Rozprawy doktorskie na temat „Writing therapy”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Writing therapy.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Writing therapy”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
Vermooten, Elizabeth. "Fiction writing as symbolic constructivist inquiry in ego state therapy". Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11262008-125922.
Pełny tekst źródła
2
Bennion, Karla Esplin. "Client Writing in Individual Therapy: A Review of the Literature". DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/5600.
Pełny tekst źródłaStreszczenie:
Client writing has been used in association with individual therapy for many years, but published research on its effectiveness is sparse. Such research could provide a potential tool for therapists, as well as expand scientific knowledge. This review includes all available reports on the topic of client writing in individual therapy. The studies fall into three general categories: the systematic, "experimental" studies; the anecdotal reports; and the didactic reports. All studies considered show some benefit from the use of client writing in therapy. Writing appears to be beneficial whether initiated by the client or directed by the therapist; beneficial to adolescents and adults of all ages; beneficial to hospitalized patients, clients in individual therapy, and to students in school counseling; beneficial with different forms of writing; beneficial with different types of therapy; and beneficial whether writing is the main focus of therapy or only an adjunctive process. However, the conclusion that client writing is beneficial is largely based on anecdotal reports from therapists who have accidentally stumbled on it. Much more systematic research is needed, beginning with a survey to determine how extensive is its use. Specific recommendations for research are made.
3
Guastella, Adam, i n/a. "Trauma Writing Tasks: An Examination of the Process of Change Indicated by Cognitive-Behavioural Models of Trauma". Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.130108.
Pełny tekst źródłaStreszczenie:
Past research indicates a causal relationship between emotional writing and health benefits (Smyth, 1998). At present, little is known about the mechanisms underlying change or if the emotional writing paradigm may be applied to a clinical setting. This present study reviewed current models of trauma and hypothesised three mechanisms of change leading to future health benefits: exposure, devaluation, and benefit-finding. Instructions for the standard writing paradigm were manipulated to isolate and increase engagement with each of these processes. It was hypothesised that if any one of these processes were to underlie health benefits, participants assigned to that condition would obtain more benefit than standard writing participants. Individual differences were also hypothesised to interact with each process to amplify or detract from their influence in leading to future benefit. A total of 201 university students were recruited from Griffith University. Participants were assigned to one of five writing conditions: Control, Standard, Exposure, Devaluation, and Benefit-Finding. Sessions were conducted once a week for three weeks. Physiological and self-report measures were taken before, during and after writing sessions. Follow-up assessments of psychological and physical health were taken at 2 and 6-months post-writing. Essay content analysis suggested that participants wrote in the instructed manner. Participants assigned to each of the groups experienced expected amounts of distress and affect changes. Overall, results failed to replicate the beneficial health effects for the standard emotional writing paradigm. There were no significant physical or psychological benefits for the standard trauma-writing participants in comparison to control. However, a trend in the appropriate direction was noted for illness visits at 6-months. Furthermore, in support of Greenberg and Stone's (1992) findings, standard writing participants who disclosed more severe and personal experiences evidenced significant illness visit reductions in comparison to control. Comparisons between standard and experimental trauma writing groups failed to support hypotheses that any one mechanism was responsible for physical health benefits. Examination of psychological self-report measures indicated exposure participants experienced the greatest reduction on the Impact of Events Scale at two months. However, these participants experienced greater reduction of positive affect and growth for the experience. They also became more anxious, depressed, and stressed at six-months follow-up. Process variables were examined within the exposure condition to explain these findings. Habituation was found to be strongly associated with the alternate outcomes. Individual differences. Including alexithymia, absorption, and negative affect, were also related to outcome. Benefit-finding participants experienced the greatest increase on a measure of post-traumatic growth at two-months and positive affect for the experience, but the finding was significant only in comparison to exposure and devaluation groups. The results of this study failed to identify the process of change, but suggest specific areas for future research. The findings demonstrate the importance of comprehensive health research to avoid blanket statements that suggest a paradigm either does or does not lead to health benefits. The results also support the manipulation of the writing paradigm to examine the role of emotion processing in trauma and health research.
4
Guastella, Adam. "Trauma Writing Tasks: An Examination of the Process of Change Indicated by Cognitive-Behavioural Models of Trauma". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365669.
Pełny tekst źródłaStreszczenie:
Past research indicates a causal relationship between emotional writing and health benefits (Smyth, 1998). At present, little is known about the mechanisms underlying change or if the emotional writing paradigm may be applied to a clinical setting. This present study reviewed current models of trauma and hypothesised three mechanisms of change leading to future health benefits: exposure, devaluation, and benefit-finding. Instructions for the standard writing paradigm were manipulated to isolate and increase engagement with each of these processes. It was hypothesised that if any one of these processes were to underlie health benefits, participants assigned to that condition would obtain more benefit than standard writing participants. Individual differences were also hypothesised to interact with each process to amplify or detract from their influence in leading to future benefit. A total of 201 university students were recruited from Griffith University. Participants were assigned to one of five writing conditions: Control, Standard, Exposure, Devaluation, and Benefit-Finding. Sessions were conducted once a week for three weeks. Physiological and self-report measures were taken before, during and after writing sessions. Follow-up assessments of psychological and physical health were taken at 2 and 6-months post-writing. Essay content analysis suggested that participants wrote in the instructed manner. Participants assigned to each of the groups experienced expected amounts of distress and affect changes. Overall, results failed to replicate the beneficial health effects for the standard emotional writing paradigm. There were no significant physical or psychological benefits for the standard trauma-writing participants in comparison to control. However, a trend in the appropriate direction was noted for illness visits at 6-months. Furthermore, in support of Greenberg and Stone's (1992) findings, standard writing participants who disclosed more severe and personal experiences evidenced significant illness visit reductions in comparison to control. Comparisons between standard and experimental trauma writing groups failed to support hypotheses that any one mechanism was responsible for physical health benefits. Examination of psychological self-report measures indicated exposure participants experienced the greatest reduction on the Impact of Events Scale at two months. However, these participants experienced greater reduction of positive affect and growth for the experience. They also became more anxious, depressed, and stressed at six-months follow-up. Process variables were examined within the exposure condition to explain these findings. Habituation was found to be strongly associated with the alternate outcomes. Individual differences. Including alexithymia, absorption, and negative affect, were also related to outcome. Benefit-finding participants experienced the greatest increase on a measure of post-traumatic growth at two-months and positive affect for the experience, but the finding was significant only in comparison to exposure and devaluation groups. The results of this study failed to identify the process of change, but suggest specific areas for future research. The findings demonstrate the importance of comprehensive health research to avoid blanket statements that suggest a paradigm either does or does not lead to health benefits. The results also support the manipulation of the writing paradigm to examine the role of emotion processing in trauma and health research.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Health)
Full Text
5
Greenstone, Harriet. "Mother writes : writing as therapy for mothers of children with special needs". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100613.
Pełny tekst źródłaStreszczenie:
This study integrates the research on the social construction of motherhood as it applies to mothers of children with special needs. More specifically, it, looks at how writings by these mothers can (a) help them cope with the emotional ramifications of having such a child, (b) contribute to the knowledge base of professionals who deal with and nurture not only children with special needs but also their mothers, and (c) constitute an effective qualitative research tool.The study focuses on the relationship between writing processes and products and the development of mothers' emotional states and emotional development, their self-image, self-confidence, role identity, and comfort. It investigates feelings of inadequacy, guilt, anger, and frustration, especially those engendered by good mother/bad mother social judgments, to which mothers of children with special needs are particularly vulnerable.
I came to this area of research organically---as a clinician, as a teacher, and as a mother of a child with special needs myself. Van Manan (1990) suggests there is no better way to understand a phenomenon than to live it. I realized I was uniquely positioned to understand, examine, and synthesize the therapeutic effects of mothers' writing, reading, and storytelling, and understand the social environment that fuels it. As a clinician and educator, I also recognized its value as a rich, yet relatively unexplored, source of knowledge.
In preparation for designing the study, I looked beyond peer-reviewed literature to popular literature, including diaries and autobiographies of mothers, to familiarize myself with their writings and the impact of such writings on the mothers' emotional adjustments, including their need for expression, support, and advocacy---for themselves and others.
The study describes the experiences of a writing group (eight participants) comprised of mothers of children with special needs. The group met weekly for ten weeks to examine and share their feelings and life stories through a series of written assignments. Common themes and individual responses to this experience were captured anecdotally throughout the sessions, as well as in pre- and post-group interviews.
Following a description of how the study evolved, coinciding with my personal shift from quantitative to qualitative researcher, I begin with a comprehensive review of mothering as a research area in literature, and a review of literature on the therapeutic effects of reading, writing and storytelling. I then discuss the methodology of this study with an emphasis on the literature on focus groups, memory work, narratives and writing, as well as qualitative research tools and techniques. The results of the study are presented descriptively using primarily a narrative approach, including a more detailed analysis of the experiences of four mothers who participated in the study.
All the mothers reported beneficial effects from their participation. They felt empowered by the experience and inspired to continue to use writing, not only for its individual therapeutic effect but also as a means to advocate and inform others. The connection between writing and advocacy was a recurrent theme that emerged from the study---a strong common desire to help others, and the recognition that writing was an effective means to accomplish the mothers' goal to have professionals understand them better, individually and as a whole, and to be more empathetic.
Other findings include the incongruence of thought between mothers and professionals, and the need to deepen our understanding of parent-professional interaction; and how much more impact the mothering debate has on mothers of children with special needs, particularly the stay-at-home versus working mothers' argument.
This study provides insight into the extensive thoughts and emotions experienced by these mothers, and furthers our understanding of themes like stages of mourning for the not-so-perfect child, and the inter-related processes of storytelling, reading, and writing. It also has implications in the field of memory work, looking at how these mothers recalled early events in the lives of their children and how they remembered their experience in the study, months after its conclusion. Finally, it discusses the implications of using therapeutic writing as a qualitative research tool.
The study concludes with suggestions for using writing to facilitate communication and understanding between parents and educators as well as between parents and other professionals, for their mutual benefit.
6
Crump, Ava M. "An Adolescent Journey: Expressive Letter Writing Through a Wilderness Adventure Therapy Program". DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2789.
Pełny tekst źródłaStreszczenie:
This qualitative phenomenological study explored the key themes of an adolescent journey during a wilderness adventure therapy program through expressive letter writing to their parents. Ten complete sets of letters (five boys and five girls) totaling over 400 pages were analyzed by four independent coders until saturation of themes were reached. There were five overarching themes that emerged from the data: impact of wilderness experiences, desires for improved relationships, apology and accountability, negative emotions, and positive growth and coping. These themes were presented in the chronological pattern that they appeared in the letters. The findings represent the adolescents’ experiences written in their own words. This research is the first of its kind and has implications for parents and adolescents who are considering this growing treatment modality of wilderness adventure therapy, and for professionals, especially family therapists, who can use the pattern in assessment and as an intervention tool in working with families.
7
Centeno, Maria A. "Factors Related to Early Writing Development". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367944599.
Pełny tekst źródła
8
Rosabal, Babette M. "Exploring Email Letter Writing To Augment Therapy Relationships With Clients Who Self-Injure". Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10185671.
Pełny tekst źródłaStreszczenie:
The use of social technologies continues to grow at a rapid pace. Such technologies free individuals to communicate with one another in a multitude of ways without the need to be face-to-face in the same room This study was designed to explore, based on a small sample of case studies, the usefulness of one way that social technology is employed today, collaborative email letter writing (CELW), when used in conjunction with live therapy sessions to counsel a self-injuring population. Currently, most email counseling consists of exchanging communications without live clinical intervention (Heinlein, Welfel, Richmond, & Rack, 2003). While self-injury behavior (SIB) is on the rise (Conterio & Lader, 1998; Zila & Kiselica, 2001), there is little evidence that shows that either traditional or systemic postmodern therapies are useful in treating SIB in adolescents or young adults. Alternative forms of communication, such as letter writing (Freedman & Combs, 1996; White, 1995; White & Epston, 1990), have proven to benefit a variety of clients who have a difficult time expressing emotions in live therapy sessions. However, research studies on CELW as an ongoing therapeutic technique with clients are extremely limited. To address this gap, I conducted a qualitative case study on a small sample of clients in which I explored how CELW could be used with certain clients. Considering the in-depth understanding of the therapeutic participant-observer, therapist CELW, client CELW, and the researcher's experience, I sought to establish the meanings of multiple perspectives for analysis of this underused therapeutic technique. I used a cross-case analysis of three individual cases to provide both an in-depth understanding of the similarities and differences across three case studies, and to understand how clinicians might incorporate this additional resource into their clinical practices.
