Making Meaning

SUMMARY

In this article, the author outlines the responsibilities of the therapist as a host in Existential Couples Therapy. In this approach, the functions of the therapist-host include helping the client couple discover, actualize and make use of the meaning potentials in intimate life. The activities of the host include joining, assessment, creative fidelity, primary and secondary reflection, evaluation and termination. Clinical material is offered to illustrate the process of being a host in Existential Couples Therapy.     

An Experiential Workshop for Meaning Making in Adulthood: The Response of Professional Counselors

A basic goal for individuals as they struggle to face normative developmental tasks across their life span is to determine how to make meaning of their experiences, real and vicarious. The authors describe a workshop that gave counselors and human service practitioners meaning‐making strategies that they could use in their personal and professional lives.     

Meaning and learning: Response to Moerk

In response to Moerk (1986, Developmental Review, 6, 365–385) the following points are discussed: (a) Semantic and conceptual development must be conceived in terms of systems that undergo developmental change, (b) Objects are viewed as embedded in events and as being conceptualized first within a syntagmatic and later a paradigmatic system, (c) While the nature of the input to the child is important, its effects cannot be considered independently of the state of the child's conceptual and linguistic system. (d) The neurological considerations discussed by Moerk are not relevant to the particular developmental issues discussed in my book.     

Women's Sexuality and Meaning Making

The purpose of the current study was to challenge depictions of traditionally oppressive female sexuality by explicitly exploring diverse women's positive experiences of sexuality and to capture the unique meanings women ascribe to their sexuality through the use of participant-generated metaphor. We interviewed 17 diverse women regarding the meaning of sexuality in their lives. Coding revealed that metaphors for sexuality provided a creative and integrative way for women to express the complexity of their sexuality. In addition, a sexual developmental trajectory emerged from the analysis, as did themes of fluidity and ideal sexuality. Implications for theory and therapy, as well as future directions for research, are offered.     

Multimedia-Supported Metaphors for Meaning Making in Mathematics

We examined a number-line metaphor presented using interactive multimedia as a means of helping students build connections between an arithmetic procedure and their existing conceptual knowledge. Elementary school children learned to add and subtract signed numbers through a computer-based multimedia program over 4 training sessions. Participants received 64 example problems presented only in symbolic form (single-representation [SR] group) or in symbolic, visual, and verbal forms (multiple-representation [MR] group). In Experiment 1, compared to the SR group, the MR group (a) showed a larger pretest-to-posttest gain for high-achieving students but not for low-achieving students, (b) showed a greater gain on difficult problems but not easy problems, (c) learned faster during training, and (d) showed a greater pretest-to-posttest reduction in the use of conceptual bugs reflecting conceptually confusion between negative signs and subtraction operators. In Experiment 2, high spatial ability students in the MR group outperformed low spatial ability students on pretest-to-posttest gain. Productive learning with MRs is strongest when working memory is not overloaded, so cognitive load and MR theories can be reconciled.     

Making Meaning: The Constructive-Developmental Approach to Persons and Practice

The constructive (in the sense of construing) and developmental (but throughout the lifespan) framework, whose conceptual roots lie in the work of Piaget, outlines the holistic personality process of systems of making meaning, systems that organize human thought, feeling, and action. In this article Kegan discusses and then applies the model—to a worker in a CETA program and to a psychiatric ward patient—elucidating the perspectives—on mental health and employability—it can open for practitioners.     

Making Meaning Using Creativity and Spirituality

Abstract

This article describes two creative techniques utilized when working with clients. With the increased attention on issues of spirituality, multiculturalism, and creativity, the “Give Away Ceremony” and “Spiritual Symbolism” is demonstrated via a case study approach. Additionally, a brief history of the immersion of spirituality in the counseling profession is addressed.     

Not Making Exceptions: A Response to Shue

abstract   This article refutes Henry Shue's claim that in the case of preventive military attacks it is sometimes morally permissible to make an exception to the fundamental principle regarding the inviolability of individual rights. By drawing on a comparison between torture and preventive military attacks, I will argue that the potential risks of institutionalizing preventive military attacks — what I call the Institutionalizing Argument — are far too great to even contemplate. Two potential risks with setting up a bureaucracy which specializes in preventive military attacks will be highlighted: that any preventive military strike may nourish a cycle of violence that will inevitably cause more deaths and destruction than could ever be justified; and that such preventive military strikes may be abused by political leaders in a desperate effort to hold on to power, including democratically elected political leaders working within a democratic framework .     

