Concevoir et construire sa vie : un modèle général pour l’accompagnement en orientation au xxie siècle

The many constructivist and narrative methods for career intervention that have been developed in the last two decades share an implicit pattern of counseling. This pattern or paradigm can be made explicit by abstracting its key elements from each of the specific methods that express the new conceptual model. The paradigm for life design interventions constructs career through small stories, reconstructs the stories into a life portrait, and co-constructs intentions that advance the career story into a new episode.     

Contextualizing narrative identity: A consideration of assessment settings

We examined the influence features of assessment contexts exhibited on the content of the key autobiographical scenes often considered by personality psychologists. Participants (N = 402) narrated life high points, low points, and turning points within a 2(interviewer; present, absent) × 2(response format; written, spoken) study design. Narratives were quantified for 15 linguistic (e.g., negative emotion words) and six conceptual (e.g., affective tone) variables. We noted that 93% of linguistic variables and 83% of conceptual variables differed as a function of assessment context in the form of main effects for, and/or interactions between, study variables. The narrative materials commonly assessed by personality psychologists are highly sensitive to features of the contexts in which they are assessed.     

Teaching Disobedience: Jung,Montuori, and the Pedagogical Significance of Conflict

Alternative education often seeks to promote creativity. In so far as this tendency might come to suggest something ideological, then the intent thus indicated is liable to become self-defeating. This article considers C.G. Jung's conservative ideas about education, and explores how these notions might relate to his wider psychology. Contrasting Jung's position with Alfonso Montuori's notion of Creative Inquiry, the author argues for the importance of a more conscious relationship to the role of conflict in the development of a relationally focused pedagogy.     

Channeling identity: A study of storytelling in conversations between introverted and extraverted friends

This narrative study examined the process of personal storytelling between college-age friends who were similarly introverted or extraverted. Participants were 19 introverted and 20 extraverted same-sex pairs (49% female) who had been friends for an average of 18 months. Stories emerged spontaneously during 10-min catch-up conversations. Extraverted friends more often told stories that changed the topic, and more often co-constructed story plots. Introverted friends more often told stories that were embedded in a developing theme, and constructed story plots solo. With regard to content, extraverted friends told stories about romance more so than introverted friends, whose stories more often concerned family/hometown, and older events. The findings suggest that the traits of extraversion and introversion channel the identity-making process.     

Narrative Therapy Pathways for Re-authoring with Parents of Adolescents Coming-out as Lesbian, Gay, and Bisexual

Narrative therapy with parents as they are coming to terms with their adolescent sons’ and daughters’ coming-out as lesbian or gay provides a framework for reauthoring stories and revisioning identities as they negotiate the challenge of becoming lesbian/gay-membered families. Recognized for complementing the elements of multicultural practice, narrative therapy offers therapeutic interventions that are culturally sensitive and acknowledge the role of power and privilege in socially imaging what it means to be lesbian or gay. In this article the familiar storylines that these families bring into therapy are illustrated, and family work with parents of lesbian, gay, and bisexual adolescents is conceptualized using a narrative therapy lens.     

Narrative exposure therapy for political imprisonment-related chronic posttraumatic stress disorder and depression

The psychological consequences of traumatic stress may last even into old age. In persons in their 60s and 70s who had been victims of political detention and torture four decades ago, we compared the outcome of narrative exposure therapy (NET) to that of psychoeducation (PED) only. From a group of 59 former political detainees, 18 who fulfilled the full PTSD criteria according to the Composite International Diagnostic Interview (CIDI) were offered and accepted participation in the treatment study. The participants were randomly assigned to either one session of PED (n=9) or five sessions of NET (n=9). Symptoms of PTSD (CIDI) and depression (Beck Depression Inventory, BDI) were assessed prior to treatment and after a 6-month follow-up. NET but not PED produced a significant reduction in post-traumatic symptoms and depression scores. Four out of 9 of those who completed NET, compared to 8/9 of those within the PED group, still had PTSD 6 months after the treatment had ended. These results indicate that NET may lead to the alleviation of post-traumatic and depression symptoms even when the conditions persist for excessive time periods.     