9
Shetzer, Lucie. "Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1192341678.
Pełny tekst źródła
10
Thiel, Lindsey. "Applying therapies and technologies to the treatment of dysgraphia : combining neuropsychological techniques and compensatory devices to enhance use of writing via the internet". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/applying-therapies-and-technologies-to-the-treatment-of-dysgraphia-combining-neuropsychological-techniques-and-compensatory-devices-to-enhance-use-of-writing-via-the-internet(e794c4bb-22a9-43be-b4ce-077ba008b8bc).html.
Pełny tekst źródłaStreszczenie:
Effective writing rehabilitation for people with acquired dysgraphia following a stroke could lead to more opportunities to communicate, reduce isolation and improve quality of life. Previous research has suggested that both impairment-focused spelling therapies and assistive technologies can support writing rehabilitation, although the strength of the evidence is limited. The central aim of this PhD study was to investigate whether a combined approach to writing therapy, including impairment-based therapies and assistive technologies, could improve the email writing of participants with varying severity of acquired dysgraphia. An email writing assessment was developed for outcome measurement and data from 42 control participants were collated to determine the neuro-typical range of email writing performance on this task. A within-participants, multiple case design was used to evaluate the effects of two different approaches to therapy with participants with dysgraphia. In the first study, two impairment-based therapies (uni-modal and multi-modal) were compared with eight participants with dysgraphia and the effects of these on spelling accuracy of treated and untreated words were measured. The functional outcomes (email writing, written picture description, writing frequency and perception of disability) of these therapies were also investigated in a second study. The third study evaluated the effects of training eight participants with dysgraphia (six of whom had participated in the first two studies) to use an assistive writing technology for functional writing. There was a wide range of performance in neuro-typical participants on email writing, with both age and education emerging as determinants of performance. Within the clinical studies, there were no significant differences between uni-modal and multi-modal therapies with respect to spelling accuracy, but these lexical therapies led to significant improvements to accuracy of treated and untreated words, written picture description and word length within emails. Training and use of assistive writing software resulted in significant improvements in spelling accuracy and word length within emails. All participants with dysgraphia showed some responsiveness to intervention. Both impairment-based and compensatory approaches to writing rehabilitation were found to have benefit, although the effects varied across participants and outcome measures. This study has highlighted the need for further research into assessments and therapies for writing in aphasia, specifically focusing on candidacy for specific approaches to writing rehabilitation.
11
Cooper, Pauline. "The Use of Creative Writing as a Therapeutic Activity for Mental Health in Occupational Therapy". Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486992.
Pełny tekst źródłaStreszczenie:
This research project takes place in a National Health Service setting within one south east London /Kent borough. The study concentrates on the use of two different models of writing being used with Adult Mental Health Service Users in both community facilities and in-patient settings. The writing is used as part of the clients' therapy programmes or on-going post-treatment support plans. Tpe literature search showed that the field of writing is vast and complex and is usefully categorised by Celia Hunt and Fiona Sampson (1999) using the Three Strand definition. This model is used in organising the findings ofthis study to understand how writing can be utilised, by therapists and non-therapist facilitators, in a mental health setting. This qualitative study utilises a post positivist, subtle-realist paradigm using qualitative methodologies: action research and participant observation, undertaken by an occupational therapist. The purpose is to understand and clarify how writing works and may be utilised through recovery from illness and as a method of support and creativity to wellness in a therapeutic context. Central to the project is the difference in nature of the two models of writing used: Using Writing As Therapy (UWAT) and Creative Writing (CW), and the outcomes of each through the group process. Of major importance are the resulting data collected from written and spoken comments of group leaders and clients, regarding the benefits and concerns ofusing writing, in the journey partnership towards wellness and future aspirations. The results indicated that UWAT clients found particular benefits from belonging in a group where they could use their page to re-organise or play with memories and experiences. D.W. Winnicott's (1971) 'potential space' between inner thought and outer reality and Wilfrid Bion's (1962) notion of 'containment' provided a theoretical base for understanding these concepts. UWAT clients reported cognitive changes and an increase in self-knowledge through gaining distance from their stories through writing, though some were unable to utilise this knowledge to facilitate recovery. CW clients used writing to distance themselves from painful emotions by writing their feelings but not discussing emotive content together verbally. They experienced a less safe environment, deprivation of positive feedback and problems with 'writer' identity.· This project will be of interest to occupational therapists and other practitioners using writing with adult clients who suffer from mental health problems presenting with significant symptoms of depression.
12
Schlabach, Jessica L. "We're Free: The Impact of a Rap Writing Music Therapy Intervention on Self-Esteemof At-Risk Adolescents in a Public Middle School Setting". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1429108872.
Pełny tekst źródła
13
Roberts, Matthew Patrick. "Creativity and Illness: An anecdotal exploration of a writing practice; Coming Undone: A collection of poems & a thesis as an anecdotal exploration of a writing practice". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1775.
Pełny tekst źródłaStreszczenie:
This thesis combines both creative and critical writing in an exploration of creativity and illness. When I began my candidature, I started writing a novel but found with the diagnosis of chronic illness I could no longer write narrative and was irresistibly drawn to poetry.
The collection of poems was written during the period immediately following the diagnosis of, and during my subsequently living with, a chronic autoimmune illness, and is an expression of the lived experience of both being ill and being a writer. The poems have been separated into three chronological parts, each reflective of the emotional changes throughout the disease. That the poems do not focus solely on illness is in part to do with my inability to confront my condition, and in part a reflection that my illness, while influencing my creative practice, is not the same as my creative practice.
In the critical portion of the thesis the intersection of creativity and illness is further examined. It explains the themes of my abandoned novel and the subject of grief as seen through Freud’s early work ‘Mourning and Melancholia’, and how that came to be an aspect of my new lived experience as a writer with a chronic illness. It then engages with Jacques Derrida’s theory of différance and discusses how this theory speaks to my switch from prose to poetry. The exegesis explores the nature of writing while ill, and of writing being separate from, as much as informed by, illness. Through an exploration of the work of a number of writers who have recorded their own illness (such as Donald Hall, Siri Hustvedt), or recorded the illness of those close to them (David Rieff, Simone de Beauvoir), the exegetical essay attempts to draw writing into a meaningful interaction with illness. Arthur Frank, Louise DeSalvo, Gregory Orr and others cast writing as a tool for healing; while this may have wider merit, I look at the implications in regards to my own circumstances. Underlying most of the topics explored are some key aspects of the personal versus the universal evident in Terry Eagleton’s How to Read a Poem. The coda looks at how, in a final twist, my illness seems to have been misdiagnosed and so, in many ways, I experienced it metaphorically. This is explored in response to Susan Sontag’s ideas, initially expressed in Illness as Metaphor (2002), regarding illness as a literal experience that becomes complicated by metaphorical language. The coda discusses how my illness seems to have dissipated and what that revision may mean for a discussion of illness and creativity.
14
Tromp, Shannon Noelle 1971. "Use of self-guided writing therapy as an intervention for trauma: A sample of incarcerated women". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282379.
Pełny tekst źródłaStreszczenie:
A growing body of scientific literature suggests that when individuals are asked to write about personally upsetting experiences, significant improvements in physical health are found. However, some attempts to replicate these findings and establish causal relationships between disclosure and health have yielded inconsistent results. Thus, in an effort to implement a narrative therapy utilizing a less typical sample, Pennebaker's self-guided writing therapy was utilized as an intervention for incarcerated women who had experienced traumatic events. Volunteer participants were randomly assigned to either the traumatic (experimental) or trivial topic (control) writing group, and were asked to write on these topics daily for four days. Objective medical utilization data was collected for the 12 weeks pre-intervention through 12 weeks post-intervention, and was supplemented by participant self-report measures. Institutional misconduct data was also collected for this period. No decreases in medical utilization or institutional misconduct were found. However, a significant increase in mental health utilization was demonstrated by the treatment group following the intervention. Implications of these findings and suggestions for future research in this area are discussed.
15
Atha-Weldon, Cindy Shira Simcha. "Thought team use of a perspective-taking strategy to enhance personal problem solving while thinking, writing, or mapping /". Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-05092006-161318/unrestricted/atha-weldon.pdf.
Pełny tekst źródła
16
Vedeler, Anne Hedvig Helmer. "Dialogical practices : diving into the poetic movement exploring 'supervision' and 'therapy'". Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/223011.
Pełny tekst źródłaStreszczenie:
This thesis explores a dialogical approach – in relation to supervision, therapy and research. I have as supervisor inquired into my relationship with groups of supervisees who were training to become family therapists or systemic practitioners. Through my doctoral portfolio, I speak from within my practice and I show in some detail the micro processes in relational encounters which help dialogue to evolve. I also address grand narratives about what it means to be a human being, and show how perceiving a human being as dialogical has extensive and governing consequences for how we think about a person’s movements in the world, how we think about them as person, in relation to other people, and how we understand problems, and approach problem solving. My research has been a doing, an experiencing and a creation of knowing in a reflexive flow. My research philosophy, mode of approaching my practice as therapist and supervisor (and as a person in the world) has reflexively been created through my being in practice. I show how an embodied belief in fluidity and complexity, enables me as supervisor to contribute to a space in the context of supervision which welcomes the freedom of a kind of orientation which is open towards situated, emerging, novel and provisional understanding. By attending to here-and-now interactions, becoming answerable in the moment and by embracing intuition, ambiguity and relational compassion, we have been able to welcome risk-taking and improvisation. This mode of dialogical supervision demonstrates a willingness to spontaneously dive into the uniqueness of every new encounter and every new movement. I see this as the poetics of the dialogical meeting. I have experienced how this space has opened up quite unexpected aspects of the supervisees’ experiences and has served as an incitement for them to question different aspects of their relationship to life. This has reflexively created a certain spirit and atmosphere that has invited us all to be bolder in our sharing and exploration of our lives, practice and our ideas. This thesis makes a contribution concerning: how we can be with people in ways that opens up more understanding and creates a sense of belonging and liberation; challenging and transgressively exploring discursive boundaries which attempt to define and fix what research is, what therapy is, what supervision is, and welcomes the infinity of opportunities and possibilities life may offer us. Thus I suggest that it may become significant for the profession to review the usefulness and legitimacy of distinct categorization between therapy and supervision. Through my choice of genre I offer the reader a possibility to respond emotionally as well as intellectually to my writing. I believe the way I have chosen to re-present my research through a mix of genre and evocative texts not ‘frozen’ findings, permits and anticipates novel ways of going on in relation to research in a manner that I don’t believe have been described in this way before within the community of family therapy and systemic practice.
17
Richards, Stephanie A. "Measurement and Features of Persuasive Writing in Undergraduate Students with and without Written Language Disorders". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371130329.
Pełny tekst źródła
18
Weill, Christine Pieno. "An Investigation into the Manifestations of the Core Deficits of Autism Spectrum Disorders in the Writing Process of Individuals with this Disorder". Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002407.
