Relevant bibliographies by topics / Gestalt therapy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Gestalt therapy'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Gestalt therapy"

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McLeod, Lee. "The Self in Gestalt Therapy Theory." British Gestalt Journal 2, no. 1 (January 1, 1993): 25–40. http://dx.doi.org/10.53667/tgam4862.

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"ABSTRACT The two fundamental elements of Gestalt theory - Gestalt's 'metapsychology' - are, first, the assertion that all human behaviour may be understood in terms of figure formation and destruction and, second, the identification of the self with those parts of the figure formation /destruction process involving contact. The Gestalt self, then, is contact. This concept of the self derives from Gestalt's existential refusal to countenance division between mind, body and world, and is, therefore, essential to Gestalt therapy's holistic and relational nature. This argument is based on an interpretation of Paul Goodman's second volume of Gestalt Therapy:Excitement andGrowth in the Human Personality (195 I), which Fritz Perls' later theory of the ""five layers of neurosis"" contradicts by implying a 'core' rather than a contact self. In one way or another, the Polsters, Lamer, Hycner, Friedman, Tobin, and Yontef all also undermine or distort 'self as contact' and, therefore, in some sense weaken Gestalt's holistic and relational stance, a stance essential to Gestalt therapy's continuing integrity. Key words: Self, contact, figure formation, Gestalt therapy, relational Gestalt, Goodman, Perls, Lamer, Yontef."
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Mackewn, Jenny. "Respectful Dialogues - Lynne Jacobs interviewed by Jenny Mackewn." British Gestalt Journal 9, no. 2 (December 1, 2000): 105–16. http://dx.doi.org/10.53667/zpej2757.

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"Editor's Note: The British Gesdt Journal is pIeased to publish the follawing intewiew with Lynne Jacobs, who kribes herself as a 'Gestalt analyst'. Lynne Jacobs teaches, writes, and studies both Gestalt therapy and psychoanalysis. Lynne, who acknowledges she 'loves living in both worlds' is co-founder, with Gary Yontef, of the Gestalt Therapy Institute of the Pacific and is also a training and supervising analyst at the Institure of Contemporary Psychoanalysis. In this interview, she describes, the development of her twin career, her passionate interest in 'relational themes', the lids with intersubjectivity and object relations theorists, and her interest in working to explore character structure. Redefining msference, and also the traditional GestaIt %interruptions to contact', she concludes the interview with acknowledging how important it can be to 'make mistakes'. We are grateful to Jenny Mackewn, for her perceptive questioning and for her framing of an outstanding interview with one of Gestalt's contemporary leading thinkers."
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Veras, Roberto Peres. "Ilumina-Ação: diálogos entre a Gestalt-terapia e o Zen-Budismo." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 14, no. 1 (2008): 135. http://dx.doi.org/10.18065/rag.2008v14n1.18.

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The main purpose of this study is to establish the relationship between Gestalt-therapy and Zen-Buddhism universes, based on a conceptual analysis for contributing to Gestalt-therapy theoretical development. Gestalt model has been adopted as investigation methodology using the creation and destruction figures (gestalten). Initially it was determined Perls as the start up reference or initial figure, due to his interest in Zen-Buddhism. The analysis of his collected works and auto-biography has defined his contact with Buddhism and, as consequence, its reverberation in Gestalt-therapy creation. Within Gestalt-therapy theoretical content, some concepts are related to Zen and others illustrate a close interaction, as the awareness flow/continuum awareness and meditation. Both Gestalt-therapy and Zen-Buddhism have been investigated on the human being conceptual analysis perspective, as well as “self”, ‘I’, ‘here and now’, temporality, addressing their similarities and differences. Situations captured from Gestalt-Therapy clinical practice, stories and Zen-Buddhism ‘mondos’ have contributed for the understanding of concepts presented in this study. This relationship establishment has allowed the identification of main articulation structures between Gestalt-therapy and Zen-Buddhism, pointing out the fundamental topics that differentiate their identities
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Parlett, Malcolm. "Gestalt Therapy: Principles, Prisms and Perspectives - Robert Resnick interviewed by Malcolm Parlett." British Gestalt Journal 4, no. 1 (June 1, 1995): 3–13. http://dx.doi.org/10.53667/dhzo5316.

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"Editor's note: Robert W. Resnick Ph.D. is a clinical psychologist, the senior trainer of the Gestalt Therapy Institute of Los Angeles, and a major figure in the world of GestaIt therapy. He has been described as 'the youngest of the Gestalt old timers', having trained for five years with Fritz Perls and James Simkin, who together 'personally certified' him and several others in 1969. Robert Resnick has been training psychotherapists internationally and giving Gestalt therapy lectures and training workshops in Europe for over twenty-five years. Currently, he is a co-chair of the Programme Committee of the AAGT First Annual international Gestalt therapy Conference to be held in New Orleans in October 1995, and is also on the editorial board of the new journal, Gestalt Review. His most recent publication 'Tempering Temper with Temprance', appears in the July 1993 issue of The Family Journal - Counseling and Therapy for Couples and Families. Robert Resnick writes that his 'clinical backgroud includes driving a New York City taxi cab.'"
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Barber, Paul. "The Present Isn’t What It Used to Be: A Gestalt Encounter with Joseph Zinker." British Gestalt Journal 10, no. 1 (July 1, 2001): 29–37. http://dx.doi.org/10.53667/wvao5434.

