Η θεραπευτική σχέση στη συστημική θεραπεία

Τhis study aimed to examine the evolution of the therapeutic relationship in systemic therapy through the theoretical developments of systemic thinking over the last few decades. In the first part, a historical overview of the de-personalized therapeutic relationship according to First Order Cybernetics perspective (from ‘50s to ‘70s) is presented, that proceeds to the therapeutic relationship with emotional disclosure in the 80s (Second Order Cybernetics) and the Constructivist position that allowed an engagement in an ongoing relational process in therapy. Further, it traces the modifications of the therapeutic relationship through the post-modern developments; Social Constructionism, Reflexivity and Narrative therapy that allow therapist’s essential emotional involvement during co-construction of the meaning in psychotherapy, presents in brief the "revolutionary" view of the theorist of the Open Dialogue (Seikkula, 2011), the Attachment Theory meta-model and the importance of secure attachment in therapeutic relationship. Throughout this review the issue of power imbalance in the therapeutic relationship is discussed, as this underlies the ideological debate of client’s resistance towards the therapist’s positions. In the second part, methodological approaches and psychometric tools regarding research for the documentation of the importance of the therapeutic relationship in systemic therapy are reviewed and research findings are presented concerning the prevailing factors in the therapeutic relationship from the client’s point of view. Finally, issues for further training and enhanced competence of the therapist in order to response effectively to current social-cultural needs are highlighted.

What is constructivism?

This chapter outlines the main theses of the constructivist position to be developed in this book: facts about what is a reason for doing what obtain because the corresponding reason judgements are true. Those reason judgements are not representational states; their nature is best understood in terms of their role in guiding the reasoning process. Thus, for such a judgment to be true is not for it to be representationally accurate. Instead, its truth—and hence the reason fact that corresponds to the true judgement—is grounded in the soundness of the episode of reasoning that the judgement is apt to guide. Therefore, practical reasons are mind-dependent, because facts about our mental activities figure ineliminably in the explanation of why some considerations are reasons for certain actions. The chapter also addresses how this position relates to the views of John Rawls and Christine Korsgaard, and shows how it fits onto the meta-ethical map.

A Socio-cosmological Approach to Anti-Christian Violence

This chapter describes the distinctive nature of the constructivist approach to the analysis of Hindu–Christian conflict that is relative to the well-developed literature on ethnic and religious conflict. It explains how the constructivist approach differs from both the instrumentalist and essentialist approach to interreligious conflict. It also elaborates the conflict between Christian and Hindu groups in the instrumentalist view that occurs as a result of competition over material resources and political power. The chapter describes the conflict between groups in the essentialist view that occurs because of long-standing differences between Christians and Hindus in terms of ethnicity, religion, language, social custom, culture, and political governance. It explores the constructivist position that accepts the insight that human behavior is primarily driven by material and political interest.

On Grounds, Anchors, and Diseases: A Reply to Glackin

Shane Glackin's 2019 Philosophical Quarterly article aims to (a) offer a framework for understanding the philosophical debate about the nature of disease and (b) utilise this framework to reply to several standard objections to normativist (particularly social constructivist) theories of disease. Specifically, Glackin claims his model avoids three central challenges to normativism, which we term the ‘Flippancy Problem’ (which charges that normativism implies diseases can be cured by adjusting our attitudes towards them), ‘Repugnancy Problem’ (which charges that normativism implies we must endorse repugnant historical views regarding ‘conditions’ like Drapetomania as ‘genuine diseases in their day’), and the ‘Explanatory Problem’ (which charges that normativism cannot explain why diseases warrant certain kinds of medical intervention without lapsing into vicious circularity). Although we find Glackin's framework helpful in clarifying the terrain of the debate, we argue these three challenges continue to afflict his preferred construal of the normativist/social constructivist position.