Pełny tekst źródłaStreszczenie:
This research study investigates the manifestations of the core deficits of autism spectrum disorder (ASD) in the writing process of three school-aged individuals diagnosed with this disorder. A qualitative research design was employed in order uncover the effects of the core deficits on the social interactions surrounding a constructivist approach to writing development. The ethnographic methods used during this investigation allowed the identification behavioral strategies employed as a result of the core deficits of ASD as they occurred during the authentic context of interest. The results of this study suggest underlying cognitive deficits described as an inaccurate locus of joint attention, rigid and restrictive conceptualizations of the writing process, and non-social use of the writing process. These underlying cognitive capacities decrease the ability of the individual with ASD to engage in the writing process in conventionally appropriate and effective manners. In response to a social constructivist approach to the writing process, the manifestations of the core deficits changed in each of the three participants followed in this study to include the establishment of joint action routines, integrated conceptualizations of the writing process, and the emergent use of writing for social purposes. The results of this research investigation support the theoretical standing of pragmatics as an emergent epiphenomenon (Perkins, 2005). For the three participants in this investigation, the social use of both the writing process and of written language emerged as other core capacities in social interaction and rigid conceptualizations responded to the social constructivist approaches employed in this study. As the writing process and written language became part of the social interactions of these IASD, the communicative functions of writing became apparent as a way to share their interests and experiences with others.
19
Brooks, Roslyn. "Therapeutic Narrative Illness Writing and the Quest for Healing". University of Sydney. English, 2004. http://hdl.handle.net/2123/663.
Pełny tekst źródłaStreszczenie:
This thesis examines how narratives of illness become therapeutic narratives. The method is to engage closely with (mainly Australian) texts � literary accounts of illness � in order to identify key elements that effect a healing function (healing is distinguished from cure). Textual analysis is placed in the frame of medical information about the relevant conditions, and theoretical perspectives that provide a cultural and historical setting for illness writing. Bio-medical discourse foregrounds the clinical process of diagnosis, investigation and treatment and relegates the personal meanings of illness to secondary place. The thesis explores ways in which the patient�s account provides an alternative discourse that supplements � and at times challenges � the medical discourse. Illness foregrounds the body, and illness narratives confront the reality of embodied experience. Illness that is chronic or incurable, ageing, physical and mental decline, and the inescapable prospect of death confront the patient with the need to find meaning in experience. Narratives of illness may serve as ventilation, diversion or escape for the patient. They may provide practical help, information and consolation to family and carers, and others who suffer with the condition. These are valuable functions, but I argue that illness writing may embody more powerful therapeutic elements that transform and give meaning to the illness as part of the individual�s life story. Key therapeutic functions identified are perversity, empowerment and transformation. Healing can begin with the empowerment of telling one�s story. Illness stories may challenge the stigma and the subordination associated with disease. They can affirm a sense of belonging and community where illness intersects with other forms of marginalization. Powerful illness narratives are often characterised by perversity, overturning the assumptions of dominant cultural discourses � including those that place authority with the medical practitioner and demand acquiescence from the patient. The most powerful therapeutic narratives transform the story of illness into a new story.
20
Pienaar, Sherri. "Verbal processing in music therapy with sheltered adolescent boys : a case study". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/37392.
Pełny tekst źródłaStreszczenie:
This qualitative research study explored how verbal processing occurred in music therapy work
with adolescent boys living in a shelter in Pretoria. The study examined both how the adolescent
boys and the therapist engaged in verbal processing. Three audio excerpts derived from the
music therapy sessions were analysed through a process of content analysis. The data was
coded, categorised and organised into themes. Results indicated that verbal processing was
interrelated between the therapist and the adolescent boys, both making use of various
techniques of verbal processing. This proved to be invaluable with the verbal processing
facilitating the therapeutic process as the boys were afforded with a safe space where any
ideas, feelings, thoughts, hopes and dreams could be expressed and shared with each other,
and the therapist was able to gain greater insight into the boys’ more intimate world.
I am unaware of any published literature of music therapy with adolescent boys living in a
shelter, as music therapy is in its early stages in South Africa, especially with this specific client
group. The majority of music therapy literature however, not surprisingly, focuses on musical
exchanges during sessions. I would therefore like to explore how verbal processing was used in
the music therapy process, after music listening and during song writing, with adolescent boys
living in a shelter. This is in order to facilitate a greater understanding and openness towards the
possibilities of including clinically informed verbal processing as part of music therapy work with
this population group.Dissertation (MMus)--University of Pretoria, 2010.
gm2014
Music
Unrestricted
21
Tomczyk, Daniel A. "An exercise in story repair: A guided written disclosure protocol for fostering narrative completeness of traumatic memories". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6043/.
Pełny tekst źródłaStreszczenie:
The present study sought to build on the large body of past research into written disclosure of traumatic memories. This research has consistently found that participants who write about their traumatic experiences realize long-term physiological and psychological health benefits. More recently, it has been found that those participants who realize the most benefits are those who progressively include more elements of a good narrative, or story, in their writing about a traumatic experience over several sessions. Therefore, research has begun to examine the role of language and the structure of language in the health benefits gained from written disclosure of traumatic memories. A guided written disclosure protocol was designed for the present study, which sought to aid participants in supplying an increasing amount of narrative structure to their written disclosures of a single traumatic experience. Participants (N = 30) completed several measures of psychological and physiological health prior to and one month after completing the guided written disclosure protocol. Analyses revealed that participants who completed all four writing sessions showed statistically significant reductions in symptoms of general psychological distress, obsessive-compulsive symptoms, and intrusive and avoidant symptoms related to the traumatic experience. No significant self-reported physiological health benefits were found. The clinical and research implications of these findings are discussed.
22
Dennick, Laura. "Borderline Personality Disorder : reviewing the experiences of providing therapy for BPD, and writing online blogs about living with BPD". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6188/.
Pełny tekst źródłaStreszczenie:
The thesis consists of two volumes: Volume I This volume comprises three chapters. The first chapter is a literature review exploring the impact of working with clients diagnosed with BPD on therapists. The second chapter is the empirical paper, exploring writing online, specifically relating to people who blog about their mental health. The third chapter is the public domain briefing. Volume II Five Clinical Practice Reports (CPRs) are presented in this volume. The first report focuses on ‘Psychological Models’, formulating the experiences of Rose from both a Cognitive Behavioural, and a Systemic, perspective. The second report details a small scale service evaluation assessing how four Community Mental Health Teams (CMHTs) meet the needs of local black and ethnic minority (BME) populations. The third report details the case study of Rita, a 78 year old client detained under section 3 of the Mental Health Act. The report focuses on the assessment, formulation, and intervention regarding physical aggression (‘behaviour that challenges others’). The fourth report outlines the case of Alexa and her son, Callum, attending a child and adolescent mental health service (CAMHS) for support with tics. The intervention is evaluated as a single case experimental design. The fifth report is an abstract for a verbal case study presentation. The abstract introduces Anna, a 71 year old lady referred for psychoanalytic psychotherapy for support with past trauma. *All names and identifying features have been changed to maintain confidentiality.
23
Peeler, Susanne. "An exploration of the impact of PTSD following childbirth and the suitability of writing therapy as a therapeutic tool". Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3463.
Pełny tekst źródłaStreszczenie:
Background: Postnatal PTSD affects between 1 and 6% of women, whereas 30% are partially symptomatic. The mental health of new mothers is of public health concern as it could affect the marital relationship and the behavioural and emotional health of children. Little research has explored emotional regulation difficulties as predictors for postnatal PTSD. Treatments such as Cognitive Behavioural Therapy (CBT) have long waiting list times and may be hard to access for new mothers. Aim: The relationship between key predictors especially those associated with emotional regulation and PTSD in postnatal women was investigated. The feasibility of using internet based writing therapy for women with postnatal PTSD was assessed. Exploration of women's views about writing therapy as a therapeutic tool and their lived experience of PTSD was undertaken. Methods: Two literature reviews were conducted; firstly to identify the types of therapy previously used for women with postnatal PTSD, secondly to identify necessary conditions for effective writing therapy. The quantitative phase used measures for key predictors of PTSD and incorporated a feasibility study for a writing intervention. Regression analysis for a variety of predictors and PTSD and general and psychological health was conducted on data from 211 women. In the qualitative phase narrative analysis was used on interview transcripts from seven non-writers exploring access to writing and their experience of PTSD. An in depth case study was conducted on a woman who participated in the intervention and who was interviewed. Findings: The quantitative phase showed that planning the pregnancy; whether the baby slept or fed as expected; maternal confidence; past trauma; attachment patterns; self-efficacy; social support and partner support correlated with PTSD. However, the pain component of the birth experience mediated the effect of affects and alexithymia on general and psychological health. Most women did not access writing therapy. The qualitative phase showed that complicating factors and relationships with staff and mothers affect women's experience of PTSD and their view of themselves. Social media was used by women for support. Conclusion: Emotion regulation difficulties could impact postnatal mental health. Antenatal screening for alexithymia may be useful. Women value good relationships with staff during labour. The role of social media for postnatal mental health support should be investigated.
24
Maxwell, Jamie M. "An Investigation of How School Age Children with Autism Spectrum Disorders Use Writing as a Socio-Cultural Tool in the Context of a Meaning Based Literacy Environment". Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002469.
Pełny tekst źródłaStreszczenie:
This dissertation, employing a social constructivist orientation, investigated the socialization behaviors employed by school age children with Autism Spectrum Disorders (ASD) in the context of meaning-based writing activities. A qualitative investigation, this study used ethnographic methods to describe and interpret the social behaviors of the individual participants throughout the writing events. Data in the form of audio and video recordings, participant observations, artifacts, and parent interviews for three participants with ASD were collected over the course of one academic semester during group social, literacy-based intervention. The manifestations of socialization evidenced during micro analysis of a primary data set were described in detail and triangulated via multiple secondary data sources. Findings demonstrate that all three participants oriented uniquely to socialization within the writing events.
Though the participants all evidenced unique manifestations of socialization, their behaviors could be conceptualized into broad patterns. Results of this study describe five patterns of the manifestations of socialization across all three participants; these included employment of social compensatory strategies, conceptualization of shared writing process as a social interaction, social monitoring behaviors, conceptualization of writing as something to be shared, and using writing as an opportunity to socialize/affiliate. Three additional patterns noted include participants being more successful with clinicians than peers, clinician mediation of peer-peer interactions, and breakdowns in coherence.
Clinical research implications drawn from the results include the importance of a strengths-based, contextualized approach to assessment and intervention and the value of the peer group, and the unique opportunities meaning-based writing intervention s can provide for addressing socialization. Research implications address the notion of social impairment as a distinct category of impairment as problematic.
25
Maris, Jennifer H. E. "The experience and significance of sharing creative writing associated with times of personal difficulty". Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12494/.
Pełny tekst źródłaStreszczenie:
There is limited research concerning the sharing of writing associated with times of personal difficulty. This study aimed to explore the experience and significance of this process with a focus on the interpersonal factors involved and how the potential benefits could be conceptualised. Eight participants were recruited through purposive sampling and interviewed regarding their experiences. Interpretative Phenomenological Analysis was used to analyse the transcripts. Four superordinate themes of ‘Putting the self into the world’; ‘Taking ownership of the process’; ‘Making connections with others’; and ‘Moving beyond surviving to thriving’ were interpreted from the data. Interpersonal factors were of great significance and were discussed in connection with a range of theorists including those from fields of psychoanalysis, phenomenology and humanism. The overall findings were conceptualised through identified links with Ryff’s (1989) multidimensional model of well-being. The findings suggest that the sharing of creative writing associated with times of personal difficulty may be a valuable activity in promoting well-being in both clinical and non-clinical populations. It may be particularly helpful for people who have experienced, or are at risk of social isolation given the experiences that first led the participants to creative writing, and the centrality of ‘connection within others’ within their accounts.
26
Axelsson, Katarina. "Uppföljning av nationell interaktiv webbplats - en mötesplats för barn till föräldrar med psykisk sjukdom". Thesis, Örebro University, Department of Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1418.
