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Teoría de los Constructos Personales: aplicaciones a la práctica psicológica.
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... With every new experience, personal constructs can be confirmed, revised, or even discarded. This process contributes to the gradual creation and validation of a system that allows us to better predict our environment, as we form expectations about other people and events based on where they lie in our construct system (Botella & Feixas, 1998). This perspective allows for a more subject-focused approach to the study of identity, one that focuses on how every person's construct system is formed and what beliefs and experiences support it. ...
The aim of this project is to study the role that online videogames play in the way people build their identities. More specifically, the project is intended to study how people use online videogames and virtual avatars to explore alternative identities. It is possible for people to manifest entirely different versions of themselves through their virtual characters. Sometimes, those alternative identities may be a projection of what players consider ideal versions of themselves. Several variables may strengthen or hinder this capacity to project the ideal self onto a customizable “virtual self”. Some of these factors are inherent to the individual, while others may be more related to the specific game they play. The repertory grid technique will be used to explore online videogame players’ construct systems and to understand their need to explore alternative identities through their videogame characters. Other instruments will also be administrated to measure the degree of immersion that game players experience, to determine which aspects of play are the most appealing to them, and to gather data on their degree of subjective psychological well-being, all in order to assess how these variables, in addition to the others extracted from the repertory grid, may affect this identity exploration.
... As written above, while for Beck the symptoms came from a biased interpretation of reality, in the constructivist approach the symptoms are not the product of a cognitive mistake: They always have a meaningful function in the constellation of subjective meanings of the person (Botella and Feixas 1998;Mahoney 1995b). Second, Mahoney believed that cognitive processes cannot be reduced to their conscious representations in terms of internal dialogue-as Beck believed. ...
“Case formulation is widely considered to be of central importance in cognitive behaviour therapies. This exceptionally thoughtful book explores the process in great detail. The similarities and differences between formulation approaches in different therapies within the broad CBT canon (cognitive therapy, behaviour therapy, RET, third wave, & constructivist approaches) are carefully laid out with lead chapters on each and thoughtful responses from other acknowledged experts. Thoroughly recommended to anyone interested in case formulation and its central role in psychotherapy”. David Clark. Professor of Experimental Psychology, University of Oxford, UK.
This book reasserts the importance of case formulation as the first step in implementing effective cognitive behavioral therapies (CBT), centering it as the main operative tool of CBT approaches by which the therapist handles the whole psychotherapeutic process. Chapters discuss specific CBT interventions and components of the treatment, aspecific factors including therapeutic alliance and relationship, and theoretical and historical background of CBT practices.
In addition, the book assumes that in CBT the case formulation is a procedure which is continuously shared and reevaluated between patient and therapist throughout the course of treatment. This aspect is increasingly becoming the distinguishing feature of CBT approaches as it embodies CBT's basic tenets and implies full confidence in patients’ conscious agreement, transparent cooperation and explicit commitment with CBT’s model of clinical change.
Giovanni Maria Ruggiero is a practicing private psychotherapist who studied medicine and surgery at the University of Pavia in 1992 and specialized in Psychiatry at the University of Milan in 1998 and in cognitive psychotherapy at the School of cognitive and cognitive therapy behavioral "Cognitive Studies" of Milan in 2001. He is the director of studies at the Post-Degree Cognitive Psychotherapy School ‘Psicoterapia Cognitiva e Ricerca’ in Italy, and lectures at the Post-Degree Cognitive Psychotherapy School ‘Studi Cognitivi’ and at Sigmund Freud University in Vienna and Milan.
... As written above, while for Beck the symptoms came from a biased interpretation of reality, in the constructivist approach the symptoms are not the product of a cognitive mistake: They always have a meaningful function in the constellation of subjective meanings of the person (Botella and Feixas 1998;Mahoney 1995b). Second, Mahoney believed that cognitive processes cannot be reduced to their conscious representations in terms of internal dialogue-as Beck believed. ...
