Transitions and social interaction: Making sense of self and situation through engagement with others

Although previous studies have considered shame to be a significant emotion in making sense of self-injury, the connection is still not fully understood. Drawing on sociological ideas on shame, this communication contributes to a theoretical understanding of actions of self-injury by demonstrating how shame operates and unfolds in social interaction. It argues for how shame and self-injury may reproduce and amplify each other, hence turning into a self-perpetuating cycle of shame and self-injury. It shows how shame is triggered in social interaction, how shame leads to self-injury, and how self-injury may turn into more shame. Self-injury is used to fend off shame by upholding social and cultural commitments and maintaining social bonds with others. However, self-injury may also threaten social order and social bonds and, consequently, trigger more shame. The most important reason that self-injury does not fully work as emotion work, and internalized social control, lies in the interactive cycle of shame, that is, you feel shame and cut, you cut again and are (a)shamed, you are shamed and cut, and so on. It is proposed that people who self-injure do not necessarily lack the ability to self-soothe or regulate emotions or that they suffer from a clinical psychopathology.

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Serial Self-Injury Profiling System: Making Sense of Self-Injurious Behavior

PsycEXTRA Dataset ◽

10.1037/e555252012-012 ◽

2010 ◽

Author(s):

Dean H. Aufderheide

Keyword(s):

Sense Of Self ◽

Making Sense ◽

Self Injury

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Making Sense of an Unknown Terrain

Qualitative Health Research ◽

10.1177/1049732315603032 ◽

2016 ◽

Vol 27 (2) ◽

pp. 215-225 ◽

Cited By ~ 11

Author(s):

Nicholas D. Hughes ◽

Louise Locock ◽

Sue Simkin ◽

Anne Stewart ◽

Anne E. Ferrey ◽

...

Keyword(s):

Young People ◽

Thematic Analysis ◽

Sense Of Self ◽

Family Members ◽

Sense Making ◽

Narrative Interviews ◽

Considerable Effort ◽

Making Sense ◽

Self Harm ◽

The Impact

Self-harm is common in young people, and can have profound effects on parents and other family members. We conducted narrative interviews with 41 parents and other family members of 38 young people, aged up to 25, who had self-harmed. Most of the participants were parents but included one sibling and one spouse. This article reports experiences of the parent participants. A cross-case thematic analysis showed that most participants were bewildered by self-harm. The disruption to their worldview brought about by self-harm prompted many to undergo a process of “sense-making”—by ruminative introspection, looking for information, and building a new way of seeing—to understand and come to terms with self-harm. Most participants appeared to have been successful in making sense of self-harm, though not without considerable effort and emotional struggle. Our findings provide grounds for a deeper socio-cultural understanding of the impact of self-harm on parents.

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Problematizing Interaction

Ethical Life ◽

10.23943/princeton/9780691167732.003.0004 ◽

2015 ◽

Author(s):

Webb Keane

Keyword(s):

Social Interaction ◽

Sense Of Self ◽

Cultural Contexts ◽

The World ◽

Universal Feature ◽

Basic Features

This chapter looks at a variety of ethnographic cases to show how recognition and intentionality are elaborated and brought into focus in different cultural contexts. It studies the concept of dewa, which seems to thematize the role that other people play in one's own sense of self. This concept, however, is not simply just one way of describing a universal feature of interaction. Once crystallized as an object of reflections, something that Sumbanese consciously know about the world and can connect to other things they know about their world, it also guides them as they purposefully undertake ethical actions. Indeed, the chapter argues that if recognition and intentionality are basic features of all social interaction anywhere, they also serve as affordances for dealing with, or reflecting on, particular ethical questions that concern a given community.

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1. Making Sense of Self

Making Sense of Self ◽

10.9783/9781512801828-002 ◽

1981 ◽

pp. 1-22

Keyword(s):

Sense Of Self ◽

Making Sense

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Noisy Places, Noisy People

Hard State, Soft City of Singapore ◽

10.5117/9789463729505_ch07 ◽

2020 ◽

Author(s):

Steve Ferzacca

Keyword(s):

Public Space ◽

Sense Of Self ◽

Small Community ◽

Creative Potential ◽

Making Sense ◽

Gathering Place

Making noise in a basement corner of an ageing mall in Singapore affords a small community of musicians, family and friends a gathering place to meet, eat, drink, smoke and jam loud amplified music. The Doghouse is a ‘device of saturation’, a way of making sense of self and others: it exists so that this sonic community can exact possibilities and creative potential within the limits of official use of public space. Bodily scales are realized in cosmopolitan spaces where local and global interrogations in dialogue, in space, and among things, make trouble and meaning. And so some noisy people have, for now, found a playground where their urban dreams and aspirations are imagined and realized.

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Making Sense of Self: An Autoethnographic Study of Identity Formation for Adolescents in Music Therapy

Music Therapy Perspectives ◽

10.1093/mtp/miz008 ◽

2019 ◽

Vol 37 (2) ◽

pp. 141-150

Author(s):

Allison Echard

Keyword(s):

Clinical Practice ◽

Developmental Disabilities ◽

Music Therapy ◽

Identity Formation ◽

Sense Of Self ◽

Ego Identity ◽

Core Concept ◽

Formation Theory ◽

Making Sense ◽

Clinical Thinking

Abstract Told through my experiences of working with three teenagers who had mild and moderate developmental disabilities, this autoethnographic study considers identity formation as a core concept in music therapy clinical practice. In doing so, I explored theories of identity formation, including those described by Erikson (1950, Childhood and society, Norton), Marcia and colleagues (1993, Ego identity: A handbook for psychosocial research, Springer), and Crocetti, Rubini, and Meeus (2008, Journal of Adolescence, 31(2), 207–222), relating these concepts to each of the teenagers I worked with. This article, therefore, chronicles the ways in which my clinical thinking shifted from a skills-based approach to one that considers the client’s identity as a whole, leading to suggestions of ways to integrate identity formation theory into clinical practice.

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