Psychological Healing Through Creative Self-Understanding and Self-Transformation

(ISBN: 978-1-62857-075-5)

Are you ready for psychological healing? This book is your liberating guide to psychological growth, including self-understanding, self-transformation, healing psychologically painful inner conflicts, as well as achieving psychological and spiritual fulfillment. Some aspects of psychological health and fulfillment clarified in this book include, authenticity, sincerity, integrity, creativity, intuition, empathy, inspiration, vitality, courage, strength of character, unselfish love (or warmhearted caring), emotional security, inner wholeness, and fulfillment.

Readers will discover a new understanding of effective psychotherapy, groundbreaking diagnostic psychological testing research, as well as the distinction between the ego self-concept, the experiential self, and the transpersonal self (the real self, the relational self, or the holistic self).

The authors deeply explored their own psychological pain and experiential truth to write this book, as a way of helping readers achieve greater self-understanding, fulfillment, and liberation from psychological pain. These principles of psychological self-understanding and healing self-transformation can also enhance the development of interpersonal relationships, as well as facilitate effective and fulfilling ways of living in society. Self-transformation at your fingertips!


About the Authors

The primary author, Dr. Max Hammer, was a distinguished Psychology Professor and supervisor of graduate students and interns in the clinical psychology, psychotherapy, and counseling practice training program of the Psychology Department at the University of Maine, for many years, as well as a respected psychotherapist and clinical psychology consultant and diagnostician. Dr. Max Hammer was one of the original core clinicians who founded and developed the Clinical Psychology program at the University of Maine, beginning in the 1960′s. In his work with graduate and undergraduate students in that program, Dr. Max Hammer provided a refreshing Humanistic and Transpersonal perspective, with an emphasis on flexible, warmly caring, empathic responsiveness to the needs of the individual psychotherapy client. A secondary contributing author is Dr. Alan C. Butler, a distinguished colleague and friend of Dr. Max Hammer’s. Dr. Butler, a Cooperating Associate Professor of Psychology at the University of Maine, as well as a psychotherapist, clinical psychology consultant, and diagnostician, was one of the original staff members at the University of Maine counseling center, and served as the Training Director for its internship program for over thirty years, which he was instrumental in developing. Both Dr. Max Hammer and Dr. Alan C. Butler helped gently nurture and encourage thousands of graduate and undergraduate psychology students in their own individual journeys of personal reflection and transformation. The other secondary contributing author, Dr. Barry J. Hammer, also from Maine, has a specialization in the history of world religions, and for many years has studied the process of psychological and spiritual transformation, and its applicability to enhancing human relationships and compassionate social change.

The primary author, the late Dr. Max Hammer, was an editor and a major contributor of two previously published books, The theory and Practice of Psychotherapy with Specific Disorders (Springfield, Illinois: Charles C. Thomas Publisher, 1972); and The Practice of Psychotherapy with Children (Homewood, Illinois: Dorsey Press, 1967). He also published about 30 articles in the fields of psychotherapy and clinical psychology.

The primary author, Dr. Max Hammer, is deceased, therefore, this website will be managed by his eldest son and secondary contributing author Dr. Barry J. Hammer. Another secondary contributing author is Dr. Alan C. Butler.

In this chapter we assume that identity is formed and transformed through social interaction and suggest an
analytical approach to study the transformative effect of intercultural encounters on identity. This is a three-step
dialogical analysis of discourse which: (1) Identifies the perspectives of social others as they are discussed in
the discourse of individuals, (2) interprets the way these alien perspectives are treated and (3) examines the
transformative effect of this encounter on the ways that individuals define themselves. To exemplify this
method of dialogical analysis we use examples from interviews and group discussions coming from a research
project studying the experiences of immigrants living in Greece. Our approach analyses the processes through
which intercultural encounters permeate the intra-subjective realm of meaning and representations of
individuals and maps their transformative effects on identity.
Keywords: identity, intercultural encounters, dialogical analysis, immigration