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"Interviewer's Note: Joseph Zinker trained with Fritz Perls and worked alongside Abraham Maslow. Besides being a leading exponent of Gestalt therapy, he is a bridge to its earliest roots. Joseph Zinker's seminal work Creative Process in Gestalt Therapy (Zhker, 19781, pmkayed an approach to Gestalt - which though clifiidly aware and gracefully therapeutic - was as much a celebration of life md an expression of being Interestingly, hs work c~iond the 'art and aesthetics of Gestalt' at a time when the 'science of Gestalt', social acceptability and accreditation were tending to preoccupy the Gestalt community. PhilosophicalZy, he emphasises Gestalt as a way of life, while looking to its transpersonal and transcendent qualities. His influence beyond the GestaEt community is eviden~ed in an earlier interview in the BGJ with Robin Skynner (Hemming, 1995)' a founding member of the Institute of Family Therapy and the Znstitute of Group Analysis, who cited how much he appreciated Joseph Zinker's clarity of approach and thinking around resistance (as portrayed in ln Search of Good Fom (Zinkes, 1994))."
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NASCIMENTO, Lázaro Castro Silva. "Gestalt-Musicoterapia: Ampliando o Campo." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 26, no. 1 (2020): 53–62. http://dx.doi.org/10.18065/rag.2020v26n1.5.

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Music Therapy is an autonomous and hybrid area arising from the relation between the knowledge and the practices of arts and health fields. Because of this hybridism, it bases some of its knowledge on other disciplines and other practices such as psychotherapies and, amongst them, Gestalt therapy. The research aims to investigate relations between Music therapy and Gestalt Therapy in order to reflect about a Gestalt Music Therapy. It is an exploratory research, developed as a systematic and unsystematic bibliographical survey, as well as with theoretical and political propositions. The literature shows that although there are works in this direction, the proposal of a Gestalt Music Therapy is still little explored, especially in Brazil, and it seems that there is still little opening for professionals Music therapists to seek specific training in Gestalt therapy.
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CIORNAI, SELMA. "Gestalt Therapy in Brazil." Gestalt Review 2, no. 2 (January 1, 1998): 108–18. http://dx.doi.org/10.2307/44390666.

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Abstract This article gives an overview of the Gestalt therapy movement in Brazil, highlighting its special features and characteristics, through comparison of the author's experiences with Gestalt therapy in Brazil and abroad. Attention to group process, the emphasis on the study of Gestalt therapy's philosophical and epistemological foundations, attention to the individual-environment field and sociocultural and economic factors, and community oriented mental health services, as well as the Brazilian style of contact and other cultural differences, are pointed out as a valuable intrinsic part of Gestalt therapy work in Brazil. Furthermore, considering the questionings and transformations that the Gestalt therapy community have had worldwide in the 1980s and 1990s, the author compares Gestalt therapy of yesterday and today, considering gains and losses, and envisioning the future of Gestalt therapy, reflects on some of the challenges she perceives as common to us all.
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Oaklander, Violet. "Gestalt play therapy." International Journal of Play Therapy 10, no. 2 (2001): 45–55. http://dx.doi.org/10.1037/h0089479.

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Schulz, Friedemann. "Gestalt couples therapy." British Gestalt Journal 27, no. 1 (May 1, 2018): 21–30. http://dx.doi.org/10.53667/ukna7012.

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"Abstract: Couples therapy is often described as a more active, or even as a more directive form of psychotherapy, and is frequently written about with a focus on technique. This paper argues that Gestalt therapists can work with couples dynamically while remaining collaborative and dialogic in their approach. Four foundational theoretical assumptions are discussed and subsequently connected to four aspects of their application to couples therapy. In particular, the Buberian dialogic method is offered as the heart of Gestalt couples therapy, and various clinical vignettes are presented to illustrate Gestalt work with couples. Keywords: couples therapy, relational Gestalt therapy, field perspective, field conditions, perspectivalism, dialogic method, experimental attitude, experience-near psychotherapy."
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Melnick, Joseph, and Sonia March Nevis. "Gestalt Family Therapy." British Gestalt Journal 8, no. 1 (June 1, 1999): 47–54. http://dx.doi.org/10.53667/uwnw8534.

