The Psychosomatic Arc in Therapy

2022 ◽  
Vol 2 (1) ◽  
pp. 69-73
Author(s):  
Arno Remmers

The psychosomatic arc, based on an idea of Nossrat Peseschkian in 1988, was further developed by the author from 1994 on to visualize the process of body and mental symptoms caused by life events and microtraumatic situations of everyday life. A semi-structured psychosomatic treatment process is described by which to understand the function and language of psychosomatic symptoms more easily. Keywords: psychosomatic arc, positive psychosomatic, positive psychotherapy, psychosomatic disorders, visualization in psychosomatic treatment

2020 ◽  
Vol 02 (01) ◽  
pp. 2050005
Author(s):  
Shen Yong Ho

It is well known among educators that carefully planned Physics demonstrations incorporated into lessons can enhance the teaching and learning of Physics. However, there are also everyday life events, such as car crashes and lightning strikes that also aptly demonstrate concepts in Physics but cannot be easily recreated in class. Today, many of these events are captured on video and are easily available on the internet. To facilitate teachers to find what they need, we classify online videos useful for Physics teaching into six broad categories. Some of these videos can be more useful than traditional lecture demonstrations in providing relevant contexts for introducing Physics concepts. We will also discuss some principles for designing class activities to help students make sense of the underlying Physics in the videos.


2018 ◽  
Vol 14 (14) ◽  
pp. 8-22
Author(s):  
V.Ye. Danylova

In recent decades, within the boundaries of postclassical culture, the concept of “event”, which has long been actively used both in everyday life and in scientific discourse, acquires new meanings and is realized in innovative forms. In this regard, it becomes necessary to highlight an “artistic event” as a cultural creative technology, which is becoming widespread in the development of postclassical culture, and study the role of “special artistic event” in the modern process of functioning of global and local cultures. Objectives. The aim of the article is to conceptualize events in the artistic and empirical reality and identify the conditions of their convergence. Research methodology. The author applies the method of terminological analysis for the insight into the concept of “event” in the empirical and artistic reality. The article provides a detailed application of philosophical and culturological method whereby the event is seen as sociocultural phenomenon; psychoanalytical method for the analysis of the impact of life events on the emotional state of a man; the methods of analysis and synthesis to determine the existence conditions of the events in the empirical and artistic reality; structural and comparative method that has permitted to reveal the basic elements in the structure of an artistic event and its difference from an empirical event. Results. The development trends of artistic practices in the post-classical culture convey the blending of the mundane and the social, cultural plan, the destruction of boundaries between the life and the artistic, the ability to create the events that can be classified both as empirical evidence and as an artistic act. All these properties are included in actionism as a form of modern art. The events that are created within this trend have the character of artistic events: the organization of action, the presence of the author, ideological content, focus on the target audience, publicity. At the same time such an event occurs in the empirical reality of an object (objects) that it is designed to. Such an event affects a human being (society) very seriously, introducing new concepts (ideas, images) into the outlook. These effects can be both positive and negative, aesthetic as well as anti-aesthetic. A classification of events according to the level of subjectivity has been developed, which includes such concepts as “micro-event”, “event”, “special event” and “special artistic event”. In any case, a person that perceives a creative product of actionism experiences life events that affect and sometimes change his mental nature, behaviour, emotional state. The author of such event can be any person who needs and has a desire to introduce the idea into the socio-cultural environment. “Micro-event” is a familiar action to an individual. It develops the course of everyday life and does not require the analysis and the search for interpretations. Micro-events occur as a result of natural changes that are logical in the given circumstances of human actions, which are part of the framework of everyday existence. “Event” is an act, as the result of which a person experiences changes in his/ her internal and external environment. The result of the event is always a change in the internal state, the break up, forming new views, gaining new knowledge. “Special event” is an action organized for the purpose of achieving certain goals through direct influence on the subject’s consciousness. A “special event” always has a specific initiator and a certain level of organization, that is, it cannot happen by chance, even if the subject perceives it in such a way. An individual can be both the author of a “special event” and the subject on which it is directed. In the latter case, it can be said that a “special event” has occurred if there has been an internal process of comprehension and certain indoctrination, characteristic of the “event” in general. That is, the mechanism of human perception of a random natural “event” or deterministic by another individual remains unchanged. “Special artistic event” is an action organized for the purpose of achieving certain goals, through the direct influence on the subject’s consciousness using artistic methods. The purpose of creating a “special artistic event” is to unite groups of people, introduce new ones and maintain the conventional value paradigms during a certain action. That is, a “special artistic event” cannot be organized solely for aesthetic reasons, cannot represent value in and of itself, in the isolation from the information and emotional innate content. “Special artistic events” contain significant creative potential; they can be used as an instrument for developing a dialogue between social and cultural groups, for the creation of united global communities based on common axiological guidelines. Conclusions. The reason for the rapid spread of ideas embodied in “special artistic events” is the principle of an action, based on an emotional rather than rational piece of information. Symbolic, nonverbal elucidation of the ideological component is the most productive tool for influencing and interrelating with broad audiences. Since “special artistic events” are now a powerful, effective tool for advancing ideas and forming values, it is important to use their potential for designing and introducing into the culture of socially significant values and paradigms. Their scope extends to the entire field of culture: the author confirms this fact by considering the most important aspects of socio-cultural life, in which “special artistic events” are realized. The dominant feature that distinguishes a “special event” from a “special artistic event” is the artistic and symbolic component, the presence of which indicates the relation of the latter to artistic reality, at the same time it has synchronous unfolding in the everyday reality. Novelty. An attempt is made at identifying the differences of events in the empirical and artistic reality and considering the aspects of their convergence in terms of the post-classical culture. The practical significance. The obtained results make it possible to establish the basis for further reflection of the concept “event”. The findings in this paper can be used in pedagogical and educational practice while preparing the general and specialized courses in cultural studies, art criticism, directing mass festivals.