Humanistic psychology has a long tradition of developmental thought. Yet, no place has been reserved for a specifically humanistic perspective in developmental psychology textbooks. This article presents a humanistic perspective to serve as a convenient guide for the potential creation of a textbook entry. A highly condensed account of Existential-Humanistic Self- Development Theory (EHSDT) is outlined and compared with the theories that most frequently garner coverage in developmental textbooks. Suggestions for further research on the major themes of EHSDT are also provided. These include the role of the imagination in shaping the trajectories of lifespan development, the intercorporeal and multicultural em- beddedness of the narrative imagination, the self-cultivation process, cooperative culture creation, thriving amid paradox, and the ways in which motivational dynamics operate within diverse social contexts. Carefully planned rollout of such research should help prevent further marginalization of explicitly humanistic developmental theory on the basis that it challenges some of the fundamental assumptions of the established theories and, accordingly, tends to be met with resistance or, at best, indifference.

This article describes a qualitative study which compares the effectiveness of the reflective cultural experiences through critical thinking and metacognitive preparation relative to the traditional English language classroom. This study aims to investigate the students' metacognition, critical thinking skills and critical thinking awareness while exploring culture in EFL classroom. Exploring culture in foreign language studies requires students to engage in authentic contexts in order to develop their ability to live/exist in a variety of cultures. This intercultural ability requires awareness of himself and others as cultural beings. Also, exploring culture and language learning requires the development of metacognitive skills and critical thinking skills to reflect on cultural experiences, to analyze them from multiple perspectives, and to apply them in the authentic contexts. Critical thinking and metacognition examine hypotheses, makes the distinction between facts and opinions, and is based on clarity, depth, correctness, accuracy which contributes to the formation of the culture of the taught. The purpose of this study is to describe the introduction of metacognitive and critical thinking awareness and skills in EFL classroom into the learning of 32 students enrolled in the teacher education program at Pedagogical State University ‘Ion Creanga’, Republic of Moldova. This study was implemented through qualitative research design to reflect on teaching experience and on the professional ground from a rather new perspective through the “culture” lens and student perception o'f culture awareness and skills in critical thinking in EFL classroom.

Becoming other : from social interaction to self-reflection 1 by Alex GilIespie. p. cm. --(Advances in cultural psychology) Includes bibliographical references. ISBN-13: 978-1-593 11-230-1 (pbk.) ISBN-13: 978-1 -593 11-23 1-8 (hardcover) 1. Acculturation--India--Ladakh. 2. Ladakhi (South Asian people)--Psychology. 3. Tourists--India--Ladakh--Pyschology. 4. Tourism--India--Ladakh--Psychological aspects. I. Title. HM841 .G55 2006 306.4'81909546--dc22 20060 19758

In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous assumptions on singularity or sameness of teacher identity. The emerging theory of dialogical self in psychology offers a more elaborate approach to teacher identity, conceived of as both unitary and multiple, both continuous and discontinuous, and both individual and social. Based on this approach, teacher identity is re-defined and implications for research are identified.

Summary:

The contribution on the psychotherapeutic work with the "empty chair" is written in the form of an essay, which makes it possible to bring this tool and general thoughts on psychotherapeutic work to life in a way that may initially seem strange. Examples from therapeutic practice serve to illustrate this. The text emphasizes that a therapy session is not only a good one when dialogical work is initiated in this special form. However, if this tool is used, great care must be taken when offering this form to the client.

Zusammenfassung:

Der Beitrag zur Arbeit mit dem "leeren Stuhl" in der Psychotherapie ist in Form eines Essays abgefasst, was es ermöglicht, dieses Werkzeug und allgemeine Gedanken zum psychotherapeutischen Tun auf zunächst vielleicht befremdliche Art lebendig werden zu lassen. Beispiele aus der therapeutischen Praxis dienen der Veranschaulichung. Eine gute Therapiestunde ist nicht erst dann eine solche, wenn diese spezielle Form des dialogischen Arbeitens zustande kommt. Wenn diese Form der Klientin aber angeboten wird, ist mit besonderer Sorgfalt vorzugehen.