On Note-Taking

<p>Note-taking, or copying quickly and accurately the material that the professor puts on the blackboard, is the predominate – and preferred – student activity in college-level mathematics classrooms. This activity is herein investigated in relation to the following eleven topics in the constructivist theory of mathematics education: student-centered environment, the professor as an authority figure, dialogue and participant activities, personal autonomy, self-reliance, real math, interconnected cognitive spaces, metacognition, assessment, interpersonal relations and social values. In each case, it is found that the activity of taking notes is not compatible with the constructivist position on these topics. A few remarks are also made regarding note-taking in more general, non-constructivist settings.</p>

Fracking in Canadian Print News: A Sociotechnical Debate

It is widely recognized that fracking is a topic of debate in the news, which is largely “compartmentalized” into stories on fracking as economically beneficial or risky to environment and health. Building on previous scholarship, we take a constructivist position and focus on fracking as potentially technical and social, or sociotechnical. Our qualitative textual analysis of news printed in two high-circulation newspapers in Canada (2013-2015) reveals that normative positions on fracking are furthered alongside normative descriptions of Indigenous Peoples and regional cultures. We argue that science communication practitioners perform specific normative work via their communicative acts.

Emptiness and Unknowing

Over the last fifty years the study of mysticism has been shaped by the debate between ‘perennialists’, who claim that mystical experiences are the same across different cultures, and ‘constructivists’, who claim that mystical experiences are shaped by, and hence specific to, particular religious traditions. The constructivist view is associated with the ‘discursive turn’ that has dominated the humanities for the last half century, emphasising cultural relativism. Nonetheless, the constructivist position is not without problems. Inspired in part by Lance Cousins’ 1989 comparison of Buddhaghosa’s Path of Purification and Teresa of Ávila’s Interior Castle, the present article seeks to bring out parallels in the contemplative exercises and the progress of the ‘spiritual life’ found in Buddhist accounts of meditation (such as the C??a-Suññata-sutta) and Christian apophaticism (as presented in The Cloud of Unknowing). The article seeks to establish specific parallels in the techniques of and approaches to contemplative practice in both traditions, as well as in the phenomenology of the experiences of the meditator (yog?vacara) or contemplative at different stages in the work of meditation and contemplation.

Constructivism as a Philosophical Basis of Pedagogy: Forms and Possibilities of Interpretation

The article contains the characteristic of constructivism as a philosophical doctrine. The author shows the distinction between the epistemic constructivism, which considers cognition as the construction of epistemological images; the social constructivism in the theory of knowledge, within the framework of which the construction of epistemological phenomena is interpreted not as an individual, but as a communicative, historical-dimensional and culturally-deterministic process; and socio-ontological constructivism, which analyzes the appearance of objectified social phenomena (as opposed to knowledge as such ) and, ultimately, the appearance of social reality in social interactions and communication acts. The article fixes the features of pedagogical concepts, determined by the use of various variants of constructivism as research programs. The author thesis is substantiated that social constructivism in pedagogy can be considered not only as a general learning strategy of knowledge production in students' independent activities, but also as a meaningfully developed methodological program of training and education, which determines the activity of a teacher too from a constructivist position.

International University Students in Thailand: Shifting from Universalistic Models to an Ethnicity Matters Approach

Historically, much of the research on acculturation and adjustment was conducted on migrant and refugee populations. The start of the twenty first century has seen a surprising surge in a new immigrant class, mobile students, their characteristics differing from the social, political and economic refugees of the twentieth century. This article provides an overview of the literature related to the salient features of acculturation, adaptation and adjustment models as applied to international university students and the stressors they most frequently encounter. It recommends that future research transitions from universalistic mode-based inquiry to more nuanced approaches which emphasize an individual’s characteristics from country of origin or perceived ethnic identity. A social constructivist position which emphasizes the historical and ethnic relationships among the visiting students and the host nationals is most beneficial to understanding the contemporary international student adjustment paradigm.