Pełny tekst źródłaStreszczenie:
En nationell interaktiv webbplats- www.kuling.nu arbetades 2003 fram på Psykosvårdens utrednings-och behandlingsenhet, Karlakliniken. Webbplatsen riktar sig till barn och ungdomar som har en förälder med psykisk sjukdom och är en del av det anhörigstöd som erbjuds på enheten. Denna studie görs som en uppföljning av kuling.nu där syftet är att beskriva den interaktiva webbplatsen kuling.nu med avseende på innehållet i besökarnas inlägg på diskussionsforumet samt användningen av webbplatsen. Huvudinläggen på kuling.nus diskussionsforum har analyserats med hjälp av kvalitativ innehållsanalys. Analysen gav sex teman som speglar innehållet i inläggen: ensamhet; att bära ansvar; känsloupplevelsen; betydelsen för den egna personen; sökande efter svar och förmedling av stöd. En mörk bild av situationen för barn till en förälder med psykisk sjukdom förmedlas i inläggen och en stor ensamhet med förälderns sjukdom. Den tillskrivs ansenlig betydelse för den egna personen och ger svårigheter som behöver bearbetas. Uppföljningen visar att kuling.nus syfte att ge stöd till barnen uppfylls genom det stöd skribenterna ger varandra i sina inlägg på diskussionsforumet och den informationen om psykisk sjukdom som finns på webbplatsen.
27
Hudgins, Kenna D. "The Effect of Music Therapy on the Grief Process and Group Cohesion of Grief Support Groups". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1181099998.
Pełny tekst źródła
28
Rocha, Michelle Carolina Garcia da. "As variações linguísticas na escrita sob o olhar da clínica fonoaudiológica". Universidade Católica de Pernambuco, 2008. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=395.
Pełny tekst źródłaStreszczenie:
A concepção de língua mais utilizada atualmente baseia-se nos pressupostos teóricos da sociolingüística, que a concebe como um instrumento social constituído a partir dos usos que os falantes fazem de suas modalidades oral e escrita e de convenções pré-estabelecidas que integram a sua norma padrão. Nesse sentido, tem-se a possibilidade de variações na língua, visto que cada comunidade fará uso de algumas formas lingüísticas de forma distinta. No entanto, é comum observar, de forma empírica, a desconsideração dessas
variedades na escrita pelos fonoaudiólogos, cuja visão distorcida sobre a concepção de língua e a noção sobre o gênero textual, considera a escrita como uma modalidade sempre formal que não admite formas lingüísticas
diferentes da norma padrão. Com base em observações dessa natureza na prática clínica fonoaudiológica, o presente estudo objetivou investigar o tratamento dado pelos fonoaudiólogos às variações lingüísticas numa produção escrita de uma criança. Para isso, investigou-se, através da análise de um texto escrito, a postura de 18 (dezoito) fonoaudiólogos em relação à produção de uma criança, enfocando suas observações e comparando-as com sua concepção de língua, de variação lingüística, de erros e de desvios,
manifestada em resposta a um questionário previamente elaborado, destacando questões relativas a estes aspectos. Os dados evidenciaram que grande parte dos fonoaudiólogos não tem conhecimento sobre os aspectos teóricos das variações lingüísticas na escrita, tratando-as como erros que
devem ser corrigidos, desconsiderando o conceito de língua abordado pela sociolingüística e a noção de gênero textual que determina o monitoramento estilístico do texto. Diante disso, questiona-se o acesso que estes profissionais
têm a conteúdos relacionados à Sociolingüística em sua formação acadêmica. Por fim, este trabalho busca alertar os fonoaudiólogos para a importância de se trabalhar com uma concepção atual de língua, de forma a contribuir para o
reconhecimento e o respeito às variedades que a língua apresenta, respeitando a linguagem, a cultura e a identidade das crianças, visto que as diferenças lingüísticas não representam erros, mas sim peculiaridadesThe design of language most used today is based on theoretical assumptions of sociolinguistics, which conceives as a social instrument made from uses that the speakers make their arrangements and writing and pre-established conventions which comprise its standard pattern. In that sense, one has the possibility of changes in the language, since each community will make use of some different forms of language. However, it is common observed, empirical way, the lack of these varieties in writing by speech therapists, whose distorted vision about the development of language and the concept of the genus textual, believes the writing as a formal mode whenever that does not allow different forms of language standard pattern. Based on such observations in phonoaudiologys clinical practice, this study aimed to investigate the treatment given by speech therapists to changes in a production written language of a child. Therefore, it is investigated by means of analysis of a written text, the position of 18 (eighteen) speech therapists on the production of a child, focusing its observations and comparing them with his design of language, linguistic variation of errors and deviations, expressed in response to a questionnaire prepared in advance, highlighting issues relating to these aspects. The data showed that much of the speech therapists are not aware of the theoretical aspects of the variations in the written language, treating them as mistakes to be corrected, disregarding the concept of language of the sociolinguistics and the concept of gender textual which determines the style of tracking text. Faced applicable, the questioning is that these professionals have access to content related to sociolinguistics in their graduated and pos-graduated. Finally, this job search alert the speech therapists to the importance of working with a current design language, in order to contribute to the recognition and respect for varieties that the language presents, respecting the language, culture and identity of the children, because that the linguistic differences do not represent errors, but peculiarities
29
Maltby, Michael Peter. "The poetics of experience : a first-person creative and critical investigation of self-experience and the writing of poetry". Thesis, University of Sussex, 2009. http://create.canterbury.ac.uk/10286/.
Pełny tekst źródłaStreszczenie:
There is increasing interest in the personal benefits of writing poetry and a growing field of practical application within healthcare. However, there is little direct research and a need for practice-based theoretical integration to improve understanding of the specific changes, creative processes and challenges involved. This study investigates the way that writing poetry can affect self-experience. It also contributes to the development of combined modes of creative and critical inquiry. A first-person account of the experiential and creative outcomes of writing poetry over an extended period is presented. The results of this are subjected to reflexive analysis and a critical theoretical explication. Four factors relating self-experience to the experience of writing poetry are identified: a failure of conscious intention; an inhibiting objectification of experience; an implicit assumption of a separate self, and a changed experience of self that felt more embodied and fluid. These findings are the basis of a theoretical examination that utilizes the work of Ignacio Matte Blanco and Michael Polanyi, in conjunction with insights derived from contemporary psychoanalysis, embodied cognition, neuroscience and attention training. An original theoretical integration is developed. It is proposed that poetry has a characteristic bi-logical form that condenses and integrates difference and identity in a simultaneous and concentrated manner. The process of composition requires a reciprocal interplay of conscious and unconscious processes, which can be enhanced by an increase in embodied awareness, a decrease in the exercise of deliberate volition, and the facilitative use of images. This involves a flexible oscillation of awareness that, modulated by the breadth of attention and the degree of identification or separation from experience, directly alters the boundaries and quality of self-experience. This framework avoids the limitations of reductive or eliminative views of the self and allows for the creative operation of what is dubbed the 'nondual imagination'.
30
Jerling, P. A. (Petra Adriana). "Music therapy for second language English-speaking learners in an english-medium school : a case study". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41587.
Pełny tekst źródłaStreszczenie:
In many South African schools where English is used as the language of instruction learners with a different mother tongue are accepted, yet they may experience many challenges. In this research study I investigated whether group music therapy sessions can have a positive impact on such learners in relation to particularly two of these difficulties. The first difficulty is social interaction and integration. The second difficulty is their negative attitude towards English, the school and their school work. This difficulty develops because of their weak competency in the language.
The paradigm in which this study falls is interpretive and a qualitative approach was used. A case study design was utilised. Ten music therapy sessions were offered to a group of nine grade eight boys from three different linguistic backgrounds: three English home language speakers, three Portuguese home language speakers and three siSwati home language speakers.
Music therapy offers a non-threatening environment in which group members can creatively interact. I made use of an array of techniques including improvisation, movement, song writing and musical games where group members had opportunities to express themselves in an unconventional way.
Three different sources of naturally-occurring data were used. Questionnaires were filled in by all participants before the commencement of the sessions, five video excerpts were selected from the music therapy group sessions and a focus group was held with all participants after the last session. Data was analysed according to Ansdell and Pavlicevic’s (2001) qualitative content analysis. Responses from the questionnaires and focus group and thick descriptions from the selected video excerpts were coded and categorised according to Gibb’s (2007) proposed technique of open coding.
Results generated from the analysed data indicated that, through the opportunities afforded to the group in music therapy sessions, social interaction was experienced in a novel way and integration was enhanced. Findings also indicated that, through this unique way of interacting, the attitude of some members towards English improved.
There were also indications that improvement was not across the board and individuals reacted differently to the process. A much longer process could hold far more convincing results.Dissertation (MMus)--University of Pretoria, 2013.
lmchunu2014
Music
unrestricted
31
McCartney, Michelle. "'When normal words just aren't enough' : the experience and significance of creative writing at times of personal difficulty". Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10339/.
Pełny tekst źródłaStreszczenie:
Section A consists of a review of the literature relating the therapeutic use of creative writing. It highlights gaps in the literature and suggesting potential avenues of further research. Section B presents the findings of a phenomenological study which aimed to explore the experience and significance of creative writing at times of personal difficulty through the analysis of written accounts. Method. Twenty one people who had personal experience of creative writing in the context of difficult life experiences submitted written accounts. These were analysed using Interpretative Phenomenological Analysis (IPA) (Smith, Larkin & Flowers, 2009). Results. Four main themes were identified: 1) Struggle with a difficult experience, 2) Turning to creative writing, 3) Dealing with it ‘as a matter of words’ and 4) Rejoining the world. A conceptual model illustrating how these master themes are related is presented. Conclusion. Creative writing was deemed to have played an important and meaningful role in helping participants to integrate and move beyond difficult life experiences. Limitations and clinical implications of the study are discussed and suggestions are made for future research. Section C involves a critical appraisal of the study presented in Section B. Reflections on the process of the study, as well as further implications and clinical applications are discussed.
32
Buelau, Renata Monteiro. "Plataforma Arte, Estação Clínica: fronteiras entre arte e vida". Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/93/93131/tde-18122013-184631/.