Social psychology has established that oppositional we/they categorisation is central to dis/ identification with European integration (Hewstone, 1986 Chryssochoou, 2000; Mummendey and Walduz, 2004). As Europe faces fresh uncertainties, e.g. Brexit, this article reveals the multi-positional features of public opinion formation. Drawing on meta-representations approaches it reveals how we/they categorisation moves from oppositional forms towards diplomatic non-oppositional forms when citizens speak about the general public in 'a public capacity' (Dewey, 1927). Two interview-led studies in England, Ireland, Germany, Scotland and Sweden (n = 100) brought participants into dialogue with the ideals of European integration. Analysis reveals six dialogical positions on the general public – avant-garde, advocating, homesteading, distancing, segmenting and progressive. These rest on social representations of the public as having freedom from movement, freedom of movement and freedom through movement. Understanding the public's multi-positional capacities and the interplay between self-world narratives and European integration narratives is one step towards de-polarisation and public dialogue on Europe.

The relation between Mark and John, the Bi-Optic Gospels, is one of the most difficult and most important subjects in biblical studies. Upon correct inferences of this set of intratraditional and intertraditional relationships many other judgments falter or stand. Seeking to make an advance over monodimensional source- and redaction-critical theories, an overall theory of Markan-Johannine interfluentiality identifies at least six stages in the developments within and between these two traditions, seeking to make the best sense of their textual similarities and differences. Along the way, several advances are argued over prevalent critical approaches, leading to an assessment of John’s relation to Mark as being interfluential in the oral stages of their traditions, augmentive and corrective to Mark in John’s first edition as “the second gospel”, and harmonizing - in that the final edition of John tends to reconcile itself with the other Markan Gospels. As the final Markan interpolation includes Johannine content, interfluentiality indeed continues. In service to an overall theory of interfluentiality stands Mikhail Bakhtin’s theory of polyvalent dialogism, applicable to historical narratives as well as fictive ones, wherein answerability within the cognitive experience of authors seeks to reconcile disparities between life and art. In that sense, an ongoing history of dialectical engagement between these bi-optic renderings of Jesus’ ministry inform also a broader understanding of John’s distinctive relations to the Lukan, Q, and Matthean traditions, and most importantly to their common subject: Jesus.

Aristotle has been continuously at the frontier of philosophical reflection for almost 2400 years. Throughout the 20th century the influence of his practical philosophy has been growing. His «non-modernist» concept of phrónêsis or practical wisdom is attracting increasing interest as an alternative to both «modernism» and «post-modernism». This book is a meticulous study of Aristotle's phrónêsis and its applications to the fields of personal development or character formation and of ethical virtues. It also relates phrónêsis to the wider context of Aristotle's theoretical philosophy and of his different ways of knowing, and to both theoretical and practical concerns within modern social and action research. The whole of Aristotle's thinking is radically practice-based and directed. However, it never loses its theoretical focus. His theoretical philosophy is fundamentally dialogical. Hence, the relevance of Aristotelian thinking is striking for the current reconfigurations in the social organisation of learning and knowledge production.

One of the lingering questions in Martin Buber's mature thought is the place of the erotic within it. Despite some earlier remarks on the subject, and the potentiality for I-You relations to emerge from erotic encounters, Buber's later work seems solely concerned with the objectifying tendencies in Eros, rather than its redemptive possibilities. This article reads Buber together with a lesser-known dialogical thinker, Harry Hay, the founder of the first gay rights organization in the United States, who developed what he called subject-SUBJECT consciousness: a nonobjectifying, nonhierarchical dialogical relationship between gay male subjects. Though apparently unaware of Buber, Hay's parallel dialogical system centers desire and Eros as generative of a redemptive politics and ethics. After introducing the reader to Hay's dialogical philosophy, I propose that, on the one hand, Hay's inclusion of eroticism enriches our readings of Buber and, on the other, that Buber's nonessentialist and nongendered thought is a necessary complement to Hay's. Reading Buber through Hay offers one approach to a nonhierarchical and sex-positive erotic ethos in the context of dialogical thought, and reading Hay through dialogical philosophy offers a way to recover subject-SUBJECT consciousness in a postessentialist frame.