This afterword briefly discusses how the core assumptions of this book can be influenced by and profit from the observations and criticisms presented in the commentaries. It is true—as criticized—that sharing the formulation of the case as content is not always possible from the beginning; this can be redefined as sharing the patient’s functioning and the treatment’s process. From our point of view, the distinction between therapies that share the formulation at the beginning or at the end of the therapeutic process resists criticism. The theoretical contribution of the nonspecific factors model can be accepted in CBT approaches, but the shared formulation of the case allows definition in specific CBT terms of the nonspecific factors of alliance and therapeutic relationships.
... As written above, while for Beck the symptoms came from a biased interpretation of reality, in the constructivist approach the symptoms are not the product of a cognitive mistake: They always have a meaningful function in the constellation of subjective meanings of the person (Botella and Feixas 1998;Mahoney 1995b). Second, Mahoney believed that cognitive processes cannot be reduced to their conscious representations in terms of internal dialogue-as Beck believed. ...
Third wave cognitive psychotherapy process models suggest that emotional disorders do not depend on biased mental representations, but rather on the dysfunctional interaction between voluntary and regulatory processes and emotionally charged, automatic associative processes. From a clinical viewpoint, while traditional cognitive behavioral therapy (CBT)-based treatments have focused on change, third wave process approaches recommend flexibility in balancing acceptance and change. Among process approaches, the chapter explores in details the use of case formulation in acceptance and commitment therapy, process-based CBT, schema therapy and metacognitive therapy.
... As written above, while for Beck the symptoms came from a biased interpretation of reality, in the constructivist approach the symptoms are not the product of a cognitive mistake: They always have a meaningful function in the constellation of subjective meanings of the person (Botella and Feixas 1998;Mahoney 1995b). Second, Mahoney believed that cognitive processes cannot be reduced to their conscious representations in terms of internal dialogue-as Beck believed. ...
This first chapter introduces the core assumption discussed in the book: sharing case formulation is the initial move and main operational tool of a significant number of cognitive behavioral therapy (CBT) approaches. This aspect is increasingly becoming the hallmark of many of these approaches because it is in line with the CBT principle of clinical change: The assumption that conscious cognition is the cardinal mediator of emotional suffering and the main target of therapeutic intervention. Another core assumption of the book is that the process of shared case formulation procedures in CBT approaches allows the therapist to manage both CBT-specific and non-specific features of the therapeutic process. Last, the book explores similarities and differences in the use of case formulation between CBT and some relational and psychodynamic approaches. The case formulation in these non-CBT models is not completely shared from the beginning of treatment, being rather the final result of an explorative path and an outcome of the therapeutic process. This first chapter explains the plan of the book, showing how some chapters concern case formulation in either CBT or non-CBT therapeutic orientations while other chapters, written by experts in specific therapeutic orientations, are critical comments of the core assumptions of the book.
... As written above, while for Beck the symptoms came from a biased interpretation of reality, in the constructivist approach the symptoms are not the product of a cognitive mistake: They always have a meaningful function in the constellation of subjective meanings of the person (Botella and Feixas 1998;Mahoney 1995b). Second, Mahoney believed that cognitive processes cannot be reduced to their conscious representations in terms of internal dialogue-as Beck believed. ...
When the classic cognitive model emerged after behaviorism, its development was not unitary: It forked into a rationalist approach that conceived cognition as a conscious computational knowledge, and a constructivist approach that considered cognition as hermeneutical, emotionally charged, tacit, and derived from human relationships. Constructive therapists promoted the initial development of the practice of case formulation when they introduced the concepts of personal meanings and constructs. However, the relationship between clinical constructivism and case formulation is an uneven story, conditioned by the fact that in some phases of its development constructivism indulged in highly speculative clinical thinking. Another specific feature of constructivism is that it largely uses the concepts of trauma and therapeutic relationship in either the case formulation or the treatment process. Many constructivist models seem prone to adopt the model of rupture and repairs in order to add an operational aspect to the concept of therapeutic relationship.