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"Abstract: This article outlins a theory and methdology for conducting family therapy hrn a Gestalt therapy perspective. We view families through the lenses of field theory, the interactive cycle of experience and system theory. First, we fm on the creation, expression and management of intimacy as a fundamental task of all families. We then describe intimacy as being in large part, a reflechn of the ways in which the family organises itself around the issues of power (influence) and nurturing (support). Last, a case study is presented which demonstrates our approach. Key Words: Gestalt, family therapy, power, intimacy, nurturing."
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Dissertations / Theses on the topic "Gestalt therapy"

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Kincel, Adam. "Embodying collective Gestalts : an autophenomenography of culture, masculinity and sexuality in Gestalt Therapy." Thesis, University of Brighton, 2017. https://research.brighton.ac.uk/en/studentTheses/bcfb4d8c-0b65-4be9-b789-b984cdd91e17.

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Gestalt therapy has been concerned about social and political issues from its very beginning. Although Gestalt therapy theory considers the relationship between the person and their environment, that environment is often reduced in individual and group therapy to early development within clients’ family or relational one to one dynamics. Yet our personal embodied experiences are never separated from the social, political and material context. Grounded in contemporary materialistic philosophy this research study interweaves the social, the material, the professional and the personal. It describes and analyses the personal journey of becoming a Gestalt therapist in Poland and England, through analyses of masculinity, sexuality, relationality and culture. The autophenomenographic method employed enables the embodied personal experiences of the author to be studied as a gateway to the most significant personal, historical and societal events that enable its creation and maintain its shape. Although this study is predominantly based on an understanding of embodied experiences produced through autobiographical writing, other methods are used such as interviews with the researcher’s mother and sister, a reflective journal, drawings, a family diagram and photographs. Each of these methods was selected to enhance the awareness of the meeting points between the researcher’s body and different cultures. Embodiment is also central to the design and implementation of this study. It informs the data analysis, starting with phenomenological attention to embodied sensations that are considered dialogical and culturally embedded, and ending with the production of the research body that is personal and vulnerable yet informative. Furthermore, embodiment is at the centre of the ethics of this study, with detailed embodied attention guiding the researcher through ethical considerations to maintain the dignity and safety of each research participant. The focus on embodiment guarantees that every part of the research is produced in the emerging relationship between the researcher and the environment that includes the diversity of academic and gestalt cultures. This thesis advocates for a more collective understanding of embodied sensations emerging in the therapeutic context as collective gestalts. Special consideration is given to Gestalt therapy cultures where practitioners are encouraged to explore their collective gestalts and bring their own collective vulnerability to the consulting rooms. Collective gestalts can be explored in various context and large groups are discussed as an environment that provide suitable challenge for this exploration. A proposition is made to expose psychotherapists’ vulnerability to collective gestalts in support of the dialogue that can bring about social and political change through individual, group and large group therapy.
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Disque, J. Graham. "Gestalt Art Therapy for Children of All Ages." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2822.

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O'Regan, Patrick. "Positioning Gestalt Professional Education in the Changing Cultural Context: The Experiences of Providers." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/403242.

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Gestalt therapy is a form of psychotherapy founded in the early 1950s as an approach to enhancing the health of its clients within a supportive therapeutic relationship by enhancing their self-awareness, choice, and spontaneity. The provision of Gestalt professional education for Gestalt therapy practitioners is closely linked with the beginnings of Gestalt therapy. It mainly occurs in private training institutes. Gestalt professional education providers are under pressure to respond to the demands of a changing cultural context such as through the provision of credentials endorsed by national regulatory authorities. However, only limited empirical research has been conducted on that situation. The goal of this research project, then, was to explore the key understandings, dilemmas, experiences, and decisions of major players within Gestalt professional education institutes in relation to what they saw as the demands of the contemporary cultural context. Three research questions were formulated to address that goal: (1) What are the understandings and experiences of the directors, academic staff, and students of Gestalt professional education institutes regarding the issues arising in their institutes from the contemporary cultural context? (2) What are the understandings, choices, and directions informing their programs in response to those issues? and (3) How are the institutes responding to the issues? A qualitative multiple case study methodology was employed involving five institutes from Australia and New Zealand. Three sources of data were used to build each case: qualitative individual interviews; focus group discussions; and formal and informal documents. Participants were the institute directors, a selection of academic staff, and a selection of students. A peer-reviewed article has been published as part of the PhD project (O’Regan, Bagnall & Hodge, 2017). That article identified three common modes of Gestalt professional education in Australia and New Zealand. This study refined these modes as non- accredited, professionally accredited, and higher education. Following an interpretive and reflective analysis of the data, seven dimensions were constructed to articulate a cohesive response to the research questions: (1) philosophical integrity, as the extent to which the given mode was seen as either facilitating or inhibiting an institute’s ability to conform to the underlying philosophy of Gestalt therapy; (2) curricular quality, as the extent to which the mode was seen as influencing the rigour and quality of an institute’s curriculum; (3) institutional autonomy, as the extent to which the given mode was seen as either facilitating or inhibiting an institute’s ability to make decisions freely and without external restraints; (4) compliance costs, as the extent to which an institute was seen as being required to expend resources in order to join or stay within the given mode; (5) student access, as the extent to which the mode was seen as promoting a diverse student population within an institute; (6) institutional sustainability, as the extent to which the mode was seen as enhancing the ongoing financial security of an institute; and (7) graduate marketability, as the extent to which graduates from the given mode were seen as being attractive in their professional field. The study revealed that relevant stakeholders were faced with ambiguous and paradoxical demands in maintaining the integrity, rigour, and sustainability of their institutes. The major tensions centred on how institutes managed the threats to their sustainability while staying true to the philosophical underpinnings of Gestalt therapy. It was found that the mode of Gestalt professional education reflected how the institutes responded to the tensions inherent within each dimension. Each modal position presented advantages and disadvantages in managing those tensions. The study further highlighted the point that those within higher education risked their philosophical integrity by engaging in the performative and instrumental practices required by the regulators. Those institutes in the non-accredited mode (and to a lesser extent the professionally accredited mode), while complying with the existential and humanistic strivings of Gestalt, presented barriers for potential students from low socioeconomic backgrounds to join their institutes, aligned to the institutes’ user-pays model. The research makes a unique scholarly contribution to the field, both in its substantive findings and in the modal and dimensional frameworks developed in the study. The substantive findings are expected to inform providers of Gestalt professional education in their reflections and deliberations on their own experiences, the options that they face, and the choices that they make. The modal and dimensional frameworks may serve as a model for future research into the field. The issues identified and examined in this project may have interest and value also for those from cognate educational settings.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Loffredo, Ana Maria. "De cotovelos apoiados no para-peito da palavra: no cenário clinico, qual e o horizonte?" Universidade de São Paulo, 1992. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-03122018-150126/.