This paper rethinks the concept of voice in ways that resist normative humanist assumptions and explores the possibilities of an alternative posthuman ontologics of voice for qualitative praxis. I sketch the contours of a feminist posthuman phenomenology of voice in which the embodied, material, relational, and transcorporeal qualities of breathy bodies are foregrounded. Thinking with the figurations of 'breathy embodiment' and 'dif-fractive voices', I introduce posthuman voice analytics as a form of qualitative praxis. Five central aspects of posthuman voice analytics are outlined, namely: multivocality, process, interruption, dialogicality and the situated politics of listening.

This is my overall theory of Johannine composition, involving an early and a final edition of the Gospel, with the three Johannine Epistles composed by the Elder written between them--who was the final editor of the Beloved Disciple's narrative work. Included in this essay is an overlooked first-century clue to John's authorship, building on the ancient tradition of two "John's" buried at Ephesus. It is published in Structure, Composition, and Authorship of John’s Gospel, edited by Stanley E. Porter and Hughson Ong, The Origins of John's Gospel, Leiden: E.J. Brill, 2015, pp. 169-218.

In this paper, we explore how students engage in journalistic writing activities relating to video games and game culture. The paper is based on a pilot study with student texts and interviews relating to the development of the online learning resource spiljournalist.dk, which allow Danish secondary students to publish journalistic articles through game reviews, columns and feature stories. The analytical findings indicate that students position themselves as writers through three different voices. The “gamer” students primarily based their articles on their own knowledge and experience as gamers. By contrast, the non-gamer students tended to write more critically about games and game culture from an outsider’s perspective. Finally, a third group of students primarily positioned themselves as journalists.

This paper contains a relational model of self and personality development.  From a relationalist perspective, personality does not consist of a series of static traits that are located within individuals.  While there is stability in human action there is also dramatic variability.  People develop and exhibit multiple selves  in different contexts and different social relationships.  Selves are reflective control structures -- relational representations of "who we are" that guide our interactions with others.  Although different, our diverse selves operate as aspects of the same individual person.  This paper elaborates this idea in the context of a series of ideographic analyses of self and personality development in individuals, and in epigenetic analysis of dynamic personality dispositions over the course of development.

The question of time is important for cultural psychologists who study the unfolding of subjective life. For these scholars, human experience is observed as a dynamic process constituted by sociocultural structures and traditions as well as uniquely navigated by human agents (Kirschner & Martin, 2010). Selfhood is here regarded in cultural and temporal terms, observed as an ongoing practice of interpreting and reinterpreting varied cultural meanings. In recent decades, the dynamics of this process have been widely discussed via dialogical self theory, first proposed by Hermans and his colleagues (Hermans, Kempen & van Loon, 1992) and since then extensively elaborated (Hermans & Gieser, 2011; Hermans & Hermans- Konopka, 2010). The prominence of this theory makes it an important place for examining the relation of time and the self in cultural psychology, and this is our focus here.
In this chapter, we investigate how time is taken up in dialogical self theory and attempt to elaborate the current view with an onto-existential understanding. In our view, such an elaboration is necessary because time in dialogical self theory is for the most part regarded abstractly, as a background—clock time—according to which the dynamics of a primarily spatial dialogical self are traced. We in turn conceptualize the dialogical self as a temporal structure in its own right, unfolding in lived time with others in the world.1 For this we take Heidegger as a contentious starting point, for with him we maintain that the question of time is not one of developmental accounts or narrowly conceived clock time but of our finitude in relation to Being.

This paper begins with a critical evaluation of British counselling psychology's aspirations for a scientific basis and considers some of the consequences in terms of theoretical assumptions and research practice. Through identifying certain empirical, theoretical and ideological problems inherent in the dominant tradition of quantifying inferred cognitive constructs (using the example of trainee self-talk), an alternative framework of discursive psychology is simultaneously introduced. The argument is made for a discursive study of storied meanings by trainee counselling psychologists about themselves and their work. This would potentially address two pivotal research areas. First, it affords both a personal and yet socially embedded framework for an increased understanding and more sensitive evaluation of the training process (with its acquisition of skills, knowledge, experience, competencies, etc.). Second, it offers an alternative approach to the problematic area of understanding unique and generic interactions between practitioners and their preferred psychological model(s) of therapy, thus challenging the theoretical and research cul-de-sac of competing modernist visions of purism, eclecticism and integration. Extending from these observations two research possibilities are suggested.