Pełny tekst źródłaStreszczenie:
Desenvolver reflexões sustentadas na possibilidade do estranhamento acerca da adjacência da arte com a vida que partem de diferentes vivências clínicas circunscritas pela prática como terapeuta ocupacional, mas a extravasam por todos os lados. Esse é o enunciado desta pesquisa. A escrita é amparada na construção de narrativas, que intentam produzir enunciados coletivos e favorecer a constituição de um plano de duplo devir, onde ao mesmo tempo em que recria o vivido, o próprio narrador cria-se a si próprio. A seleção das cenas para se colocar em jogo inquietações e encantamentos advindos dos pontos de contato entre uma prática clínica e certos acontecimentos estéticos e/ou artísticos parte de achados da memória que emergem em seu caráter violento e indecifrável, que obriga a vida a transgredir-se a si própria e criar novos campos de alastramento. A exploração do tema parte de dois lugares de enunciação e ancoragem, apresentados como Plataforma Arte e Estação Clínica. A Plataforma Arte se ocupa de percorrer passagens de estado na história da arte que ajudam a pensar a transitoriedade das certezas sobre a produção estética e sua indissociabilidade com acontecimentos de ordem política e social. A história é pensada a partir do ponto de vista de Walter Benjamin, ou seja, como um discurso que é sempre do colonizador, ao que caberia então escovar a história a contrapelo, buscando uma história menor dentro de uma história maior. Trabalhos de artistas, cenas da experiência como monitora da 27a Bienal de São Paulo Como Viver Junto e da prática profissional são mobilizadas para favorecer a construção de um pensamento contemporâneo da arte, entendido como aquele que, em seu caráter estrangeiro, permite a liberação de novas possibilidades da experiência; a escritura de outras histórias. Essa conceituação aproxima-se inevitavelmente de um posicionamento ético-político, o que justifica sua relevância para a pesquisa. A Estação Clínica, por sua vez, passeia por cenas de atendimentos feitos em Centros de Atenção Psicossocial (CAPS) da cidade de São Paulo e outras advindas de situações cotidianas quaisquer. Os pontos de atenção são aqueles nos quais algo se desencaixa sutilmente do previsto e onde, a despeito das funções institucionalmente designadas, não se sabe mais ao certo quem acompanha quem. Ditos de outros, tais como Barthes, Deleuze, Guattari, Agamben, Blanchot e Walter Mignolo; e conceitos como o silêncio, a delicadeza, o eterno retorno, o acontecimento, a comunidade que vem; comparecem ao longo da pesquisa como amizades que partilham encantos, permitem e acompanham minúsculas conexões que se fazem na tentativa de desobrigar a vida de seus aprisionamentos. Ao invés da linha de chegada, trata-se aqui da declaração e perseguição de um desejo, o qual se delineia a partir do olhar para o que se dá entre elementos estabelecidos e deles desmanda. Trata-se da afirmação da fronteira como lugar onde se pode, eventualmente, experimentar liberações que fortalecem a vida em sua potência de criação de si, e de uma comunidade que vem.This research aims to develop reflections sustained by the feeling of strangeness as a possibility on the contiguity of art and life, from clinical experiences in occupational therapy and the context beyond them. Narratives support the writing process in the attempt of producing collective enunciations and with the purpose of constructing a pattern of double becoming, in which the narrator recreates the experience at the same time that he creates himself. The selection of scenes was based on memory findings in order to reveal inquietudes and delights resulting from points of contact between clinical practice and certain esthetic and/or artistic events. Those memories findings emerge with their violent and undecipherable nature, forcing life to trespass itself and creating new spreading fields. The theme is explored from two points of enunciation and anchorage, presented here as Art Platform and Clinical Station. Art Platform deals with passages of state in History of Art, considering the transience of certainty on esthetic production and its inseparability from political and social events. History is interpreted according to Walter Benjamin, i.e., as a speech that always belongs to the colonialist, what gives us the task to brush history against the grain, looking for a minor history within a major one. Works of art, scenes from the author\'s experience as a staff member of 27th São Paulo Art Biennial How to live together and her professional practice are mobilized towards the production of a contemporary concept of Art, understood by its foreign nature, which allows new possibilities of experience and the writing of new histories. This concept is inevitably linked to an ethical and political point of view, what justifies its importance in this work. Clinical Station, by its turn, encompass scenes from clinical sessions performed by the author at CAPS (Centros de Atenção Psicossocial/ Psychosocial Care Centers) in São Paulo and other scenes from everyday life. The focus is directed to scenes in which something is subtly displaced from what is expected and when, in despite of institutional functions, it is impossible to distinguish who accompanies who. This research includes thoughts of Barthes, Deleuze, Guattari, Agamben, Blanchot and Walter Mignolo; and concepts such as silence, delicacy, eternal return, event, community that comes. They appear throughout the research in the context of friendships that share delight, allow and accompany minuscule connections made in attempt to release life from its imprisonments. Instead of reaching for a finish line, this research aims to declare and search for a desire, outlined from the regard to what happen with and what trespass established elements. It is about affirming boundaries as places where it is possible to experience releases that empower the creation in life itself and of a community that comes.
33
Smith, Wendy. "A study of the relationship between reversals and several factors in the grade 2 learner". Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10142009-174408/.
Pełny tekst źródła
34
Perrotta, Claudia Mazzini. "Processos criativos no espaço terapêutico da escrita: um diálogo com D.W. Winnicott, Clare Winnicott e Marion Milner". Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/15355.
Pełny tekst źródłaStreszczenie:
Made available in DSpace on 2016-04-28T20:38:54Z (GMT). No. of bitstreams: 1
Claudia Mazzini Perrotta.pdf: 2334383 bytes, checksum: 3b554289d6e90b5e6eb584d4283511c2 (MD5)
Previous issue date: 2014-08-01Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The production of academic text, commonly, awakens feelings in researchers that may hinder or even prevent the realization of its discursive - and life - projects. Therefore, the aim of this study was to present a deployment of the speech clinic focused on potential authors wishing to publish in sphere of academic communication in order to help provide support and help overcome insecurities that can inhibit the creative process in the writing field. The work is constituted in the interface with D.W. Winnicott psychoanalysis still having reference to ideas developed by Clare Winnicott and Marion Milner - the three authors dedicated to deepen facets of creating, giving clues into to how we are in a complex and delicate field which generates anxieties and sufferings. Were also narrated referential clinical episodes and then framed principles that guide the therapeutic writing space. The dialogue with the authors of reference as well as the clinical repertoire shared here allowed us to affirm the need for the therapist to practice care functions in this context, such as: welcoming the suffering brought by potential authors which involves listening carefully to their concerns and how they are outlined from their personal languages, demystify supposed difficulties or symptoms of diseases and especially restate the cultural object 'academic writing', to enable new experiences in the field of communication and enhance sayings invested with personhood
A produção do texto acadêmico, comumente, desperta nos pesquisadores sentimentos que podem dificultar ou mesmo impedir a realização de seus projetos discursivos, e de vida. Diante disso, o objetivo deste estudo foi apresentar um desdobramento da clínica fonoaudiológica voltada a autores em potencial que pretendem publicar na esfera acadêmica de comunicação, de modo a contribuir para dar sustentação e ajudar a superar inseguranças que podem inibir o processo criativo no campo da escrita. O trabalho se constitui na interface com a psicanálise de D.W. Winnicott, tendo ainda como referência ideias desenvolvidas por Clare Winnicott e Marion Milner os três autores se dedicaram a aprofundar facetas do criar, dando pistas de como estamos em um campo complexo, delicado e que gera sofrimentos e ansiedades. Foram também narrados episódios clínicos referenciais, sendo então emoldurados princípios que norteiam o espaço terapêutico da escrita. A interlocução com os autores de referência bem como o repertório clínico aqui compartilhado permitiu afirmar a necessidade de o terapeuta exercer funções de cuidado nesse contexto, tais como: acolher o sofrimento trazido pelos autores em potencial, o que implica escuta atenta de suas inquietações e da forma como são enunciadas, a partir de seus idiomas pessoais; desmistificar supostas dificuldades ou sintomas indicativos de doenças e, principalmente, reapresentar o objeto cultural escrita acadêmica, de modo a possibilitar novas experiências no campo da comunicação e potencializar dizeres investidos de pessoalidade
35
Smith-Sullivan, Kendall. "The Autoethnographic Call: Current Considerations and Possible Futures". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002592.
Pełny tekst źródła
36
Finocan, Gillian M. "Grieving the death of a loved one a performative writing approach for understanding the power of dreams /". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1249521118.
Pełny tekst źródła
37
Santos, Divina de Fátima dos. "Olha pra mim: encontro de gerações intermediado pela escrita de cartas". Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/15394.
Pełny tekst źródłaStreszczenie:
Made available in DSpace on 2016-04-28T20:38:59Z (GMT). No. of bitstreams: 1
Divina de Fatima dos Santos.pdf: 3004508 bytes, checksum: c79cae78c782bb49ee526add52bbe8e7 (MD5)
Previous issue date: 2015-03-09Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis analyzed the benefits of an exchange of letters between very different generations, investigating how the act of writing about events of everyday life may be associated with a better self perception of the participants in the process. We try to understand the meaning of an exchange of letters occurred between children and elderly people, in the city of Caraguatatuba, on the northern coast of São Paulo, and its effects on their subjectivities. The study analyzed the participation of eight pairs, each one consisted of a student from the 4th or 5th year of a Primary School and aged between 9 and 11 years, and an elderly, over 60 years of age, from a Reference Center for the Elderly, in 2011 and 2012. Its specific objectives were: to identify whether the words written and exchanged between children and the elderly promote moments of gratification and joy, as well as opportunities to see themselves in the world; to provide and to analyze moments of social interaction between participants, thereby contributing to the construction of a memory about this experience and stage of their lives; to promote the opportunity for inter-relationship, providing both for the child and for the elderly a sense of social inclusion; to create in the participants alternatives of self-expression, validating their experiences of social sharing. A qualitative research was made with letters and questionnaires used as instruments and considered from the perspective of content analysis focused on meanings, and this strategy was methodologically complemented by participant observation. The experience of an exchange of letters produced positive psychological effects for its participants, both immediate and remote, by contributing to the expansion of the view about the world and themselves. For the elderly, expanding the memory of significant experiences, associated with written records and the possibility of using them in moments of weakness, produced psychological benefits that were observed by the research. The experience of living positive emotions brought comfort to the aging process because it attenuated to the old people the perception of social exclusion and loneliness, by reviving the feeling of usefulness and social inclusion, by providing a real life experience and by meeting the needs of this phase of life. The possibility of self-expression also favored the maturation and psychosocial development of children, as the correspondence produced an interlocutor that listen carefully and seek to understand the demands that are specific to childhood
Esta tese analisou os benefícios da troca de cartas entre gerações muito distintas, investigando o quanto o ato de escrever sobre acontecimentos da vida cotidiana pode estar associado a uma melhor autopercepção dos participantes do processo. Procurou-se compreender o significado de uma troca de correspondências ocorrida entre crianças e idosos, residentes na cidade de Caraguatatuba, no litoral norte de São Paulo, e os seus efeitos sobre suas subjetividades. O trabalho analisou a participação de oito duplas, cada uma composta por um aluno do 4º ou 5º ano de uma Escola de Ensino Fundamental e com idade entre 9 e 11 anos, e por um idoso, acima dos 60 anos, de um Centro de Referência para Idosos, nos anos de 2011 e 2012. Seus objetivos específicos foram: identificar se as palavras escritas e trocadas entre crianças e idosos promovem momentos de gratificação e alegria, bem como oportunidades de se perceberem no mundo; propiciar e analisar os momentos de interação social existentes entre os interlocutores, contribuindo assim para a construção de uma memória sobre esta experiência e fase de suas vidas; promover a oportunidade de inter-relação, propiciando tanto para a criança quanto para o idoso a sensação de inserção social; criar nos interlocutores alternativas de autoexpressão, validando suas experiências pela partilha social. Foi feita uma pesquisa qualitativa, com cartas e questionários utilizados como instrumentos e considerados sob a perspectiva da análise de conteúdo focada em significados, estratégia esta que foi complementada metodologicamente pela observação participante. A experiência de troca de cartas produziu efeitos psicológicos positivos para seus participantes, tanto imediatos quanto remotos, ao contribuir para a ampliação da visão acerca do mundo e de si mesmos. Para os idosos, a ampliação da memória de experiências significativas, associada ao seu registro escrito e à possibilidade de recorrer a ele em momentos de fragilidade, produziu benefícios psicológicos que foram observados pela investigação. A experiência de viver emoções positivas trouxe conforto para o processo de envelhecimento na medida em que atenuou para o idoso a percepção de exclusão social e de solidão, ao lhe reavivar a sensação de utilidade e inserção social, ao oferecer uma experiência de vida real e ao atender às necessidades desta fase da vida. A possibilidade de autoexpressão favoreceu também o amadurecimento e o desenvolvimento psicossocial de crianças, pois a troca de correspondências produziu um interlocutor que as ouvisse com atenção e que procurasse compreender as demandas que são específicas da infância
38
Silva, Márcia Juliana Moreira da. "A utilização da escrita como estratégia de intervenção dos terapeutas da fala em pessoas com afasia". Bachelor's thesis, [s.n.], 2018. http://hdl.handle.net/10284/7092.
Pełny tekst źródłaStreszczenie:
Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Terapêutica da FalaA afasia é uma perturbação da linguagem adquirida, causada por uma lesão cerebral nas estruturas responsáveis pelo processamento da linguagem. Esta pode ocorrer de forma isolada ou associada a mudanças neurológicas ou neuropsicológicas, responsáveis pelo aumento de incapacidade do indivíduo. Ao refletir sobre a intervenção dos Terapeutas da Fala em pessoas com afasia destacam-se duas abordagens que orientam a prática do clínico: a abordagem orientada para a linguagem e a abordagem orientada para a comunicação. Para ultrapassar as barreiras impostas pela perturbação desenvolveram-se as estratégias de comunicação ou compensatórias, que podem ser usadas pela pessoa com afasia e/ou parceiro comunicativo. Em particular, a estratégia escrita insere-se principalmente na terapia orientada para a comunicação. Este projeto de investigação tem como objetivo geral caracterizar a utilização da estratégia escrita pelos Terapeutas da Fala em pessoas com afasia. Trata-se de um estudo quantitativo com carácter descritivo, no qual a amostra é constituída por 58 Terapeutas da Fala com experiência na área da afasia. Os participantes foram obtidos através de um método de amostragem não-probabilístico por conveniência e por redes. Para a recolha de dados foi utilizado um questionário composto por duas partes: (1) caracterização socioprofissional e (2) utilização da estratégia escrita pelos Terapeutas da Fala em pessoas com afasia. O instrumento era de autoadministração e de preenchimento online. Nesta amostra, verificou-se que a maioria dos participantes utiliza “muitas vezes” a estratégia escrita durante a intervenção. Ao longo da análise dos resultados constatou-se que as respostas diferem conforme o subtipo da afasia, os défices linguísticos, as características gerais da pessoa, as situações para aplicação da estratégia, as estratégias escritas específicas e o material de suporte. Os resultados obtidos permitiram a realização de poucas correlações estatisticamente significativas entre as respostas ao questionário e as variáveis idade, experiência profissional e escolaridade. Além disso, averiguou-se as correlações entre a utilização da estratégia escrita em função do diagnóstico e as respetivas características linguísticas.
