Emotional dances: therapeutic dialogues as embodied systems

The mind/body dualism, although scarcely relevant in clinical practice, remains unsolved theoretically. The pragmatic wisdom of the founders of family therapy, which implied that bodies and minds in therapy were one, has been easily forgotten. Such a situation had practical results, leading to naive solutions, both on the materialistic and idealistic sides, represented by biological psychiatry on the one side, and by most postmodern therapies on the other. This article proposes to consider the role of emotions in therapeutic dialogue to solve this dilemma within the field of systemic therapy.     

Rules for argumentation in dialogues

In this article it is pointed out what kind of rules for communication and argumentation are required in order to make it possible to resolve disputes in an orderly way. In section 2, Gricean maxims and Searlean speech act conditions are integrated in such a way that five general rules for communication can be formulated. In section 3, starting from Lewis's definition of convention, it is argued that the interactional effect of accepting is conventionally linked with the complex communicative act complex of argumentation. In section 4, the rules for argumentation are placed in a dialogical perspective.     

Philosophical dialogues as paths to a more ‘positive psychology’

Although family support programmes have been in place for several decades in Greece very little attention has been paid to evaluating the effectiveness of such endeavours, the techniques that influence their outcomes and the receptiveness to their messages. The purpose of this paper is to give an overview of research findings collected during the first qualitative research phase of a community mental health promotion project. The research was conducted in order to delineate programme outcomes and the characteristics that had an impact on the participants' lives. The 3‐month family support programme intended to introduce ‘philosophical dialogues’ as means to developing personal and communal understandings of what makes life worth living. The programme was developed and implemented on Crete under the auspices of a non‐profit community organization appropriately named ‘The Lyceum for Women’. The features of the programme that contributed and enhanced the participants' tendencies to become not passive targets but active partners and stakeholders in the process will be clarified, as will the conceptualization and approach. Of the 45 evaluation protocols that were analysed the following themes were most important for the participants: ‘Group as‐a‐whole process’—the sense of sharing and development understandings in a ‘parea’ (in‐group); ‘relational outcomes’—feeling of belonging, ‘reciprocated kindness’, and giving of self to others; personal and emotional outcomes‐self‐efficacy and empowerment; knowledge outcomes‐learning about positive emotions and enjoying the simple things in life; and group facilitator outcomes‐sharing stories, ‘gives of self to the community’. Copyright © 2007 John Wiley & Sons, Ltd.     

Silent dialogues in the analytic relationship

Abstract

In borderline or even narcissistic patients, the relation to the objects is built on the basis of omnipotent control, so that those patients present difficulties related to mourning for the loss, as well as for the independence, of the objects. Their basic trait is a huge inability to recognize the separateness of others, together with an excessive use of primitive defense mechanisms, such as projective identification. Each experience that contains the danger of re-experiencing the primal separation poses an attack on the analytic setting, in order to avoid such a re-experiencing. Those attacks sometimes take the known form of acting out, whereas other times they are limited to a special use of speech, which lacks any communicational faculty and is used rather as a weapon. This special climate affects the analyst, causing specific countertransferential reactions. Nowadays, we tend to consider such a communication not mostly as an obstacle, but rather as an opportunity, allowing the analyst to comprehend the patient, through his countertransference, and create a meaning to replace the void those patients usually experience. The transference and countertransference enactments, their silent dialogues taking place in the analytic setting, are those which progressively give meaning in this primitive non verbal communication.     

Information-seeking dialogues: Some of their logical properties

The dialogical games introduced in Jaakko Hintikka, Information-Seeking Dialogues: A Model, (Erkenntnis, vol. 14, 1979) are studied here to answer the question as to what the natural logic or the logic of natural language is. In a natural language certain epistemic elements are not explicitly indicated, but they determine which inference rules are valid. By means of dialogical games, the question is answered: all classical first-order rules have to be modified in the same way in which some of them are modified in the transition to intuitionistic logic. (Furthermore, in some cases quantificational rules have to be modified further.) The rules that are left unmodified by intuitionists are applicable only to the output of certain game rules, but not to others. In. this sense, neither classical nor yet intuitionistic logic is the logic of natural language. We need a new type of nonclassical logic, justified by our information-seeking dialogues.     

Boundaries as Distance Regulators in Personal Relationships

Received wisdom suggests that boundaries are, or should be, important in intimate relationships. In this essay, we focus primarily upon the beliefs and phenomenology relating to a variety of boundaries, and provide a discussion of some conceptual issues, in order to understand better the development, facilitation, and maintenance of, as well as restraints upon, intimacy. Although we attend mainly to dyadic relationships, we believe that our observations and suggestions have application to larger groups.     

Exploring changes during life and career design dialogues

This article describes the processes of change that occur during career counseling based on the ‘making oneself self’ model (Guichard, 2008; Guichard, 2009). This counseling intervention process forms part of the more general paradigm of life designing (Savickas et al., 2009). The main goal for this counseling is fostering “reflexivity” of individuals with regard to their investment in their various spheres of life. Three career counseling interviews were conducted using both methods of dialogues for life and career design dialogues (LCDD) and self-confrontation (Larsen, Flesaker, & Foundation, 2008; Valach, Michel, Dey, & Young, 2002). Each interview is described with a focus on the changes perceived by the interviewees in relation to their initial reason for consulting as well as on their dialogues with the counselor, who facilitated these changes and provided support for them. The analysis of the dialogues suggests the existence of a three-step evolution supporting the changes. On the basis of these data, the discussion examines the reflexive approach in its theoretical, methodological and practical dimensions.     