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Analisa as relações da gestalt terapia (gt) com a psicanálise, questão considerada central devido ao retorno de grande parte da gt contemporânea ao referencial psicanalítico. Articula as questões analisadas em torno da linguagem na gt e da proximidade entre o discurso poético e o produzido no processo terapêutico. Apresenta a relação entre os instrumentos metodológicos que caracterizam a gt com o procedimento fundado na interpretação, método constitutivo da doutrina e técnicas psicanalíticas. Verifica que a descristalização da neurose se da também, e necessariamente, pela fala; todo trabalho terapêutico e obrigatoriamente atravessado pelo verbal; a polaridade do discurso neurótico e o discurso poético, que pretende romper as regras e e tomado aqui, como modelo de referencia, limite para o qual tende o discurso neurótico, não importa se chega la. Coloca que o sentido do que seja interpretação, do ponto de vista analítico, e distorcido, no geral, na literatura gestáltica, tendendo-se a confundi-la com o procedimento de construção e, mesmo nesse caso, esse conceito não e compreendido corretamente. Entendendo poesia como uma operação alquímica pela qual os elementos recuperam sua natureza original, conclui que pode haver poesia no espaço terapêutico e que estar em estado de disponibilidade a emergência da experiencia poética e condição e razão de ser do trabalho terapêutico
This work concernes the relationships between Gestalt Therapy and Psychoanalysis, wich is one of the most important sources presented in the body of influences that originated its formation. Taking into account the return of great part of contemporary Gestalt Therapy to the psychoanalytic frame of reference, that relationship is posed as a central question. The integration field, presented here, is articulated around the question of language in Gestalt Therapy and the question of proximity between the poetic discourse, and the discourse produced in the therapeutic process. In order to better deal with this theme methodological instruments are presented. They characterize either the therapeutic action in the Gestalt Therapy as well as the methodological procedure wich constitute the psychoanalytic doctrine and technique
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White, Michael V. "Therapist operations that facilitate very good moments in Gestalt therapy sessions." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6630.

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Using a procedure that borrowed from both a quantitative and a qualitative research approach to psychotherapy, this study investigated audiotaped recordings of six sessions of Gestalt therapy conducted by five distinguished therapists. This in-depth, discovery-oriented research explored the interrelations between in-session client conditions, therapist operations and very good moments. In the first phase of the study, composite descriptions of six categories of very good moments were generated, based on the identification and the subsequent descriptions of 17 instances of very good moments made by a team of twelve judges. The six categories of very good moments were: From Neutral to Strong Feeling; Strong Expression Directly Toward Therapist; Extratherapy Behavior Change Intention; Acceptance of Problem-Self; State of General Well-Being; and New, Deeply Felt Personality Process-State. In the second phase of the investigation, judges identified explicit therapist operations and methods which, when carried out under identified client conditions or states, were judged as being instrumental in the subsequent occurrence of the given category of very good moments. The main finding was as follows: (a) The skilled and competent use of specific therapist operations, (b) with a client who is ready and willing to use the operations, and to move toward that very good moment, (c) appeared to result in the occurrence of that very good moment. For practitioners who value these categories of very good moments, the findings may be used as provisional suggestions for ways of facilitating the occurrence of these very good moments. For researchers, the findings are illustrative of continuing explorations into how psychotherapy works, into the relations between in-session client conditions or states, therapist operations, and consequent in-session very good moments. By means of careful, in-depth examination, researchers can learn what practitioners do to help bring about important and useful in-session client events.
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Maxey, Win. "Gestalt therapy approaches with aggressive children in a day care setting." Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45822.