Aphasia is an acquired language disorder, caused by a brain injury in the structures responsible for language processing. It may occur in isolation or associated with neurological or neuropsychological changes, which are responsible for the individual's increased disability. When reflecting on Speech and Language Therapists intervention in people with aphasia, two approaches that guide clinician practice are highlighted: a language-oriented approach and a communication-oriented approach. In order to overcome the barriers imposed by the disorder, communication or compensatory strategies have been developed, which can be used by the person with aphasia and/or communication partner. In particular, writing as a strategy which is part of the communication-oriented therapy. This research aims to characterize the use of writing as a strategy by Speech and Language Therapists in people with aphasia. This is a descriptive quantitative study, in which the sample consists of 58 Speech Language Therapists with experience in the area of aphasia. It follows a non-probabilistic sampling method for convenience and networks. To collect data, a questionnaire consisting of two parts was used: (1) socio-professional characterization and (2) use of writing as a strategy by Speech Language Therapists in people with aphasia. The instrument was self-administered and completed online. In this sample, it was found that the majority of participants used writing as a strategy “often” during the intervention. Throughout the analysis of the results, it was verified that the answers differ according to the subtype of aphasia, the linguistic deficits, the general characteristics of the person, the situations for the application of the strategy, the specific written strategies and the support material. The results obtained allowed the accomplishment of few statistically significant correlations between the answers to the questionnaire and the variables age, professional experience and schooling. In addition, correlations between the use of the writing as a strategy in relation to the diagnosis and the respective linguistic characteristics were investigared.
N/A
39
Gustafsson, Kenneth. "Familj under påverkan : familjebehandling med rötterna i socialt arbete och i familjeterapi". Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31100.
Pełny tekst źródłaStreszczenie:
I have been working with family treatment since 1970. This essay in practical knowledge takes its examples from a family treatment commisson 1996, an Assignment from the social wellfare system. I keept a journal from these days. The examples come from those notes. In the broad sense I make my starting - point from systemic thinking and stand whith one foot in social work and the other in family therapy. Sometimes I describe my way of working as a movement from social enegineering to anthropology. Writing this essay has made me consider that this is not always the truth. Sometimes I get directive and normative, instead of not knowing. Sometimes I act more like a missionary than as an antropologist. Like missionaries I sometimes get involved in colonizing the families everyday life. To investigate this I have used reflection through the writing process. Which means that the narrative has transformed into four steps during this essay. This process developed with the questions from my superviser and from collegues. By that the understanding of myself in the narrative has transformed as well. The first step is the linear, dramatic story. The second is the reflecting, circular step. The third is the problemazing, strategic step. The fourth is the extended story which summarizes the storys before plus new discoveries about myself. Families exist whithin a cultural context. Familylife is structured through a set of normative assumptions about how to organize and develop, how to solve problems and communicate. Salvador Minuchin who developed the structural family therapy, worked in countries like Israel, Argentina and the USA, was convinced that these norms existed in every culture. At the same time these values embodies the imperative goals to be striven for as the patterns of a ”normal”,traditional core family, in terms of offering the most valuabel nurturance for children. Structural familly therapy shares the existentialists interest of growing and the strategists interest for the threatening. My first question is whether my way of working whith family treatment, make their structure more transparent so they reveal themselves more than they need or want to. By working whith this essay I have detected that I mixed the meaning of deceiving as a criminal act, whith selfdeception which is an existential invitation. This made me stress the confrontation of the deceiving. Today I would probably make other decisions and work with the pattern of selfdeception more on a long-term. The other question is about the creativity, spontaneity and play as essential ingredients in my way of confronting patterns of communicating and organazing that troubles the family. Change sometimes comes around when playfull activities take place and reflexions over it leed to insights and new patterns.Jag har arbetat som familjebehandlare sedan 1970. Uppsatsen i praktisk kunskap utgår från exempel i en familj som jag arbetade med 1996, på uppdrag av socialtjänsten. Jag förde dagbok över mitt arbete. Exemplen grundar sig på de anteckningarna. Mitt arbete utgår i vid bemärkelse från ett systemiskt tänkande och står med ena benet i socialt arbete och det andra i familjeterapi. Mitt förhållningssätt brukar jag beskriva som en rörelse från social ingenjörskonst till antropologiskt sökande. Arbetet med denna uppsats har fått mig att förstå att denna beskrivning bara delvis är sann. Jag blir ibland direktiv och normativ i stället för icke-vetande. Jag blir ibland mer som missionär än som antropolog. Just som missionärerna gjorde, blir jag delaktig i systemkrafternas kolonisering av familjens vardagsliv. För att undersöka detta har jag använt mig av reflektion genom skrivandets process. Det innebär att berättelsen genom uppsatsskrivandet har transformerats i fyra steg. Handledarens och kollegers frågor har hjälpt mig att föra berättelsen vidare. Därigenom har också förståelsen av mig själv i berättelsen ändrats. Första steget är den linjära dramatiska berättelsen. Andra steget är den reflekterande berättelsen, som är mer cirkulär och betonar mig i sammanhanget. Tredje steget är den strategiska och problematiserande berättelsen. Fjärde steget är den utvidgade berättelsen, som innehåller aspekter från de tidigare berättelserna samt nya upptäckter om mig själv. Familjer lever i ett kulturellt sammanhang. Familjelivet struktureras genom en uppsättning normativa antaganden om hur familjer ska organisera sig, utvecklas, lösa problem och kommunicera. Salvador Minuchin som var tongivande i att utveckla strukturell familjeterapi, ansåg att dessa värderingar fanns i de flesta kulturer. Han verkade bland annat i USA, Argentina och Israel som familjeterapeut och psykiater. Samtidigt är dessa värderingar en uppfordrande strävan till den ”normala”, traditionella kärnfamiljens struktur. Med den goda avsikten att garantera barn omsorg och trygghet. Strukturell familjeterapi delar existentialistens intresse för växandet och strategens intresse för det hotande. Den första frågan handlar om huruvida mitt sätt att arbeta med familjebehandling gör deras familjeliv transparent och därmed avslöjar mer än de vill eller behöver göra. Genom arbetet med uppsatsen inser jag bland annat att jag blandade ihop bedrägeri som brottslig handling och självbedrägeri som existentiell utmaning. Därför drev jag på för att konfrontera den bedrägliga handlingen. I dag skulle jag inte fatta sådana beslut utan mer långsiktigt arbetat med deras självbedrägliga mönster. Den andra frågeställningen rör kreativitetens, spontanitetens och lekens betydelse i mitt arbete. Slutsatsen blir att för en aktivitetsinriktad terapeut som jag, blir dessa begrepp centrala för att hitta vägar att bryta organisering och kommunikation som hindrar nödvändiga problemlösningar. Man säger ibland att förändring i familjearbetet åstadkoms genom strukturella åtgärder (familjen får en lägenhet, eller någon placeras) genom insikt eller genom handling. Jag använder kreativitet för att hitta handlingar som senare i reflektion kan leda till insikt eller förändring.
40
Meyer, Craig A. "Infusing Dysfluency into Rhetoric and Composition: Overcoming the Stutter". Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1374080750.
Pełny tekst źródła
41
Babler, Cinthia Viviane. "Ambientes virtuais, escrita e clínica fonoaudiológica". Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/12161.
Pełny tekst źródłaStreszczenie:
Made available in DSpace on 2016-04-27T18:12:28Z (GMT). No. of bitstreams: 1
Cinthia Viviane Babler.pdf: 318007 bytes, checksum: 97d3b78e03d8a03f1ce2c1b5aa6216ad (MD5)
Previous issue date: 2008-02-19Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The intense computerization process reflects radically in the way we think, understand and organize the external and internal world, the way we relate with others and with ourselves. The written language is a part in this process, opening space for peculiar relationship, in which the subject is mean and organized with another (individual or collective), which is present in the absence; what makes this relationship differ from the presence ones. In that perspective, and through bibliographic research and clinics memories, it is proposed a reflection on the use of writing in virtual environments like a device speech therapeutic, aiming to raise and discuss reasons for the interactional mode, still incipient in Speech Therapy. This is a discussion that is increasingly imposed, due to it evidential appears in the therapeutic setting, the demands from patients who, by written in virtual environments, mobilize a subjective dynamic, whether their own, giving voice to conflicts linked to symptoms of language, whether those who might have been drawn with the therapist by writing. Through analysis of possible linkages between written and therapeutic process (in Speech Therapy and beyond), as well as the reflection on the potential and limits of writing in virtual environments, it is concluded by the inevitability of such use, according to the "space" occupied by virtual environments in society, as well as the need for systematization of the therapeutic use of such device, both technical as ethically
O intenso processo de informatização reflete radicalmente no modo como pensamos, percebemos e organizamos o mundo externo e interno; como nos relacionamos com os outros e com nós mesmos. A linguagem escrita faz parte desse processo, abrindo espaço para relações peculiares, nas quais o sujeito se significa e se organiza com um outro (individual e coletivo), que se faz presente na ausência; o que faz essa relação diferir das presenciais. Nessa perspectiva, por meio de pesquisa bibliográfica e memórias clínicas, propõe-se uma reflexão sobre o uso da escrita em ambientes virtuais como dispositivo terapêutico fonoaudiológico, objetivando levantar e discutir fundamentos dessa modalidade interacional, ainda incipientes na Fonoaudiologia. Trata-se de uma discussão que se impõe cada vez mais, por se constatar, no setting terapêutico, as demandas oriundas de pacientes que, via escrita em ambientes virtuais, mobilizam dinâmicas subjetivas, quer sejam suas próprias, dando voz a conflitos vinculados aos sintomas de linguagem, quer sejam aquelas que eventualmente são estabelecidas com o terapeuta via escrita. Por meio da análise de possíveis articulações entre escrita e processo terapêutico (na Fonoaudiologia e fora dela), bem como da reflexão sobre o potencial e limites da escrita em ambientes virtuais, concluiu-se pela inevitabilidade de tal uso, em função do espaço ocupado pelos ambientes virtuais na sociedade, bem como pela necessidade de sistematização do uso terapêutico de tal dispositivo, tanto técnica quanto eticamente
42
Guadagnoli, Carolina Fontes. "Considerações sobre fala-leitura-escrita e efeitos clínicos no atendimento de afásicos". Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/13958.