This paper explores the "intentional layering" within an emotional experience that was examined in a qualitative research class devoted to "depth phenomenology." The idea was to approach qualitative data as a starting point for delving more deeply into an experience than a research participant might originally have been able to go. We begin by examining the method of access by means of which the discovery of this "layering" was made. in remaining faithful to Husserl, we shall talk about doing phenomenology from within the intersubjective relation and shall reflect upon what, precisely, are the "affairs" to which Husserl invites us to return. a face is a center of human expression, the transparent envelope of the attitudes and desires of others, the place of manifestation, the barely material support for a multitude of intentions.

ABSTRACT
What makes the co-construction of a new alliance between school-adolescents-family and territory topical, necessary, vital and imperative?
The 21st century started with one of the most significant and profound educational emergencies of all times. The following elements characterize this crisis:
- the progressive loss of trust in the institutions and in the adult world;
- the disruption of communities and the solitude of families;
- the absence of new paradigms able to interpret and face changes under way, with the subsequent poor awareness of the impact on young generations and on the planet of the two revolutions under way: digital and biotechnological. The fourth revolution, as Luciano Floridi defines it (2018), which is transforming the world, does not find any critical space yet in educational curricula. A sort of “anthropological mutation” of digital adolescents is taking place which may appear as a surprise to the world of adults and in particular to all those who are in charge of education.
A dialogue-based approach can represent an effective “counter-device” (Agamben, 2006) capable of fighting dementia and digital solitude (Spitzer 2013, 2016), and of contributing to co-construct a new educational alliance based on responsibility, commitment and understanding. Dialogue is an inclusive practice where the entire educational community is involved, which is generously, carefully and profoundly listening to adolescents.
Dialogue, as a bridge with and between generations, develops higher awareness and critical skills with respect to the continuous and sudden changes under way and provides the ability to imagine the future.
In this article, the possibility to co-construct a new educational alliance between school – students – families – territory is analysed. School managers and teachers, “coach facilitators” of this process, are in charge of generating dialogue, facilitating it and keeping it open.

Keywords: Educational alliance, Dialogue, Concern, Reflexivity, Responsibility, Responsiveness, Polyphony, Generativity, Coaching, Mindfulness, Imagining the Future.

AUTHOR NOTE: Please address all correspondence regarding this article to Prof. Marco Braghero marco.braghero@gmail.com

Dialogism draws intellectual sustenance from a broad range of ancestors (e.g., Hegel, Bakhtin, Mead, Vygotsky, Wittgenstein, and Goffman) and has only recently become a self-asserted paradigm. The recent weaving of these theoretical threads together has been called "the dialogical turn"-claiming succession from the linguistic, cognitive, and behavioural turns that have gone before. Existing reviews and systematizations of this emerging paradigm have variously emphasized social psychological , Bakhtinian (Holquist, 1990), neuropsychological (Thibault, 2000, and sociological aspects. Into this fractured but exciting field, Per Linell contributes a synthetic review which emphasizes communicative interaction.

En esta investigación monográfica se hará un recorrido a través de algunas de las ideas centrales del autor, buscando como propósito general dar cuenta de cómo Bajtín piensa en diferentes lugares la idea de subjetividad. En primer lugar se le dará un énfasis especial a El marxismo y la filosofía del lenguaje (Voloshinov, 1992), ya que en él se desarrollan directamente aspectos teóricos relacionados con la subjetividad, en términos de psique subjetiva o psique conciente, y la vivencia y la expresión. Esta sección tiene una relevancia especial, ya que las ideas que serán expuestas tienen una estrecha relación con las que se desarrollarán posteriormente. Luego, en la sección segunda, se resumirán algunos de los planteamientos principales a propósito de la palabra viva en la obra de Bajtín, ya que se considera central tener algunas nociones mínimas para luego abordar el tema del sujeto discursivo y el hablante como autor. Al final del trabajo se hará una breve síntesis y se llegará a algunas conclusiones generales a propósito de la subjetividad en la obra de Bajtín, su acontecer como producto de la interacción discursiva y por lo tanto su relación con la palabra, la ideología y el otro.