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This research study was designed to evaluate whether or not Gestalt therapy approaches could be used effectively when intervening with aggressive acts in a day care setting. Five focus children were observed at timed intervals as to whether or not they were aggressive, how the caretaker intervened, and how the children responded to the caretaker intervention. After a baseline of aggressive acts was established, caretakers were trained to use Gestalt therapy intervention methods. Comparisons were made to establish whether there were fewer aggressive acts after Gestalt therapy intervention methods were used and if the children responded more positively to these intervention methods. This study suggests that Gestalt therapy intervention methods could be used in a day care setting to effectively deal with childrenâ s aggression.


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Zimmermann, Lawrence J. "Some implications and applications of gestalt therapy for use in pastoral counseling." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Gomes, Patrícia Wallerstein. "Gestalt-terapia herança em re-vista." Universidade Católica de Pernambuco, 2001. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=83.

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Este trabalho investiga e discute as possíveis razões que levaram a Gestalt-terapia a ter a imagem de uma abordagem frágil, sem consistência teórica e, portanto, mais fácil de ser exercida, vez que não exigiria do profissional uma capacitação teórica ou a necessidade de estudos mais aprofundados. A autora, definindo-se como herdeira desta abordagem, resgata sua origem e concepção, apontando a importância dos pais, Fritz e Laura Perls, considerando suas crenças, mitos e valores pessoais e a influência, direta ou indireta, destes nos seus legados. Tal busca, referendada e constituída junto ao contexto da época da criação da Gestalt-terapia, objetiva compreender o cenário social e cultural e suas respectivas exigências, com vistas a inserí-la e aos seus conceitos num panorama maior que lhes conceda sentido. A pesquisa contou com entrevistas de três gestalt- terapeutas brasileiros da atualidade, considerados também herdeiros, e, por esta referência, irmãos da autora. Seus depoimentos foram registrados, tendo-se o intuito de, com esse diálogo, observar a compreensão que têm da Gestalt-terapia enquanto corpo teórico, como também suas percepções sobre as possíveis causas para a mal-dição desta abordagem, qual seja sua carência de fundamentação teórica. O estudo aponta ser necessário à formação do gestalt- terapeuta um referencial teórico-prático que revele e considere as influências sofridas pela abordagem, e explicite os construtos e conceitos por ela utilizados. É ainda de fundamental importância que se faça a distinção do que é a Gestalt-terapia daquilo que se constitui como o jeito de ser do seu pai, Fritz Perls
This paper researches on the possible reasons which made the Gestalt-therapy show a fragile approach image, with no theoretical basis, and therefore easier to be dealt with since it wouldnt demand a deep knowledge from the professional Gestalt-therapist. The author, here defining herself as heiress to this approach, rescues the Gestalt-therapys origin and concepts pointing out to the importance of its founders, Fritz and Laura Perls . She considers their beliefs, myths and personal values as well as their direct or indirect influence on the Gestalt-therapys destiny. This study, wich focus on the Gestalt-therapy very beginning, aims to clearly understand the social-cultural aspect and its demands, with the purpose of analysing the Gestalt-therapy and its concepts in a much broader context that makes it meaningful. This research is made up of interviews with three current Brazilian Gestalttherapists, who are also considered heirs, hence this autors brothers. The main goal for interviewing those therapists was not only to analyse their individual comprehension about Gestalt-therapy itself as theory but also to have their own opinion about the possible causes for todays superficial approach of this therapy. This study highlits that a Gestalt-therapist needs theoretical and practical pillars that reveal and consider not only the influence undertaken by such a light Gestalttherapy approach but also that clarifies the concepts which this therapy makes use of. It is still paramount that one distinguishes between what Gestalt-therapy actually is from something that merely makes up its fathers (Fritz Perls) way of being
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Dolbec, Andre. "Towards a systematic methodology of planned intervention in the organised education/learning process." Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254025.

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Hinksman, Barrie L. J. "Is Gestalt therapy compatible with feminist theology? : a study of "practical-values"." Thesis, University of Birmingham, 2002. http://etheses.bham.ac.uk//id/eprint/320/.

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Interdisciplinary work is of the essence of pastoral theology, most obviously where theology and the human sciences interact. Such work carries with it a number of risks that are not always addressed or even recognised. The principal risk is that a facile attempt to forge links between disciplines may lead to serious distortions of the meanings of both. This thesis examines gestalt therapy and feminist theology as possible candidates for interdisciplinary work. By reading and interrogating the literature of both disciplines, it identifies their origins and analyses their core ideas. The thesis affirms disputed links between gestalt philosophy, psychology and the later therapy, and examines other contributors to the development of gestalt and its core ideas. It next examines the development and scope of feminist theology before analysing core ideas across the range of voices in feminist writing. From these core ideas it is possible to establish the values that writers and practitioners find important in their lives (practical-values). On this basis, it is shown that these two disciplines, despite differences of history and purpose, are compatible with each other and therefore suitable candidates for interdisciplinary work.
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Books on the topic "Gestalt therapy"

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Wheeler, Gordon, and Lena Axelsson. Gestalt therapy. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14527-000.