Hypotheses are dialogues: sharing hypotheses with clients

The use of systemic hypotheses in therapy has been criticized on the ground that it promotes the expert position of the therapist and tends to underplay the role of the client in the therapeutic process. In this article, we propose to view the systemic hypothesis as a collaborative action, involving the dialogue between therapists and clients. This interactive hypothesis is created by the very interaction of all participants in the therapeutic dialogue, and as such it may be considered a dialogue in itself. The article articulates a way of hypothesizing that is consistent with both systemic and dialogic premises, and presents some examples of the process in action.     

Cross-university dialogues to support multicultural school consultation training

There is a growing need for school psychologists to build multicultural knowledge, skills, values, and dispositions to serve increasingly diverse student, teacher, and caregiver populations in schools. The purpose of this study was to investigate the process and outcomes of a cross-university dialogue (CUD) activity for 88 school psychologist trainees enrolled in consultation courses, across three school psychology training programs, over three years. The CUD involved partnering with a peer or peers from another training program, individually and then collaboratively completing a case study activity, and writing a guided reflection exercise. It was intended to support trainees' development of multicultural school consultation (MSC) competency and their application of a MSC framework. Constructivist grounded theory methodology and methods, including several features to enhance trustworthiness, guided the investigation. Four themes emerged from the data: (a) trainees established increased self-awareness and professional identity, (b) trainees made sense of multiple perspectives during CUD interactions, (c) trainees learned from their partners and considered future relevance of MSC, and (d) trainees' learning reflected cross-cutting ecological perspectives, influencing the CUD interaction and learning process at multiple levels. A grounded theory based on the data is described, and implications are drawn for the training and development of MSC competence.     

Bringing forth spirituality dialogues in family therapy education

Our intention in the following article is to bring forth connections with spiritual resources in teaching and supervision. We construct this focus within a collaborative learning approach. Methods and techniques used include curiosity, reflexivity inquiry, deconstruction, outsider witness practices and re‐authoring conversations. We evaluate how the dialogue has transformed our abilities to relate to spirituality.     

Where Philosophy and Literature merge in the Platonic dialogues

It is no surprise if a good quality communication unit succeeds in seizing the attention of the intended audience (or readership) and is able to let people see precisely what the author wanted them to see, while avoiding that the average addressee become aware of what the author wants to convey in an almost subliminal way. In this respect Plato is no exception. Nevertheless the study of these resources, far from having been somewhat systematic, still is largely neglected, and only a minority of commentators find it important to pay head to the communicational strategies which are at work in Plato's dialogues. It will be argued that the shades of meaning and the contextualization of thought (a) systematically grant to Plato ample room for affecting the way a reader comes to perceive his points of doctrine and (b) often let him convey a biased perception of his arguments.The paper includes an outline of the already longstanding debate on these matters, a case study (Memo 80–82), and a sketchy typology of how the literary working-out is able to affect the reader's perception of the line of thought, esp. within the aporetic dialogues.     

Temporal Relationships in Coping as an Encounter Unfolds

Abstract

Previous studies on attitudes toward authority among non-Aboriginal school children in Australia have provided some support for the notion that attitudes toward parents influence the development of attitudes toward other institutional authorities, and that school children have generally positive attitudes toward such authorities. The cross-cultural validity of these propositions was tested with a sample of 46 Australian Aboriginal school children who completed reliable Likert-type scales measuring attitudes toward parents, the police, the law, and teachers. Principal components analysis of the scale scores indicated that, unlike results previously obtained with non-Aboriginal children (Rigby, Schofield, &; Slee, 1987), attitude toward parents was factorially distinct from attitudes toward the other authorities. Although the children in the Aboriginal sample were not, as a whole, negatively inclined toward the authorities, they were significantly less positively disposed toward parents and the police than the children in the non-Aboriginal comparison group were.     

The development and analysis of tutorial dialogues in AutoTutor Lite

The goal of intelligent tutoring systems (ITS) that interact in natural language is to emulate the benefits that a well-trained human tutor provides to students, by interpreting student answers and appropriately responding in order to encourage elaboration. BRCA Gist is an ITS developed using AutoTutor Lite, a Web-based version of AutoTutor. Fuzzy-trace theory theoretically motivated the development of BRCA Gist, which engages people in tutorial dialogues to teach them about genetic breast cancer risk. We describe an empirical method to create tutorial dialogues and fine-tune the calibration of BRCA Gist’s semantic processing engine without a team of computer scientists. We created five interactive dialogues centered on pedagogic questions such as “What should someone do if she receives a positive result for genetic risk of breast cancer?” This method involved an iterative refinement process of repeated testing with different texts and successively making adjustments to the tutor’s expectations and settings in order to improve performance. The goal of this method was to enable BRCA Gist to interpret and respond to answers in a manner that best facilitated learning. We developed a method to analyze the efficacy of the tutor’s dialogues. We found that BRCA Gist’s assessment of participants’ answers was highly correlated with the quality of the answers found by trained human judges using a reliable rubric. The dialogue quality between users and BRCA Gist predicted performance on a breast cancer risk knowledge test completed after exposure to the tutor. The appropriateness of BRCA Gist’s feedback also predicted the quality of answers and breast cancer risk knowledge test scores.     

Direct and Indirect Aggression: Relationships as Social Context

The studies reported in this paper examined the effect of social context—target gender and target relationship—on reports of direct and indirect aggression. In Study 1, participants completed the Richardson Conflict Response Questionnaire (RCRQ; Richardson & Green, 2003 ), which measured their direct and indirect aggression behavior in response to anger. Participants also selected a relationship partner to complete the RCRQ with reference to their own (i.e., participants') behavior. In Study 2, participants completed the RCRQ with reference to their behavior in response to anger with a romantic partner, a same-sex friend, and an opposite-sex friend. In both studies, relationship with aggression target was an important determinant of aggression, with more direct aggression occurring in romantic relationships, and more indirect aggression occurring in friendship relationships.