Making Interpersonal Meaning: Significant Others in Mind in Transference

The social cognitive process of transference may serve as a means of constructing interpersonal meaning. Support for this proposition is presented through a review of evidence on the relational self in transference, reframed in terms of meaning construction, as well as new investigations of the ways precise ways in which transference can serve this function. In the underlying theory, knowledge one has about each of the various significant others in one’s life is represented in memory and linked to a distinct relational self in memory by means of the relationship with that other. Significant‐other knowledge can be activated in an interpersonal encounter and, when transference occurs, used to go beyond the information given about a new person and also influences affect, motivation, and self‐regulation ( Andersen & Glassman, 1996 ). Distinct relational selves also arise in transference depending on which significant other is triggered by the situation. These processes allow the individual to imbue the interpersonal encounter with personalized meaning. Further, recent evidence suggests that whole meaning systems shared with the significant other are constructed in that relationship and are thus evoked and pursued in the transference encounter.     

Connotative Meaning as a Determinant of Response to Test Item Content

The purpose of this study was to determine if responses of like or dislike to Perceptual Reaction Test (PRT) designs — and thus, its ability to discriminate among criterion groups — were related to the connotative meaning of the designs. Seventy-four Ss were administered the PRT designs to which they responded on the traditional like-dislike alternatives as well as rating each design on a semantic differential. Correlations between the like-dislike dimension of the PRT designs and the semantic differential ratings of those designs indicated that when a S checks like for a design, he is expressing a positive evaluation of that design and probably sees it as less potent than those designs for which he checked dislike. Expression of like or dislike for a design appears to be inconsistently related to the activity dimension of meaning.     

Religion in Meaning Making and Boundary Work: Theoretical Explorations

Based on the articles brought together for this special issue, this article proposes a transversal analysis and theoretical elaboration of the question of the uses of religious elements for meaning making and boundary work. In order to do so, we will first propose a sociocultural psychological perspective to examine meaning making dynamics. Second, we will apply a boundary work perspective, as recently developed in the social sciences, on the organization of religious differences. The first considers religious elements as resources that can be used by people to orient themselves in time and the social space, to interpret and guide action, and to create new forms of life. The second approach proposes an analysis of uses of religious stuff in order to understand how boundaries between groups are created, transgressed or dissolved as well as to explore the link between religion and power. Our argument is that the articulation of these two approaches can itself offer a rich theoretical frame to apprehend religions in contemporary society.     

Making the Intangible Tangible: Using Expressive Art During Termination to Co-Construct Meaning

In this article, a creative termination activity grounded in relational-cultural theory is presented. In addition to providing a means for summarizing the counseling experience, this activity promotes relational development in the midst of client termination. Following implementation of the activity, the client and counselor are provided tangible, co-constructed gifts that are symbolic of the therapeutic relationship and relational growth. The authors provide a rationale for how this intervention promotes self-awareness, outline directions for implementation, and provide a case illustration to demonstrate how counselors can help promote relational closure and solidify clients’ therapeutic gains.     

Afterward: Making Meaning After a Frightening Near-Death Experience

The routes by which individuals attribute meaning to a near-death experience (NDE) appear to be similar, whether the experience was radiant or terrifying. This article explores three such avenues in relation to frightening experiences. I argue that resisting a terrifying NDE is likely to intensify fearfulness in an individual, and also that a similar effect occurs within society when this type of experience is resisted and misunderstood. The article concludes with an approach to synthesis and suggested techniques that may be useful in integrating the experience.     

Grieving From the Womb: Meaning Construction in Response to Father Loss Before Birth

This qualitative study examined the meanings constructed by Israeli adults to their loss of a father before birth. Using the interpretative phenomenological analysis approach, three themes of meaning were derived from in-depth semistructured interviews conducted with 12 Israeli adults who lost their fathers before they were born: (a) mother’s grief—a transmission of loss and grief; (b) defect, shame, guilt, and anxiety—congenital anomaly; and (c) ambiguous loss—phantom limb pain caused by an organ they did not have to begin with. An integrative view of all three themes highlights the notion that meaning construction in response to loss is a process forged by social and cultural forces and the use participants make in metaphoric language regarding physical aspects when constructing meanings to their loss. Practical implications are outlined.     

Capturing Children's Response to Parental Conflict and Making Use of It

To read this article's abstract in both Spanish and Mandarin Chinese, please visit the article's full-text page on Wiley InterScience ( http://interscience.wiley.com/journal/famp ).
The aim of our study is to examine the interface between children's physiological changes and the specificities of parental conflict, and to develop a procedure in which such information can be shared with the family for therapeutic change. Children from 20 families were exposed to parental conflict discussion (CD) while their arousals were measured through skin conductance and heart rate sensors. It was found that regardless of the subject of the argument, 80% of the time they were complaining about each other. Likewise, 80% of the time the children were responding to the parents' own interpersonal tension, including moments of silence. The protocol established for the study, consisting of CD and debriefing, was found to be a powerful tool in moving parents toward conflict resolution.