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1949-, Wheeler Gordon, American Psychological Association, and Governors State University. Communication Services, eds. Gestalt therapy. [Washington, D.C.]: American Psychological Association, 2004.

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Kolmannskog, Vikram, John Gillespie, and Ayhan Alman. Queering Gestalt Therapy. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003335344.

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Wollants, Georges. Gestalt therapy: Therapy of the situation. London: SAGE, 2012.

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B, Rosanes-Berrett Marilyn, Berrett Lynne Molella, and Gestalt Center for Psychotherapy and Training., eds. The New Gestalt therapy. New York (510 E. 89th St., New York 10128): Gestalt Center for Psychotherapy and Training, 1989.

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Ginger, Serge. Gestalt therapy: The art of contact. London: Karnac, 2007.

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Jacobs, Lynne, and Rich Hycner. Relational approaches in Gestalt therapy. New York: Routledge, Taylor & Francis Group, 2009.

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Fuhr, Reinhard. Gestalt-Ansatz: Grundkonzepte und -modelle aus neuer Perspektive. Köln: Edition Humanistische Psychologie, 1995.

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O'Leary, Eleanor. Gestalt therapy: Theory, practice and research. London: Chapman & Hall, 1992.

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O'Leary, Eleanor. Gestalt therapy: Theory, practice and research. Cheltenham: Stanley Thornes, 1998.

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Book chapters on the topic "Gestalt therapy"

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Truscott, Derek. "Gestalt therapy." In Psychotherapy theories and techniques: A reader., 187–94. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14295-021.

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Greenberg, Leslie S. "Gestalt therapy." In Encyclopedia of Psychology, Vol. 3., 489–90. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-229.

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Zhonggeng, Chen, and Zeng Qing. "Gestalt Therapy." In The ECPH Encyclopedia of Psychology, 1–3. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_579-1.

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Mann, Dave. "Gestalt Therapy." In Gestalt Therapy, 3–22. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003312888-2.

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Mann, Dave. "Gestalt Maps." In Gestalt Therapy, 23–49. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003312888-3.

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Ginger, Serge. "Gestalt-Pedagogy and Socio-Gestalt." In Gestalt Therapy, 39–45. Routledge, 2018. http://dx.doi.org/10.4324/9780429475283-5.

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Zahm, Stephen G., and Eva K. Gold. "Gestalt Therapy." In Encyclopedia of Psychotherapy, 863–72. Elsevier, 2002. http://dx.doi.org/10.1016/b0-12-343010-0/00105-7.

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"Gestalt Therapy." In Counseling Psychology, 129–44. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119137245.ch9.

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"Gestalt Therapy." In Encyclopedia of Child Behavior and Development, 701. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5141.

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Degeneffe, Charles Edmund, and Ruth Torkelson Lynch. "Gestalt Therapy." In Counseling Theories and Techniques for Rehabilitation and Mental Health Professionals. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826198686.0004.

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Conference papers on the topic "Gestalt therapy"

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Romadhon, Arif Fajar, and Sigit Sanyata. "Implementation of Gestalt Therapy in Counseling to Overcome Parental Divorce Trauma in Adolescents." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.037.

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Natasian, Yany Ludia, Nanda Setya Permadi, and Hamidah. "Gestalt Therapy: The Use of Language to Increase Self-Openness in Ex-Prostitute’s Children at Dolly Surabaya." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.144.

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Петрова, Е. "ON PSYCHOTHERAPEUTIC TREATMENT OF PHYSICAL TRAUMA CONSEQUENCES IN GESTALT APPROACH PERSPECTIVE. AUTHOR'S METHOD OF MICRO-MOTION REACTIONS RESTORATION (MRR)." In Антология российской психотерапии и психологии. Crossref, 2021. http://dx.doi.org/10.54775/ppl.2021.15.38.014.