Consultation is an important feature of research and, increasingly, researchers are required to work in partnership with stakeholders to increase the impact of their work. Our aim is to demonstrate what can be learned from the scholarship on, and practice of, member checking to facilitate productive knowledge exchange. Using dialogical analysis we explore three member check interactions from three different qualitative psychology projects focusing our analysis on difficult moments between researchers and participants conceptualised here as ‘sore spots’. We identify two major genres in these sequences: participant ambivalence and participant challenge. We then consider passages that allow us to explore a more theoretical understanding of these two genres in terms of the metaphor of portraits and mirrors. Overall, we outline how implicit epistemologies and theories of subjectivity (uncomplicated, blank, and complex) may be linked to the way in which stakeholders approach research. We also provide a map with regard to the theories within which member checks can be undertaken, associated research practices in terms of a range of researcher responses to stakeholder ambivalence and challenge, and implications of these moments for knowledge exchange for qualitative research but also for psychological science as a whole. We conclude that sore spots in knowledge exchange process can be productive opportunities of transformational validity.

Keywords: member check; knowledge exchange; research impact; dialogical analysis; participant validation

To what do we refer when we speak of self? How
does self differ from related concepts, such as person, agent,
individual or organism? I address these questions by situating
the concept of self within a broader model of relational personhood.
In this conception, persons are relational beingswho
act on the basis of the meaning that events have for them. The
experience of self is implicit in the very structure of action.As
such, the experience of self emerges in early infancy as a
reflexive aspect of action and develops within intersubjective
encounters with caregivers. The capacity to represent self
becomes transformed in the second year of life with the
emergence of the capacity for symbolism. At this point, in
intersubjective exchanges with others, consciousness gains
the capacity to take itself as its own object of awareness. The
development of higher-order representations of self is mediated
through the discursive use cultural tools—most notably
language. Over time, children and adults construct valued
images of self which come to function as self-defining goals
that drive social activity. In this way, the quest for a valued
identity becomes a defining aspect of the developing person.

In setting the scene for this seminar, Franson Manjali noted the enormous scholarly interest manifested in matters linguistic in the century just past, but suggests that now, these linguistic orientations are on the wane, and that other concerns and other programs, with their own self-contained agendas, have come to take their place. Cognitive science, cultural studies, and ethical-philosophical approaches have, seemingly, begun to pursue their own separate developments, and as a result, scientific disciplinary concerns and critical intellectual pursuits are now in an uneasy relationship of coexistence and mutual contestation with each other. But here, a little like Latour (1993), in his claim that 'we have never been modern', I want to claim that, rather than moving beyond the linguistic turn, we have yet to take it. We have not yet taken it because — partly due to Frege's and de Saussure's mechanistic and structuralist account of language, as an abstract, inner, mental representation which we as self-contained, intellectual beings can put to willful use in our own individual actions — we have never grasped its true nature.

Del Prette, Z. A. P., & Del Prette, A. (2001). Habilidades sociais e educação: Pesquisa e atuação em psicologia escolar/educacional. In: Del Prette, Z.A.P (Org.), Psicologia Escolar, Saúde e Qualidade de Vida (pp. 113-141). Campinas: Alínea.

As a science, psychology embraces the value of objectivity. An objective observation is one that is (a) based upon publically observable phenomena (i.e., overt behavior); (b) unbiased, in the sense that it records only what was observed, without either adding or taking away from the observation, and (c) an accurate representation of the world as it truly is. To understand the person, however, it is necessary to come to grips with seemingly elusive concepts such as agency, symbolism, experience, meaning, inter-subjectivity, and morality. Such concepts make reference to phenomena that are not observable in way that one can observe objects in the physical world of space and time. In this paper, I examine how psychology's commitment to objectivity obscures our ability to understand persons. A remnant of the Cartesian distinction between a mind and body, the principle of objectivity forces psychologists to seek " objective " indicators of " subjective " processes. Following Wittgenstein and recent research on the mirror resonance system, I argue that psychological knowledge arises neither from within (subjectively) nor from without (objectively), but instead from between (intersubjectively). To understand what it means to be a person, we must abandon the false distinction between objectivity and subjectivity, and embrace an epistemology based on intersubjectivity.

