled probes was used. Each approximately 1-hour long interview was digitally recorded and transcribed. The transcripts were coded using a priori codes from holistic learning theory and one emergent code. The coded data were analyzed by identifying patterns, similarities, and differences under each code and then between codes. Steps to increase the trustworthiness of the study included member checks, coding checks, and thick descriptions of the data. ^ Five themes were discovered including (a) the difficulty in describing interactions between knowledge facets; (b) actual mechanisms of interactions between knowledge facets; (c) knowledge facets initiating learning and dominating learning processes; (d) the dangers of one-dimensional learning or using only one knowledge facet to learn; and (e) the role of community in learning. The interpretation confirmed, extended, and challenged holistic learning theory. Mechanisms of interaction included knowledge facets expressing, informing, changing, and guiding one another. Implications included the need for a more complex model of learning and the value of seeing spirituality in the learning process. The study raised questions for future research including exploring learning processes with people from non-Christian faith traditions or other academic disciplines and the role of spiritual identity in learning. ^

Mein Leben als mein Thema - auch für andere. Biographische Reflexion über das Heranwachsen bis zum 30. Lebensjahr bei ehemaligen Gymnasiasten

Die Untersuchung will (1) zeigen, daß die positive oder negative Wertung des eigenen Lebens eine allgemeine Dimension der biographischen Selbstreflexion ist, der eine psychische Realität entspricht und die in einer standardisierten Befragung erhoben werden kann, und (2) die Struktur dieser Wertung in verschiedenen Dimensionen beschreiben. Untersuchungsgruppe sind 1989 30jährige ehemalige Gymnasiasten. Sie sollten in drei offenen Fragen, die sich auf Entscheidungen, Ereignisse und Entwicklungen („Modi") bezogen, ihr bisheriges Leben bewerten. Als wichtigste Ergebnisse zeigen sich eine hohe Antwortbereitschaft und eine Struktur der biographischen Selbstreflexion, die positive Wertungen mit dem Privatleben und negative Wertungen mit dem Berufsleben verbindet. (DIPF/Orig.)

Life Design Counseling Group Intervention With Portuguese Adolescents

This article examines the process and outcome of a life design counseling group intervention with students in Grades 9 and 12. First, we applied a quasi-experimental methodology to analyze the intervention’s effectiveness in promoting career certainty, career decision-making, self-efficacy, and career adaptability in a sample of 236 students. Second, focus groups comprising 33 participants were conducted, examining participants’ perceptions of the intervention process and outcome. Our findings showed that the intervention had a significant effect on both career certainty and career self-efficacy, but it had no effect on career adaptability. Our results also showed that My Career Story (MCS) had a stronger effect on Grade 12 students. Focus group participants reported on the usefulness of MCS, as well as on its benefits, which include increased information as well as a sense of direction, self-discovery, connection, and increased self-awareness. Grade 9 participants expressed more difficulties in narrating self-experience than Grade 12 participants did. Implications for future research and practice are discussed.