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Физическая травма и лечение ее последствий в основном находится в сфере задач специалистов-медиков. Но вряд ли мы можем себе представить, что какое-либо физическое воздействие может привести только к телесному повреждению. Фактически, человек сталкивается с рядом психологических последствий, начиная ограничениями, вызванными болью, заканчивая тонкими изменениями в жизненной ситуации и отношениях. Таким образом, можно считать, что пациенты с последствиями физических травм могут успешно получать помощь и у психологов. В статье предлагается и описывается метод восстановления микродвигательных реакций (ВМР). Этот метод основан на принципе дифференциации микродвигательных реакций. В нашем подходе мы используем концепцию «незавершенных дел», происходящую из гештальт-терапии. Метод ВМР позволяет развивать различные разнонаправленные и противоречивые импульсы и реакции, которые были временно остановлены в эпизоде перенесенной физической травмы. Такой вид работы дает каждому незавершенному двигательному импульсу, рожденному во время травмы, полностью развиться. В результате восстанавливается вера в спонтанность движений и увеличивается резилентность пациента. Также в статье представлены три клинических случая, демонстрирующих возможности использования метода ВМР в психотерапевтической работе. Physical trauma and treatment of its consequences basically lies in the domain of medical specialists. But we would hardly imagine that some physical injury may result in bodily impairment only. As a matter of fact, one encounters with a number of psychological consequences from restriction caused by pain to subtle changes in life situation and relationships. Thus, we can consider that patients with physical trauma consequences may be also successfully treated by psychologists. Micro-motion reactions restoration method (MRR) is suggested and described in the article. This method is based on the principle of micro-motion reactions differentiation. In our approach we are using the concept of “unfinished tasks” which originates from Gestalt therapy. The MRR method enables development of various multidirectional and contradictory impulses and reactions that had been temporarily stalled in the episode of past physical trauma. That type of work permits each unfinished motion impulse born during trauma to develop completely. As a result, trust in spontaneity of movement is restored and one’s resilience grows. Also three clinical cases are presented in the article to demonstrate the possibilities of using the MRR method in psychotherapeutic work.
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Dunbar, Erin, David McCracken, Adam Nowlan, Kathryn Dusenbery, Claire Ferreira, Stuart Lee, M. Sean Peach, Robert Corns, and Clark Chen. "GESTALT (GammaTile Enhanced Stupp Alternative): Feasibility Study of Resection and GammaTile® Followed by Concomitant External Beam Radiation Therapy (EBRT)/Temozolomide (TMZ) and Adjuvant TMZ in Newly Diagnosed Glioblastoma (GBM) (P13-13.001)." In 2023 Annual Meeting Abstracts. Lippincott Williams & Wilkins, 2023. http://dx.doi.org/10.1212/wnl.0000000000204100.

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Pervak, V. E. "ТРАНСФОРМАЦИОННЫЙ ПУТЬ ОТ УДАЧИ К УСПЕХУ ЧЕРЕЗ ПСИХОЛОГИЧЕСКИЙ ИГРОТРЕНИНГ." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.46.22.001.

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Today the practice of play therapy is used increasingly in psychological activities. In addition, the specialist includes a transformational game (t-game) in the training form of work or individual counseling more often. The game practice involves the use of a t-game to immerse its participants in a streaming state easily, which allows them to comprehend quickly their internal experiences in a difficult or desirable situation. Game activity allows the participant of the process to actualize and understand his/her condition in the specific life circumstances quickly and to work out his problems at a deep unconscious level with the help of psychological tools and the host of the t-game. In the context of the game а person can more easily comprehend his/her limiting beliefs, resources of inner strength and go through necessary transformation. Psychological game training "From Luck to Success" created in 2019 is a t-game and author's methodology that helps the client to deal with the request and to get closer to the goal achieving. The scientific basis of the methodology was the stages of effective communications of M. Forverg; R. Dilts' pyramid of logical levels; positive psychology; exercises and practice from coaching, gestalt approach, mindfulness meditation, autogenic training. In three years, more than 150 transformational games of this training were held where more than 600 people took part. As a result of this work the following areas were identified to develop the request: Through the provided psychological technique you can consider a difficult life situation (relationships, marriage, health, work, money, etc.) and understand the way to solve it; reconsider your attitude to the problem and take responsibility for actions to change your life for the better; find new and non-standard ways to achieve your goals; see a difficult situation from the other side and change attitudes towards it; determine your internal resources and strength to achieve the desired thing; make a wish, a dream; see what blocks prevent to manifest it in the life and make an action plan to implement it. Gaming activity allows a person to achieve a state of mind harmony and go through their transformational path from luck to success. Сегодня практика игровой терапии все чаще применяется в психологической деятельности. И все чаще в тренинговую форму работы или индивидуальное консультирование специалист включает трансформационную игру (т-игру). Игропрактика предусматривает использование т-игры для легкого погружения ее участников в потоковое состояние, которое позволяет быстрее осмыслить свои внутренние переживания в сложной или желаемой ситуации. Игровая деятельность дает возможность участнику процесса актуализировать и понять свое состояние в конкретных жизненных обстоятельствах и, с помощью психологических инструментов и ведущего т-игры, проработать свои проблемы на глубинном бессознательном уровне. В условиях игры человек может легче осмыслить свои ограничивающие убеждения, ресурсы внутренней силы и пройти необходимую трансформацию. Психологический игротренинг «От Удачи к Успеху», созданный в 2019 году, является т-игрой и авторской методикой, помогающей клиенту разобраться с запросом, и приблизится к достижению цели. Научную основу методики составили известные и авторские концепции и техники: этапы эффективных коммуникаций М. Форверга; пирамида логических уровней Р. Дилтса; позитивная психология; упражнения и практика из коучинга, гештатльт-подхода, осознанных медитаций, аутогенной тренировки. За три года было проведено больше 150 трансформационных игр данного игротренинга, в которых приняли участие более 600 человек. Благодаря проделанной работе были выявлены следующие направления для проработки запроса. Через предоставленную психологическую методику можно: рассмотреть сложную жизненную ситуацию (отношения, замужество, здоровье, работу, деньги и т.д.) и понять путь для ее решения; пересмотреть своё отношение к проблеме и взять ответственность на себя за действия для изменения своей жизни к лучшему; найти новые и нестандартные пути достижения своих целей; увидеть сложную ситуацию с другой стороны и изменить отношения к ней; определить свои внутренние ресурсы и силы для достижения желаемого; загадать желание, мечту; посмотреть, какие блоки мешают проявиться этому в жизнь и составить план действий для реализации задуманного. Игровая деятельность позволяет человеку достичь душевное состояние гармонии и пройти свой трансформационный путь от удачи к успеху.
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Vickers, Paul, and Robert Höldrich. "Direct Segmented Sonification of Characteristic Features of the Data Domain." In ICAD 2019: The 25th International Conference on Auditory Display. Newcastle upon Tyne, United Kingdom: Department of Computer and Information Sciences, Northumbria University, 2019. http://dx.doi.org/10.21785/icad2019.043.