On Gestalt psychologist Mary Henle's contribution to personality psychology.

1962 veröffentlichte die amerikanische Gestaltpsychologin Mary Henle (1913-2007) einen Vorschlag für einen phänomenologischen Ansatz in der Persönlichkeitspsychologie. Diesen Beitrag, der bisher nur in englischer Fassung vorliegt, stelle ich im Folgenden in seinen Grundgedanken vor, da er vielfältige Anregungen gerade auch für psychotherapeutisch Arbeitende enthält. Unter anderem wird der gestalttherapeutisch Geschulte darin Gedanken zum gestalttheoretischen Verständnis der so genannten „inneren Anteile" und der Möglichkeiten der dialogischen Arbeit mit ihnen finden, die er bisher vielleicht nur mit der Gestalt-Therapie, nicht aber unmittelbar mit der Gestaltpsychologie verbunden hat.

This paper explores the potentially productive relations and tensions between narrative methodologies and intersectional research. The following questions are explored: how might narrative approaches be productive tools for intersectional research? How does intersectionality challenge and potentially extend current modes of narrative inquiry? What are tensions of thinking intersectionality with/through narrative and vice versa? While a substantial (and contested) literature exists on intersectionality, particularly in feminist theory, there is currently a lack of clarity about how to ‘do’ intersectionality at the level of research practice and methodology. Several conceptual frameworks have been developed, including those by Crenshaw (1991), McCall (2005) and Prins (2006). The methodological implications of these conceptual grids however remain vague at best. Furthermore, although narrative has previously been put forward as a method of analysis particularly well-suited to intersectional research (Phoenix and Pattynama, 2006; Ludvig, 2006; Cole, 2009), the details and implications of this merger have not been well-developed.
      This paper explores the entanglements (Barad, 2007) produced by putting narrative inquiry and intersectional approaches in conversation with one another. The paper argues that narrative approaches potentially offer rich methodological tools for intersectional analyses, particularly in relation to their ability to grant epistemic privilege to marginalized voices (Mohanty, 2013), trace the multiple and contradictory stories and experiences of research participants, and their emphasis (in some variants) on the ethics of listening (Gilligan et al, 2003). Intersectional approaches however also challenge and extend narrative methodologies in fruitful directions. In particular, intersectional thinking shows the limitations of focusing only on individual experience and textual story-telling and highlights the methodological importance of finding ways to explore and analyse the material, structural and political realities that co-construct lives/narratives.

In this essay we defend  the argument  that  chronotopic configuration  enhances literary works providing metaphors  for everyday life.  This argument  is embedded  in  statements in  which  Bakhtin  emphasized  that  the  organization  of  the  characters’  psychological processes  in  plots  is  related  to  the  experience  of  temporal-spatial  unity,  conceptually called  the  chronotope.  In  order  to  address  these  issues,  we  developed  an  analysis  of chronotopic configuration of  author-character, in  “The Book of Disquiet”  by Fernando Pessoa.  The  difficulty met by the  author-character in  negotiating  positions  of figure and background  in  plots  reflects  a  specific  border  experience,  revealed  in  the  common association  of  antagonistic  terms  and  frequent  use  of  neologisms.  Considering properties  of  narrativity  in  the  chronotopic  analysis  we  can  discuss  the  potential literature has of providing real life metaphors. Moreover, through these remarks,  greater emphasis  has  been  placed  on  the  reader’s  participation  in  the  constitution  of  the chronotope and on literary work.