Concepciones sobre las prácticas evaluativas entre docentes de programas universitarios de enfermería

ResumenLa forma de comprender y llevar a cabo el proceso evaluativo está relacionada con la formación del docente y los lineamientos que sigue en su ejercicio profesional. Existen distintas posturas teóricas en torno a la concepción del proceso evaluativo, que van desde los enfoques clásicos de medición hasta las perspectivas pedagógicos modernas basadas en el constructivismo. En las carreras de Enfermería, al igual que en la mayoría de escuelas y facultades universitarias contemporáneas, se ha elegido como modelo la postura constructivista. Sin embargo, los docentes siguen aplicando los enfoques tradicionalistas que han practicado durante toda su carrera profesional. La presente investigación, que se enmarca en el modelo cualitativo, de naturaleza descriptiva e interpretativa, se propuso analizar las características principales: conceptos, enfoques, formas de planificación, instrumentos y metodologías que adoptan los docentes de enfermería durante el proceso de evaluación con el fin de establecer el grado de coherencia entre el enfoque pedagógico de la Universidad y los lineamientos evaluativos del programa. El análisis se realizó a través de la codificación teórica abierta, axial y selectiva, que permitió obtener como resultado un sistema de categorías referencial. La información se trianguló en dos planos. El primero, entre los propios sujetos, buscando comprender las tendencias del modelo evaluativo de las categorías propuestas, y el segundo, en contraste con el marco teórico y los referentes contextuales. Los resultados de la investigación develaron una tendencia hacia la evaluación conductista y tradicional respectivamente; los alumnos responsabilizan al docente de esta elección de modelo por cuanto se desempeña como actor principal en el proceso evaluativo.Palabras clave: concepciones de la evaluación, prácticas evaluativas, evaluación de los aprendizajes, instrumentos de evaluación Conceptions about evaluative practices among teachers of university nursing programsAbstractThe method to understand and carry out the evaluation process is related to teacher training and the guidelines followed in their professional practice. There are different theoretical positions around the concept of the evaluative process, ranging from classical measurement approaches to modern pedagogical perspectives based on constructivism. In Nursing careers, as in most contemporary schools and colleges, the constructivist position has been chosen as a model. However, teachers continue to apply the traditionalist approaches they have practiced throughout their professional careers. The present research, forms part of the qualitative model, of descriptive and interpretative nature, that proposed to analyze the main characteristics: concepts, approaches, forms of planning, instruments and methodologies adopted by nursing teachers during the evaluation process in order to establish the degree of coherence between the pedagogical approach of the University and the evaluation guidelines of the program. The analysis was carried out through open, axial and selective theoretical coding, which resulted in a referential category system. The information was triangulated in two planes. The first one, between the subjects themselves, seeking to understand the trends of the evaluative model of the proposed categories, and the second one, in contrast with the theoretical framework and contextual references. The results of the research revealed a trend towards behavioral and traditional evaluation respectively; the students hold the teacher responsible for this model choice as the teacher plays the main role in the evaluation process.Keywords: concepts of evaluation, evaluation practices, evaluation of learning, assessment instruments Conceitos sobre práticas avaliativas entre professores de programas universitários de enfermagemResumoA maneira de entender e levar a cabo o processo de avaliação está relacionada à formação de professores e às diretrizes que se seguem na prática profissional. Há posições teóricas diferentes ao redor do conceito do processo avaliativo, que vão desde a medição clássica abordagens para as abordagens pedagógicas modernas baseadas no construtivismo. Nas carreiras de enfermagem, como na maioria das escolas e faculdades contemporâneas, a posição construtivista foi escolhida como modelo. No entanto, os professores continuam a aplicar as abordagens tradicionalistas que praticaram ao longo de suas carreiras profissionais. Esta pesquisa, que é parte do modelo qualitativo, natureza descritiva e interpretativa, teve como objetivo analisar as principais características: conceitos, abordagens, formas de ferramentas de planejamento e metodologias que adotam professores de enfermagem durante o processo de avaliação, a fim para estabelecer o grau de coerência entre a abordagem pedagógica da Universidade e as diretrizes de avaliação do programa. A análise foi realizada através de codificação teórica aberta, axial e seletiva, que resultou em um sistema de categoria referencial. A informação foi triangular em dois planos. O primeiro, entre os próprios assuntos, buscando compreender as tendências do modelo de avaliação das categorias propostas e o segundo, em contraste com o referencial teórico e contextual. Os resultados da investigação revelaram uma tendência para avaliação comportamental e tradicional, respectivamente; Os alunos culpam o professor por essa escolha modelo, pois ele desempenha o papel principal no processo de avaliação.Palavras-chave: concepções de avaliação, práticas de avaliação, avaliação de aprendizagem, instrumentos de avaliação