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Like audification, auditory graphs maintain the temporal relationships of data while using parameter mappings to represent the ordinate values. Such direct approaches have the advantage of presenting the data stream ‘as is’ without the imposed interpretations or accentuation of particular features found in indirect approaches. However, datasets can often be subdivided into short non-overlapping variable length segments that each encapsulate a discrete unit of domain-specific significant information and current direct approaches cannot represent these. We present Direct Segmented Sonification (DSSon) for highlighting the segments’ data distributions as individual sonic events. Using domain knowledge DSSon presents segments as discrete auditory gestalts while retaining the overall temporal regime and relationships of the dataset. The method’s structural decoupling from the sound stream’s formation means playback speed is independent of the individual sonic event durations, thereby offering highly flexible time compression/stretching to allow zooming into or out of the data. DSSon displays high directness, letting the data ‘speak’ for themselves.
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Kebbekus, Robert. "Metacompetence as an educational goal of future-oriented higher education." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005397.

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Societies have faced steadily growing challenges in recent decades. Global climate change, demographic shifts and geopolitical conflicts are constantly creating new framework conditions for companies and organisations that need to be mastered (Faix et al, 2021). In order to be able to operate successfully in the long term, companies and organisations need specialists with meta-skills to recognise, initiate and success-fully implement the necessary transformation processes in social systems (Bergmann, 2016). Furthermore, the social impact means that students are increasingly demand-ing their right to social participation and far-reaching co-determination (Bäuerle et al., 2021). The research question is therefore: "What content and with what methods should students learn in order to be able to solve future problems and challenges in social systems?". An educational project at the University of Siegen serves as a case study to identify didactic methods and learning content that support such skills devel-opment among students in the social sciences. This would enable universities to meet the growing demand for specialists on the one hand and the desire for individual free-dom and social participation among students on the other.Methodologically, this work is based on three theories: the capability approach, social systems theory and learning theory. Amartya Sen and Martha Nussbaum postulate within the framework of the capability approach that a lack of individual freedom or choice reduces the resulting opportunities for realisation and prevents learning and thus also competence development (Nussbaum, 2012). When working with social systems, the psychological perspective of systems theory in the form of systemic therapy in counselling people and organisations represents a central link between or-ganisations with their actors and an external influence (Simon, 2014). Thirdly, learning research has constantly produced new explanatory models for the process of learning with regard to the development of skills and competences. Competence develops from learning as maturation with the aim of developing an individual problem-solving ability beyond the knowledge learnt (Bergmann, 2006).There is currently a lack of knowledge about how the development of competences to accompany change processes of social systems can be implemented in university education formats and thus forms a research gap (Löw-Beer, 2023).REFERENCESBergmann, G., Daub, J. (2006). Systemisches Innovations- und Kompetenzmanagement, Grundlagen-Prozesse-Perspektiven, Wiesbaden: Gabler Verlag. Bäuerle, L., Hantke, H., Schröder, L., Urban J. (2021). Wirtschaft neu Lernen – eine Einleitung in: Urban J., Schröder, L., Hantke, H, Bäuerle L. (Eds): Wirtschaft neu Lernen – Erfahrungen aus der pluralen, sozioökonomischen Hochschulbildung, Wiesbaden: Springer Verlag.Faix, W., Kisgen, S., Schwinn, A., Windisch, L. (2021). Führung, Persönlichkeit und Bildung. Mit Führungskraft die Zukunft erfolgreich und nachhaltig gestalten. Wiesbaden: Springer Gabler. Löw-Beer, David (2023). Ökonomische Bildung für nachhaltige Entwicklung – Erkennt-nisse und Forschungsperspektiven. In: Birke, F., Kaiser, T., Oberrauch, L. Remmele, B. (Eds.). Ökonomische Bildung als Allgemeinbildung. Wiesbaden: Springer VS.Simon, F., B. (2014). Einführung in die (System-)Theorie der Beratung. Heidelberg: Carl- Auer Verlag.
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