A re-consideration of interpretation. A relational approach

This paper is a discussion paper and it seeks to re-consider the Freudian psychoanalytic concept of interpretation within the relational approach to psychoanalysis. As such, it aims to argue the Freudian approach to interpretation is rejected because it is not relational but involves only the analyst as interpreter of the patient’s experience. Instead, within the relational approach, it is suggested that if interpretation, as a process of making meaning of experiences, is re-considered as the outcome of the intersubjective relationship in which the process of making-meaning is essentially a co-creational process of the patient’s experience of the analyst in the here-and-now, interpretation can potentially be an agent of change. The clinical implication is that interpretation must be the construction of the patient’s meaning of his experience but within the relational context. A clinical verbatim transcript is documented as it illustrates this relational process in interpretation.

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A Relational Approach to Training and Supervision in Cognitive Psychotherapy

Journal of Cognitive Psychotherapy ◽

10.1891/0889-8391.15.1.3 ◽

2001 ◽

Vol 15 (1) ◽

pp. 3-15 ◽

Cited By ~ 14

Author(s):

Jeremy D. Safran ◽

J. Christopher Muran

Keyword(s):

Learning Process ◽

Therapeutic Process ◽

Conceptual Level ◽

Relational Context ◽

Relational Approach ◽

Relational Perspective ◽

Training And Supervision ◽

The Relationship ◽

Cognitive Psychotherapy

In this article we outline a number of principles and strategies relevant to training and supervision in cognitive psychotherapy from a relational perspective. Although a number of principles are discussed, two emerge as most fundamental. First, it must be remembered that in supervision, as in therapy, everything takes place within a relational context and can only be understood within that context. The supervisor must thus always be monitoring the nature and quality of the relationship with the therapist. Second, supervision should be experiential in nature. This is true both because of the dangers incurred by reifying the therapeutic process, as well as the difficulties incurred when the learning process takes place primarily at a conceptual level.

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Fishing Livelihoods and Wellbeing

10.1007/978-3-030-79591-7_5 ◽

2021 ◽

pp. 91-109

Author(s):

Michael Fabinyi ◽

Kate Barclay

Keyword(s):

Economic Impacts ◽

Solomon Islands ◽

Fishing Communities ◽

Relational Context ◽

Relational Approach ◽

Community Wellbeing ◽

The Social

AbstractThe final chapter of this book discusses the implications of a relational approach to fishing livelihoods for governance for improved social and ecological outcomes. The chapter reviews some of the ways in which academics, activists and policymakers can use approaches that emphasise the relational context of fishing livelihoods, and specifies the concept of wellbeing as one that can usefully and practically build bridges between fisheries stakeholders with diverse interests. The chapter then examines two assessments of fisheries on community wellbeing: the social and economic impacts of fisheries in Australia, and the effects of governance on wellbeing of fishing communities in Indonesia and Solomon Islands.

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Resistance Reconceptualized

Paideusis ◽

10.7202/1072678ar ◽

2020 ◽

Vol 15 (2) ◽

pp. 27-35

Author(s):

Valda Kathleen Leighteizer

Keyword(s):

Public Schools ◽

Student Engagement ◽

Middle Class ◽

Male Child ◽

Relational Approach ◽

White Middle Class ◽

Undesirable Characteristic ◽

Relational Process

In vernacular understandings or conversations about resistance as it occurs with students in public schools, it is frequently viewed as a negative action or set of behaviours to be changed or curtailed. This paper puts forward an argument that allows for the possibility of seeing moments of resistance as something to be recognized and celebrated with students. I do not suggest that resistance must always or only be viewed in this manner, but rather that it might be viewed thus, and thereby allow for multiple understandings of an action such as resistance. Beginning with my own hegemonic understanding of resistance as a necessarily bad/undesirable characteristic or behaviour, I then build on Foucault’s relational approach to understanding power (and its operations), leading then to a discussion of student engagement as also a relational process and one that has more than one possible form. By offering a possibility of understanding student engagement as a process that works both within and outside the structures that produce and maintain the White, middle class, heterosexual, abled, Christian, male child as the defacto subject of schooling, I build an argument that opens a more fluid conception of resistance than the necessarily negative action it is often perceived to be.

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Pharmacology Issues Related to Dementia Syndrome of Depression in Elderly Residents of Long-Term Care Settings

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld25.2.61 ◽

2015 ◽

Vol 25 (2) ◽

pp. 61-69

Author(s):

Angel L. Ball ◽

Adina S. Gray

Keyword(s):

Depressive Symptoms ◽

The Elderly ◽

Environmental Communication ◽

Pharmacological Intervention ◽

Team Approach ◽

Discussion Paper ◽

Term Care ◽

Anticholinergic Medications ◽

Inappropriate Treatment ◽

Dementia Syndrome

Pharmacological intervention for depressive symptoms in institutionalized elderly is higher than the population average. Among the patients on such medications are those with a puzzling mix of symptoms, diagnosed as “dementia syndrome of depression,” formerly termed “pseudodementia”. Cognitive-communicative changes, potentially due to medications, complicate the diagnosis even further. This discussion paper reviews the history of the terminology of “pseudodementia,” and examines the pharmacology given as treatment for depressive symptoms in the elderly population that can affect cognition and communication. Clinicians can reduce the risk of misdiagnosis or inappropriate treatment by having an awareness of potential side effects, including decreased attention, memory, and reasoning capacities, particularly due to some anticholinergic medications. A team approach to care should include a cohesive effort directed at caution against over-medication, informed management of polypharmacology, enhancement of environmental/communication supports and quality of life, and recognizing the typical nature of some depressive signs in elderly institutionalized individuals.

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Clinical Update: Pain and Suffering

Guides Newsletter ◽

10.1001/amaguidesnewsletters.2003.janfeb02 ◽

2003 ◽

Vol 8 (1) ◽

pp. 5-5

Author(s):

Sheila Wendler

Keyword(s):

Subjective Experience ◽

Personal Injury ◽

Treatment Interventions ◽

Medical Expenses ◽

Affective Component ◽

Pain Behaviors ◽

The Social ◽

Patient’S Experience ◽

Pain And Suffering ◽

And Training

Abstract Attorneys use the term pain and suffering to indicate the subjective, intangible effects of an individual's injury, and plaintiffs may seek compensation for “pain and suffering” as part of a personal injury case although it is not usually an element of a workers’ compensation case. The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), Fifth Edition, provides guidance for rating pain qualitatively or quantitatively in certain cases, but, because of the subjectivity and privateness of the patient's experience, the AMA Guides offers no quantitative approach to assessing “pain and suffering.” The AMA Guides also cautions that confounders of pain behaviors and perception of pain include beliefs, expectations, rewards, attention, and training. “Pain and suffering” is challenging for all parties to value, particularly in terms of financial damages, and using an individual's medical expenses as an indicator of “pain and suffering” simply encourages excessive diagnostic and treatment interventions. The affective component, ie, the uniqueness of this subjective experience, makes it difficult for others, including evaluators, to grasp its meaning. Experienced evaluators recognize that a myriad of factors play a role in the experience of suffering associated with pain, including its intensity and location, the individual's ability to conceptualize pain, the meaning ascribed to pain, the accompanying injury or illness, and the social understanding of suffering.

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