Pełny tekst źródłaStreszczenie:
Made available in DSpace on 2016-04-28T18:23:43Z (GMT). No. of bitstreams: 1
Carolina Fontes Guadagnoli.pdf: 1008736 bytes, checksum: 92639d600d7db7da04531bfda94a74aa (MD5)
Previous issue date: 2008-02-15Conselho Nacional de Desenvolvimento Científico e Tecnológico
Aphasic patients commonly present talking disturbances as a result of brain injury. In the speech therapy clinic, patients complaints usually involve difficulties related to talking. However, problems related to reading and writing can be quite surprising and demonstrate that the main issue of aphasic patients is related to the speech process. Reading and writing are, like talking, subjective activities and, as such, a rich area for therapeutic approaches. The objectives of this study are to (1) review the literature and comment on the different clinical presentations of aphasia in relation to talking, reading and writing; (2) present and discuss the effect of this context in the Speech Therapy Clinic; (3) compare these findings with the ones that the Research Group Aquisição, patologias e clínica de linguagem support (Group Coordinated by Prof. Maria Francisca Lier-De Vitto no LAEL/PUC-SP); (4) discuss clinical issues related to the implementation of activities that involve not only talking but also reading and writing. For this purpose, I present a report of four case studies. It is important to remark that many other researchers and scientists have also evidenced and described many interesting findings in this group of patients, and this was the motivation of this study. Nevertheless, reports are much more restricted to the observations of signs and clinical presentations, with little appraisal of the relation with reading and writing, other symptoms and therapeutic approaches. In conclusion, impasses and clinical handering of aphasic patients demand more discussion and attention in the literature
Afásicos, via de regra, apresentam perturbações na fala em função de lesão cerebral. Na clínica fonoaudiológica de linguagem, a queixa dos pacientes costuma restringir-se às dificuldades relacionadas à fala. Porém, a heterogeneidade e imprevisibilidade das perturbações sobre a relação entre fala-leitura-escrita são surpreendentes nas afasias e nos permitem afirmar que o problema de afásicos é, sem dúvida, com a linguagem. Leitura e escrita são, como a fala, espaços de realização subjetiva o que, conseqüentemente, aponta para sua relevância como recurso terapêutico, permanecendo, muitas vezes, como espaço(s) exclusivo(s) de manifestação lingüística e subjetiva do paciente e, portanto, como condições privilegiadas na situação clínica. Sendo assim, este trabalho objetiva (1) situar e comentar os diferentes modos sintomáticos de relação fala-leitura-escrita instaurados em quadros afásicos, conforme abordados na literatura neurológica e neuropsicológica; (2) apresentar e discutir os efeitos desse raciocínio na Clínica Fonoaudiológica; (3) procurar discernir esse tipo de raciocínio do que embasa o Grupo de Pesquisa Aquisição, patologias e clínica de linguagem coordenado pela Profa. Dra. Maria Francisca Lier-DeVitto no LAEL/PUC-SP; (4) discutir questões clínicas relacionadas à implementação de procedimentos que envolvem, além da fala, também leitura e escrita. Para isso, apresento quatro relatos de casos. De minha leitura crítica vale destacar que os pesquisadores (afasiologistas e fonoaudiólogos) investigados notaram e registraram os mesmos acontecimentos surpreendentes e misteriosos na fala/leitura/escrita que me impulsionaram nesta pesquisa. Porém, esta observação permitiu apenas que eles observassem sinais da doença (compondo o quadro nosográfico das afasias) mas não refletissem sobre a relação afásico-leitura/escrita, nem sobre os efeitos clínicos dos atendimentos e/ou manifestações sintomáticas. Impasse e manejos clínicos no atendimento de afásicos não encontram, portanto, espaço para discussão fora da Clínica de Linguagem
43
Coull, Kim. "The womb artist – a novel: Translating late discovery adoptee pre-verbal trauma into narrative". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1583.
Pełny tekst źródłaStreszczenie:
‘The Womb Artist’ and accompanying exegesis, are a creative, autoethnographical, and performative exposition of the pre-verbal and embodied trauma of Late Discovery Adoptees (LDAs), a little-researched subset of the closed record adoption system in Australia. Using the work of Brodzinsky (1987, 1990, 2005), Lifton (1977, 1992, 1994, 2002) and Verrier (1993, 1997, 2003) on adoption trauma, the recent research by Kenny, Higgins, Soloff & Sweid, (2012) into Australian past adoption experiences, and the seminal work of Helen Riley (2008, 2012, 2013) and Catherine Lynch (2007) into LDAs, this thesis gives a visceral account, together with a critical examination, of the psychosocial consequences of Late Discovery across the life span (pre and post disclosure).
This research, as an example of the interface between trauma and narrative (Caruth, 1995, 1996; Felman and Daub, 1992; Herman, 1992), evokes the embodiment of and provides translation for the LDA experience allowing an investigation of the pre-verbal/pre-disclosure body as an interactive and fluid body of knowledges (Bordo, 1997; Grosz, 1994, 1995). Based on the author’s own life, the novel depicts the protagonist’s relinquishment at birth, her manufactured ‘death’, and her subsequent adoption into the closed record system. Although her adoption status is not revealed until middle age, her pre-verbal body knowledges, incarcerated beneath consciousness in the cellular, muscle/marrow of traumatic memory (Howard & Crandall, 2007; Lipton, 2005; Pert, 1987), communicate through unaddressed adoption psychopathologies such as PTSD (van der Kolk, 1988, 1994, 2002), agoraphobia, depression, dissociation, anxiety, and psychosomatic symptom (Brodzinsky, 2005; Verrier, 1993). The novel translates this body signage and becomes, as “shadow of the object” (Bollas, 1977, 1987), a performance and articulation of the relinquishment wound. The psychopathology, the clairvoyant pre-disclosure paintings, the post-coital glossolalia, the poetry, the journal entries, the long form prose of the novel, are the map to, and the evolution of, a reclaimed, reconstituted, and re-textualised self.
This research uses the techniques and sensibilities of écriture féminine (Cixous, Irigaray, Kristeva) in a heavily poetic, metaphoric, choric, and amniotic style that mimics and translates the abyssal and traumatic pre-verbal experience of relinquishment into a reparative prose and provides compelling evidence of the organic, embodied, and ever present and insistent verbosities of the body (Braidotti, 2009; Grosz, 1994, 1995). The novel’s thinly veiled fiction, with its artistic and necessarily protective intent, highlights the schism and slip between fiction and reality as it relates to the relinquishment/adoption experience (Homans, 2006, 2007; Lifton 1977, 1992) and is discussed with reference to the fictionalised autobiographies of Jeanette Winterson (1985), Janet Frame (1957), and Sylvia Plath (1963). In archaeological exploration, creative execution, and theoretical framing, out of the silence of the LDA relinquishment/adoption experience, this thesis illuminates the trauma associated with adoption secrecy and reproductive practices, and makes a strong case in support of the theories of embodiment and the cultural and scholarly value of autoethnographical writing (Bochner, 2000; Grierson, 2009; Pelias, 2004, 2013) but also provides further information and impetus toward developing compassionate and considered approaches within the growing 21st century reproductive psycho-socio-economic industries.
44
Parv, Valerie. "Healing writes : restoring the authorial self through creative practice : and Birthright, a speculative fiction novel". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16646/1/Valerie_Parv_-_Birthright.pdf.
Pełny tekst źródłaStreszczenie:
Writing the speculative fiction novel, Birthright, and this accompanying exegesis, led me to challenge the validity of the disclaimer usually found in the front matter of most novels that the story is purely imaginary, bears no relationship to reality, with the characters not being inspired by anyone known or unknown to the author. For the first time in my career, I began to consider how writers including myself might frequently revisit themes and ideas which resonate with our lived experiences. I call this restorying, an unconscious process whereby aspects of one's life history are rewritten through one's creative work to achieve a more satisfactory result. Through personal contact, studying authors' accounts of their creative practices, and surveying current literature on narrative therapy, a case is made that, far from being generated purely from imagination, writers' creative choices are driven by an unconscious need to restory ourselves.
45
Parv, Valerie. "Healing writes : restoring the authorial self through creative practice : and Birthright, a speculative fiction novel". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16646/.
Pełny tekst źródłaStreszczenie:
Writing the speculative fiction novel, Birthright, and this accompanying exegesis, led me to challenge the validity of the disclaimer usually found in the front matter of most novels that the story is purely imaginary, bears no relationship to reality, with the characters not being inspired by anyone known or unknown to the author. For the first time in my career, I began to consider how writers including myself might frequently revisit themes and ideas which resonate with our lived experiences. I call this restorying, an unconscious process whereby aspects of one's life history are rewritten through one's creative work to achieve a more satisfactory result. Through personal contact, studying authors' accounts of their creative practices, and surveying current literature on narrative therapy, a case is made that, far from being generated purely from imagination, writers' creative choices are driven by an unconscious need to restory ourselves.
46
Fongaro, Anna Eliza Mattos. "Manifestações sintomáticas na escrita e a clínica de linguagem". Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14080.
Pełny tekst źródłaStreszczenie:
Made available in DSpace on 2016-04-28T18:24:05Z (GMT). No. of bitstreams: 1
Anna Eliza Mattos Fongaro.pdf: 852604 bytes, checksum: b8a241723e44bd5f56845659f9d61d72 (MD5)
Previous issue date: 2009-05-25Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Based on written work of children undergoing phonological therapy, the discussion about the symptom aims to stand away from the language conception as object of knowledge. Such a distance is justified by considering that the language is not consisted of positive units which could be apprehended by the individual through his or her perception and cognition (ANDRADE, 2003) Functioning of language (SAUSSURE. 1916), former to individual and element of the triadic relation: individual language-the other, is responsible for the capture of the individual, placing him in the function of the language and promoting its division into the writing and reading instance. Implying this individual of Psychoanalysis demands to approach the subjectification issue also under the sexualization view (DE LEMOS, 1998, 1999, 2002). In the accomplished analysis, the materialness of writing is highlighted; segmentation and trace are fundamental elements. The hypo segmentations in the analyzed writing pieces are understood as speech elements that are present at writing (ABAURRE, 2002), they are the outcome of blending orality and writing under Language control (BORGES, 2006) a well as the forgotten possibilities of such function (CARVALHO,1995). In regard to the trace of the letters, it is underlined the homographic mistakes which brings the child s name latent under the manifest chains of writing (BOSCO, 1995). These mistakes are the outcome of the Language and demonstrate the child s alienation. The reflection about the symptom implied in considering the particular way of interweavement of an individual with/by the Language. The individual s unawareness of the reason for the occurrences of his writing and the impossibility of change point out the implication of the hypothesis of unconscious introduced by Freud (LIER DEVITTO, 2006). The operations of repression focus on the (visual and sound) image of the letters, indicated by Pommier (1996) allowed thinking about the symptom as an interweavement point of the subjectification with the language and by the language throughout the Oedipus complex passage
Este trabalho aborda a escrita de crianças encaminhadas para terapia fonoaudiológica. O objetivo desta dissertação é discutir a natureza do sintoma, a partir de uma perspectiva teórica que toma distância da concepção de que a linguagem é objeto de conhecimento sobre o qual a criança atua. Para operar tal deslocamento foi encaminhada uma reflexão que considera a ordem própria da língua (SAUSSURE, 1916), e entende que a linguagem é anterior ao sujeito e responsável por sua captura e, conseqüentemente, por sua entrada no universo simbólico. A concepção de sujeito compatível com tal perspectiva é a de sujeito dividido entre a instância que escreve e a que lê. Implicar este sujeito da Psicanálise exige abordar a questão da subjetivação também do ponto de vista da sexuação (DE LEMOS, 1998,1999,2002). Na análise empreendida foram eleitos aspectos relativos à materialidade da escrita, a saber: segmentação e traçado. As hipossegmentações na escrita analisada são entendidas como elementos da fala que comparecem na escrita (ABAURRE, 2002), são efeitos do cruzamento oralidade e escrita sob o comando da Língua (BORGES, 2006) e possibilidades esquecidas deste funcionamento (CARVALHO,1995). Em relação ao traçado das letras, destacam-se os equívocos homográficos que trazem o nome da criança latente sob as cadeias manifestas da escrita (BOSCO, 1995). Estes equívocos são produtos da Língua e mostram a alienação da criança. A reflexão sobre o sintoma implicou considerar o modo particular de enlaçamento de um sujeito na/pela linguagem. O desconhecimento do sujeito sobre o porquê dos acontecimentos da sua escrita e a impossibilidade de mudança apontam para a implicação da hipótese do inconsciente introduzida por Freud (LIER DEVITTO, 2006). As operação de recalcamento que incidem sobre a imagem (visual e sonora) das letras, indicadas por Pommier (1996), permitiram pensar no sintoma como ponto de entrelaçamento do processo de subjetivação na linguagem e pela linguagem na passagem pelo complexo edipiano
47
Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process". Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.