2021 ◽  
Vol 2 ◽  
Author(s):  
Elisabeth Olliges ◽  
Alina Bobinger ◽  
Annemarie Weber ◽  
Verena Hoffmann ◽  
Timo Schmitz ◽  
...  

Background: Endometriosis is characterized by lesions of endometrial tissue outside the uterus. Chronic pain is considered as main symptom, but challenges can relate to various physical, mental, and social aspects of the women's lives. The aim of our study was to gain a holistic understanding of the everyday reality of women with endometriosis compared to healthy controls.Methods: The total sample comprised 12 hormone-free endometriosis patients (EP) and 11 age-matched healthy women (HC). A mixed-methods design was used comprising semi-structured interviews, standardized questionnaires and a comprehensive diary to assess pain ratings and various mental and physical symptoms over the course of a menstrual cycle. Interviews were recorded, transcribed, and evaluated according to phenomenological analysis using the MAXQDA software.Results: Interviews showed that living with endometriosis was associated with an impairment in everyday life. Physical strains, especially pain, high levels of psychological distress, and social limitations have been reported. Living with endometriosis affected the patients' personality and they “no longer felt like themselves.” Physical and psychological symptoms were reported to interfere with social interaction and participation. Evaluation of the standardized questionnaires revealed significant impairments in EP compared to HC in regard to anxiety and depression scores (both p < 0.001; Hospital Anxiety and Depression Scale), mental and physical quality of life (both p < 0.001; Short-Form Health Survey-12), stress ratings (p < 0.001; Patient Health Questionnaire-15) and functional well-being (p < 0.001; Functional Well-being-7). The highest levels of mean pelvic pain and dyschezia were observed in EP during menstruation, but mean pain ratings and dyschezia were increased in EPs compared to HP during the whole cycle. EP reported mental symptoms (e.g., depressed mood or anxiety) mainly during menstruation, while HC did not show any mental symptoms during the cycle. In addition, physical symptoms were elevated during the entire cycle in EPs (all p < 0.01).Discussion: The mixed-methods approach enabled to interpret the interviews, the standardized questionnaires, and the symptom diary in a broader context of everyday life. The symptoms do not appear to act independently, but rather influence each other. This leads to a complex interplay of physical, mental, and social impairments, with pain often being the starting point.


1909 ◽  
Vol 55 (231) ◽  
pp. 668-683
Author(s):  
John R. Gilmour

Changes in the mental condition of the patient are frequently to be recognised as one of the earliest symptoms of exophthalmic goitre. These mental changes may be present before the cardiac or ocular symptoms have been established and before the changes in the thyroid have been observed. The most common feature is an intense and indefinable agitation leading to a more or less marked motor and mental restlessness, which causes the patient to look for constant change in her surroundings and work. There is an inability to settle long to any one occupation or recreation. Work begun with a feeling of relief at the change involved soon becomes irksome, is then done only with an effort, and with the cumulative feeling of effort and concentration required soon causes distress and the work is laid aside. Any sudden noise, any unexpected news, any of the ordinary disturbing elements of everyday life may be followed by an attack of palpitation lasting some hours, and yet, in spite of this, there is an imperative desire to keep moving; to go where such incidents may be experienced. Dr. Geo. Murray, in the Bradshaw Lecture of 1905, states that he has not noticed this craving for entertainment. It seems to be entirely a question of degree. If the stimulus is moderate there may be pleasure in its fulfilment; if more marked it may pass into an apprehensive dread with inhibition of this desire.


2001 ◽  
Author(s):  
Lourdes Suarez ◽  
Debora Bell-Dolan
Keyword(s):  

1991 ◽  
Vol 59 (3) ◽  
pp. 339-354 ◽  
Author(s):  
Ladd Wheeler ◽  
Harry T. Reis
Keyword(s):  

1988 ◽  
Vol 43 (6) ◽  
pp. 431-442 ◽  
Author(s):  
Darrin R. Lehman ◽  
Richard O. Lempert ◽  
Richard E. Nisbett

2018 ◽  
Vol 41 ◽  
pp. 07004
Author(s):  
Arif Rahman Wahid ◽  
Paramita Atmodiwirjo

Narrative, as one of the closest aspect to human experience, is sometimes overlooked because of its subtlety with everyday life. The study of its representation, narratology, discusses the manner of selling space and time as a series of interconnected events instead of independent occurrences. It offers an interesting view in rethinking architecture, in particular, its representations. In architectural education, dialogue between the two fields will change the way the next generation architecture graduates tell their ideas. Current architecture schools should not be looked as factories that produce only future architects. It is proven by the fact that some, if not most, graduates will have jobs other than professional architects. They may work as set designers, filmmakers, artists, or invent their own field. Architecture schools, at their best, are more about how to ensure the students can perform spatial thinking and expressing their ideas through representation. All of these circumstances lead to the importance of multidisciplinary discourse in architecture education. This paper aims to explore the potential of storyboarding practice in Basic Design 2 studio as part of architectural education at University of Indonesia. Adopting a narrative element, storyboard in this studio is used to read urban architectural settings and retell everyday life events; scene by scene, unfold in space and time, through different kinds of creative representations. By doing this exercise, the students ‘sense of spatial arrangement is developed by their understanding of position and orientation of objects settings. They also learned about how the time works; both in compressed or expanded ways. Decision-making in choosing the key events within the storyboard plays a role in making engaging visuals. In conclusion, storyboarding exercise to represent urban architectural settings will enhance the students ‘sensitivity of space, time, and how their ideas are being told by making a rich, multi-layers of narrative.


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