Abstract: The challenges of the leadership faced by the dialogical coach, are: to succeed in opening a permanent thoughtful and reflective space, focusing on dialogue. The dialogical coach faces the growing complexity and acts as a service transformational, participative leadership, which makes a 'generous listening, meaning to be deeply conscious of the other’s aim, of the meaning of his future possibilities. A leadership capable of crossing and going beyond boundaries, that divide and at the same time link, capable of being 'social, a leader who is a capable and active follower. The coach is capable of 'causing' capabilities, of widening these capabilities, he is capable of negotiating among the different parts, among the different points of view. The coach considers leadership as relational action in an evolving context.
Key words: Dialogue, Coaching, Leadership, Exotopia, Awareness, Transformational

This article charts various communalities and differences between cognitive-developmental and socio-cultural models in the psychology of moral and religious development, with particular attention to Hubert Hermans’ model of the “dialogical self”. The authors propose that despite marked differences, even oppositions, between conceptual models and visions of the human subject in these two ways of conceiving psychological functioning, the cognitive-developmental approach and the narrative-dialogical approach show meaningful correlations, and overlap. Arguing for a “meta-dialogical” perspective benefitting from both cognitive-developmental and dialogical-self contributions, the article then goes on to explore some implications for moral and religious education.

Abstract [paper in German]:

In Gestalt Theoretical Psychotherapy, working with dialogues is an effective form of therapeutic procedure that serves to explore and work on the client's world of experience together with the psychotherapist. Based on Mary Henle's investigations into the various ego functions, which are mostly expressed in unconscious "inner dialogues", these functions of the ego can be made conscious in therapy and processed in the form of explicit dialogues. Furthermore, with the help of the empty chair and similar working forms, the client can conduct dialogues between significant aspects of his living space.
Within the framework of a scenic reappraisal, these dialogues can be conducted with concrete persons of his daily life or with fantasy or dream figures or more abstract aspects, in order to gain new experiences and insights through the change of perspectives.
Finally, the psychotherapeutic process of working with dialogues is presented in a differentiated way with the help of the multiple-field approach (Edwin Rausch, Gerhard Stemberger).

Zusammenfassung:

In der Gestalttheoretischen Psychotherapie stellt die Dialog-Arbeit eine wirkungsvolle Arbeitsform dar, die dazu dient, die Erlebniswelt des Klienten gemeinsam mit dem Psychotherapeuten zu erforschen und zu bearbeiten. Ausgehend von Mary Henles Untersuchungen über die verschiedenen Ich-Funktionen, die in zumeist nicht bewussten „inneren Dialogen“ zum Ausdruck kommen, können diese Funktionen des Ich in der Therapie bewusst gemacht und in Form von expliziten Dialogen bearbeitet werden. Zudem kann der Klient mit Hilfe des leeren Stuhls und ähnlichen Anwendungen Dialoge zwischen bedeutsamen Aspekten seines Lebensraums führen.
Im Rahmen einer szenischen Aufarbeitung können diese Dialoge mit konkreten Personen seines Lebens oder mit Phantasie- oder Traumgestalten oder abstrakteren Aspekten geführt werden, um durch den Wechsel der Perspektiven neue Erfahrungen und Einsichten zu gewinnen.
Der psychotherapeutische Prozess der Dialog-Arbeit wird schließlich mit Hilfe des gestalttheoretischen Mehr-Felder-Ansatzes (Rausch, Stemberger) differenziert dargestellt.

Kumpulainen, K., & Rajala, A. (in press). Dialogic teaching and students’ discursive identity negotiation in the learning of science. In C. van der Veen, & B. van Oers (Eds.) Special issue: Classroom discourse and learning outcomes. Learning & Instruction.

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This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on sociocultural and sociolinguistic accounts, the study examined how students' discursive identities were managed and recognized in the moment and over time during dialogic teaching and what consequences these negotiations had for their engagement in science learning. The study used video data of classroom interactions collected from an elementary science learning project and placed a specific analytic focus on four students in particular. The results reveal evidence of a rich variety of discursive identities exposed during dialogic teaching, thus demonstrating how the students' identity negotiations were configured according to the social architecture of classroom discourse. Addressing the temporal dimension of dialogic teaching points out critical shifts in the students' discursive identities, of which identification is argued to be pivotal when creating equitable science learning opportunities.