Both sides of the story: explaining events in a narrative

Our experience of narrative has an internal and an external aspect--the content of the narrative’s representations, and its intentional, communicative aetiology. The interaction of these two things is crucial to understanding how narrative works. I begin by laying out what I think we can reasonably expect from a narrative by way of causal information, and how causality interacts with other attributes we think of as central to narrative. At a certain point this discussion will strike a problem: our judgements about what is a relevant possibility within the narrative’s story depend on our judgements of probability; but these latter judgements depend, in turn, on factors external to the world of the story, and cannot be explained in terms of causal relations available within the story. We need the external, author-centred perspective at this point. These different perspectives, the internal and the external, correspond to different types of explanations we may give of events in a story; I call these internal and external explanations. I show how these different explanations are made use of in two contrasting arthistorical projects. I use these examples as the basis for a generalisation about the structure of the two explanatory forms. Finally, I suggest some ways in which explanations of these two kinds relate to one another, and to our thinking when we are engaged by a narrative.

Emerging Infectious Diseases: Coping with Uncertainty

The world’s scientific community must be in a state of constant readiness to address the threat posed by newly emerging infectious diseases. Whether the disease in question is SARS in humans or BSE in animals, scientists must be able to put into action various disease containment measures when everything from the causative pathogen to route(s) of transmission is essentially uncertain. A robust epistemic framework, which will inform decision-making, is required under such conditions of uncertainty. I will argue that this framework should have reasoning at its center and, specifically, that forms of reasoning beyond deduction and induction should be countenanced by scientists who are confronted with emerging infectious diseases. In previous articles, I have presented a case for treating certain so-called traditional informal fallacies as rationally acceptable forms of argument that can facilitate scientific inquiry when little is known about an emerging disease. In this article, I want to extend that analysis by highlighting the unique features of these arguments that makes them specially adapted to cope with conditions of uncertainty. Of course, such a view of the informal fallacies must at least be consistent with the reasoning practices of scientists, and particularly those scientists (viz. epidemiologists) whose task it is to track and respond to newly emerging infectious diseases. To this end, I draw upon examples of scientific reasoning from the UK’s BSE crisis, a crisis that posed a significant threat to both human and animal health.

Judging the quality of qualitative inquiry: Criteriology and relativism in action

Statement of problemA variety of conceptions of qualitative research exist. This leads to a situation in which there are competing claims as to what counts as good-quality work. These competing claims revolve around the issue of criteria and how they are used to pass judgment on qualitative research. Those involved in sport and exercise sciences need to reflect on this issue with a view to generating further dialogue and a greater understanding of difference within the research community.MethodTwo ideal types of researcher, one a criteriologist the other a relativist, are constructed to illustrate how each might judge qualitative studies of different kinds.ResultsA comparison of the ways in which the criteriologist and the relativist draw on different assumptions to judge qualitative studies illustrates the constraining nature of the former and the expansive possibilities of the latter.ConclusionsCriteria should be viewed as lists of characterizing traits that are open to reinterpretation as times, conditions, and purposes change. Researchers need to adopt the role of connoisseur in order to pass judgment on different kinds of study in a fair and ethical manner.     

Dialogical journal writing as ‘self‐therapy’: ‘I matter’

Aim: This case study of one woman's (Jane's) experience of dialogical journal writing presents a way of finding a ‘compassionate image’ for self‐therapy. Various theoretical analyses are indicated with Mindfulness‐based conceptualisations at the forefront. Methodology: Based on three recorded interviews, the narrative inquiry took place over a year. Methodologically, this paper is also one contribution to an ongoing debate about different research approaches in therapeutic writing research. Participants: This study took place in Aotearoa New Zealand, where both Jane and I are migrants. Discussion: This account draws on a report of self‐directed writing for well‐being, seen as an alternative to counselling or medication for depression and anxiety. It focuses on how a particular style of writing evolved and how the motivation to write continues.