Pełny tekst źródła
48
Venezian, Janaina de Albuquerque. "Validação dos indicadores de risco para a constituição do leitor/escrevente". Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/12018.
Pełny tekst źródłaStreszczenie:
Made available in DSpace on 2016-04-27T18:12:09Z (GMT). No. of bitstreams: 1
Janaina de Albuquerque Venezian.pdf: 1222382 bytes, checksum: b76059713fff171d6ad4cb62be30d1ad (MD5)
Previous issue date: 2015-04-29Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Due to the high functional illiteracy rate in the population among people with low schooling or those who attend school for years and do not perform the reading and writing competently, we wonder how the speech terapist could act to modify this panorama. OBJECTIVE: Validate risk indicators for the constitution of the reader/writer. METHOD: It is a quantitative-‐ qualitative research, in which a retrospective auto fill questionnaire, based on risk indicators for reading/writing, was applied to a population of 293 parents of children from a public school in São Paulo. The poll, official evaluation in the public schools of São Paulo, and the evaluation of text production were used as additional data about the current performance of the children in reading and writing. Data were analyzed according to the adopted theory and statistically. We calculated the internal and external validity of the instrument: reliability, convergent validity and construct validity. RESULTS: it was possible to verify that the reliability of questionnaire was of αCronbach=0,73, considered acceptable, as reference. In convergent validity analysis, it was found that the questionnaire showed a statistically significant positive correlation to the poll (r=0,27; p<0,001), correlation classified as regular. But the questionnaire and performance on text production had statistically positive correlation only for those filled by parents who had complaints about their children s reading and writing (r=0,55; p=0,029). It was possible to attest the validity of the construct in a set of 8 of the 15 indicators initially proposed. CONCLUSION: The research allowed the validation of risk indicators for the constitution of the reader/writer. We suggest it to be extended to a larger number of subjects, of different ages and socio economic levels and, at the same time that intervention measures be developed for cases where the results of the application of the indicators point to the possibility of problems in reading and writing
Dado o alto índice de analfabetismo funcional na população, pessoas com baixa escolarização ou que passam por anos de escola e não realizam a leitura e a escrita de maneira competente, questiona-‐se como o fonoaudiólogo poderia atuar para modificar esse panorama. OBJETIVO: Validar indicadores de risco para a constituição do leitor/escrevente. MÉTODO: estudo exploratório de abordagem quanti-‐qualitativa no qual um questionário retrospectivo de auto preenchimento, elaborado a partir de indicadores de risco para a escrita, foi aplicado a uma população de 293 pais de crianças de uma escola pública do município de São Paulo. A sondagem, avaliação oficial realizada nas escolas estaduais de São Paulo, e a avaliação da produção de texto foram utilizadas como dados complementares sobre o desempenho atual da criança em leitura e escrita. Os dados obtidos foram analisados conforme a teoria adotada e estatisticamente. Foram calculadas as validades interna e externa do instrumento: confiabilidade, validade convergente e validade do construto. RESULTADOS: verifica-‐se que a confiabilidade do questionário foi de αCronbach=0,73, considerado aceitável, conforme referência. Na análise de validade convergente, verificou-‐se que o questionário apresentou uma correlação positiva estatisticamente significativa com a sondagem (r=0,27; p<0,001), correlação classificada como regular. Já o questionário e o desempenho na produção de texto tiveram correlação estatisticamente positiva somente para aqueles preenchidos por responsáveis que apresentaram queixa em relação a leitura e escrita de seus filhos (r=0,55; p=0,029). Foi possível atestar a validade do construto em um conjunto de 8 dos 15 indicadores propostos inicialmente. CONCLUSÃO: A pesquisa permitiu a validação de indicadores de risco para a constituição do leitor/escrevente. Sugerimos que a mesma seja extendida a um contingente maior de sujeitos, de diferentes idades e níveis sócio econômicos e, ao mesmo tempo, que sejam elaboradas medidas de intervenção para os casos em que os resultados da aplicação dos indicadores apontem para a possibilidade de problemas no domínio da leitura e da escrita
49
Bueno, Gina Nolêto. "O Processo Psicoterapêutico dentro do Behaviorismo Um Estudo Descritivo e Exploratório". Pontifícia Universidade Católica de Goiás, 2002. http://tede2.pucgoias.edu.br:8080/handle/tede/3866.
Pełny tekst źródłaStreszczenie:
Submitted by admin tede (tede@pucgoias.edu.br) on 2017-12-08T18:19:48Z
No. of bitstreams: 1
Gina Noleto Bueno.pdf: 1012368 bytes, checksum: be02cc4830c94efa2edb8e1f2f7811ca (MD5)Made available in DSpace on 2017-12-08T18:19:48Z (GMT). No. of bitstreams: 1 Gina Noleto Bueno.pdf: 1012368 bytes, checksum: be02cc4830c94efa2edb8e1f2f7811ca (MD5) Previous issue date: 2002-02-21
Anxiety is a basic emotion experienced by the human. When negative it removes of the person the control of his emotion, and more than that, promoter behavioral disfunctions that causes new harmful contingencies of the most several types of defects of the human didacticism, in other words, emotional disturbance. In a private way, its consequences are directly connected to physiologic responses that are harmful and uncomfortable. In a public way, the consequences can be observed through the symptoms of the several disturbances caused by anxiety. Many published works present treatment programs and control of negative anxiety. The great majority search the accessibility of the private events and the hidden events for the effective control of the harmful contingencies as it is the case specially of those that use instruments of the behavioral and cognitive therapy. All of them face great difficulties: to lead with the subjectivity of the emotion. It was possible to study empirically the privacy of the events that cause anxiety, not only in public consequences, through the spoken repertory: emotional, voicer and textual. In this way, this work is innovative when its purpose was to study the relation between the research and clinical en applied. It still evaluates the effectiveness and efficiency of the therapeutic writing, that added to other techniques of control of responses to anxiety, in the functioning of disconnected behaviors, maintained by an intense anxiety picture, cause by anxiety disturbances. Haring for focus the No-Sent Letters as a way of functioning concealed and dysfunctional behaviors. Secondarily it is focalized in the diaries of registration, as indispensable instruments for the acquisition of self-control, discrimination an definition of new and assertive repertories of public and private behaviors. The experimental control was obtained through Within-Subject Counter Balanced Design with two groups, with two participants each, directed by the psychiatry, naïve with the psychotherapeutic process and in pharmacological treatment. This study explored four experimental conditions: Base Line; Intervention, when were used four groups of techniques of Behavioral and Cognitive Therapy; Evaluation and Follow up. IDATE was used in the Base Line, Evaluation and Follow up. The results showed as considerable difference between anxiety in the Base Line and in the Follow up presenting the effectiveness of the Therapeutic Writing as well as other techniques used, presented individually for participants, in a percentile and in a frequency form. Suggestions were also presented for futures studies.
A ansiedade é uma emoção básica vivida pelo ser humano. Quando negativa retira deste o controle de suas emoções, mais que isto, torna-se fomentadora de repertórios de comportamentos disfuncionalizados, consequenciadores de novos elos numa cadeia causal, impondo uma nova ordem ao organismo, que se comporta diante das contingências aversivas e, inclusive, dos mais diversos tipos de defeitos da didática humana, ou seja, transtornos emocionais. De forma privada, suas conseqüências estão diretamente ligadas às respostas fisiológicas, que são aversivas e desconfortáveis. De forma pública, as conseqüências podem ser observadas através da sintomatologia dos diversos transtornos por ela consequenciados. Inúmeros trabalhos publicados apresentam programas de tratamento e controle da ansiedade negativa. A grande maioria deles busca a acessibilidade dos eventos privados e até encobertos, para o controle efetivo das contingências aversivas e mantenedoras, como é o caso especialmente daqueles que utilizam instrumentos da terapia comportamental e cognitiva. Todos eles enfrentam grande dificuldade: lidar com a subjetividade desta emoção. Foi possível estudar empiricamente a privacidade dos eventos ansiogênicos, não apenas suas conseqüências públicas, através do repertório verbal – emocional, vocal e textual. Desta forma, este trabalho foi inovador quando propôs estudar a relação entre pesquisa e prática clínica. Avaliou, ainda, a eficácia e a eficiência da Escrita Terapêutica somada a outras técnicas de controle de respostas ansiogênicas na funcionalização dos comportamentos desadaptados, mantidos por um quadro de ansiedade intenso, ocasionado pelos Transtornos de Ansiedade. Tendo por foco as Cartas Não-Enviadas como meio de funcionalização de eventos encobertos e comportamentos disfuncionalizados. Secundariamente focalizou-se nos diários de registros, como instrumentos imprescindíveis para a aquisição do autocontrole, discriminação e definição de novos e assertivos repertórios de comportamentos públicos e privados. O controle experimental foi obtido através do Delineamento Intraparticipantes com Contrabalanceamento, sendo dois grupos de sujeitos, com dois participantes cada, encaminhados pela psiquiatria, ingênuos quanto ao processo psicoterapêutico e em tratamento farmacológico. Este estudo explorou quatro condições experimentais: Linha de Base; Intervenção, quando foram usados quatro grupos de técnicas da terapia comportamental e cognitiva; Avaliação e Follow up. O IDATE foi usado na Linha de Base, Avaliação e Follow up. Os resultados mostraram uma diferencia considerável entre a ansiedade na Linha de Base e no Follow up, apresentando a efetividade da Escrita Terapêutica, bem como de outras técnicas utilizadas, sendo aqui apresentados individualmente por participantes, em forma de freqüência e percentual. Também foram apresentadas sugestões para futuros estudos.
50
Bava, Saliha. "Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/25951.
Pełny tekst źródłaStreszczenie:
I present the dissertation web as a montage of a postmodern inquiry of my doctoral internship and research experiences—concerns and jubilation—positioned within the discourses of postmodern, dissertation, academia, experimentalism and cyberspace innovations among others. I create a social constructionistic interactive interplay, using hypertext, among my various voices of an intern, a researcher and a person.
In the dissertation web—my inquiry—I practice the characterization of postmodernism on numerous fronts—subject of study, context of study, methodology and re-presentation of the inquiry. Implicitly and explicitly, I articulate the various characterizations of postmodernism in my inquiry by challenging the traditional research practices (metanarratives). I challenge the traditional praxis by alternate performances of research practices such as studying myself in a cultural context of an internship using the methodology of autoethnography and performance.
The hypertext docuverse is a further characterization of postmodernism in the styles and structures that are used for re-presentation of the narratives. The styles of narration I useâ such as words and graphics, prose and poetry, first person conversational texts, narratives and collages—blur the boundary of "academic" writing, literature, and art.
The hypertext is intended as a metaphorical experiential, intertextual journey of an intern and a researcher. Rather than a fixed structure, I create numerous structures of possible structures to privilege the readers' navigational choices. I anticipate that the reader's choices in the virtual space might create a sense of meaning-transformation as one traverses through the dissertation web, thus, valuing fragmentation and connection as aspects of sense-making, which are contextualized (among others) by the reader's meaning frames and my hypertextual performances.
The dissertation is submitted in three formats—exclusive dissertation web.pdf, intertextual dissertation web.pdf, and xml version. The exclusive dissertation web.pdf is a web capture in pdf format of all the "files" that compose the dissertation web created in html. The intertextual dissertation web.pdf is a web capture of my dissertation along with the capture of external web resources that contextualize my dissertation web, thus illustrating the intertextuality of hypertexts by making the dissertation part of the larger textual web.
Due to the web capture, the "docuverse" is nonlinear and the pages do not follow any particular or author predefined sequences. So, please use the internal links or the bookmarks to read or browse the dissertation web rather than scroll from the first "page" to the last "page" of the pdf formatted docuverse. The third version in xml will be made available at a later date. An html version of the dissertation is available directly from the researcher-author.
CAUTION! The links from the abstract may be broken due to archiving of the dissertation web.Ph. D.