El presente artículo se enfoca en la utilidad de los Mapas Cognitivos Borrosos como herramienta para la supervisión clínica en el ámbito de la psicoterapia. Estos mapas representan una herramienta versátil que facilita la conceptualización de casos clínicos desde dos perspectivas complementarias: la nomotética y la idiográfica. Desde la perspectiva nomotética, se utilizan los Mapas Cognitivos Borrosos para ordenar y organizar la experiencia que el cliente elabora en el diálogo terapéutico. Esto se logra mediante la creación de un mapa de sistema complejo que incorpora términos técnicos y conceptos clínicos de los campos de la psicopatología, la evaluación y el tratamiento. Esta representación en tercera persona permite una comprensión teórica, más profunda y estructurada de la situación clínica, fomentando la colaboración entre el supervisor y el supervisando. Desde la perspectiva idiográfica, se emplea una aproximación en primera persona que recoge el Sistema de Significados Personales del paciente, así como sus dinámicas de interacción. Lo que ayuda tanto al terapeuta, como al supervisor, a entender la construcción del problema desde la visión del cliente utilizando sus propios términos. Al combinarse con el mapa en tercera persona, se enriquece y complementa el panorama general, permitiendo una visión más completa de la dinámica clínica. El proceso de utilización de los Mapas Cognitivos Borrosos en la supervisión clínica está altamente protocolizado, lo que facilita la comunicación efectiva entre el supervisor y el supervisando.
Partiendo de una revisión del debate académico sobre la empatía o toma de perspectiva histórica, se ofrece una propuesta de currículo de historia para Secundaria centrado en esta dimensión del pensamiento histórico. Este segundo artículo de la serie “El valor de la historia” indaga cómo podría ser un currículo en el que los estudiantes se enfrenten al reto de explicar por qué los seres humanos actuaron como lo hicieron en determinadas circunstancias y en el que exploren lo que creían, pensaban o sentían para hacer lo que hicieron. Se analizan algunas de las claves fundamentales que deberían tenerse en cuenta en el diseño y se argumenta el valor de dar esta orientación curricular a la asignatura partiendo de la importancia de desarrollar el sentido de alteridad y de expandir su comprensión de lo que significa ser humano.
ARTICLE INFO ABSTRACT The possibilities of articulation between the related constructs of self-regulation of learning and alternation pedagogy in the perspective of the transversely of concepts are describe. This is a bibliographic study based on the assumptions of authors who have discussed broadening the themes. Thus, it seeks to contribute to the discussion of this field of knowledge that is directly linked to the teaching-learning processes, their strategies, teaching profession and school configuration. The procedures were based on the principles of bibliographic research which is based on the survey of theoretical references already published by written or electronic means. Thirty-five works were consulted including books and articles published from 1970 to 2020. Preliminary analyzes revealed that, although the epistemological reflections present many significant possibilities in the approaches to constructs, there is a need for immersion in complementary concepts such as teacher training, studies on curricular organization and even field education. The reorganization of knowledge is a possibility and signals the diversity and complexity of the subjects.
La presente investigación tuvo como propósito comprender las vivencias de los familiares de los excombatientes de FARC en el proceso de reincorporación social en la vereda de Tierra Grata Cesar, contando con la participación de dos grupos familiares residentes en la vereda hace aproximadamente tres años, las cuales han acompañado en el proceso de reincorporación a uno de sus miembros durante todo este período. El análisis de la información se realizó a través de Atlas Ti en el cual se clasificaron los relatos en tres categorías (cambios en el proceso de reincorporación, sentido que le dan al proceso de reincorporación y construcción de paz), que a su vez contenían 7 subcategorías (afinidad y modo de interacción, vivencia y experiencia, familia, plan de vida comunitario y perdón).
En este articulo se presenta la Terapia Cognitiva desde una perspectiva evolutivo- constructivista. De acuerdo con esta perspectiva la finalidad principal de la Terapia Constructivista es reconstruir el proceso de formacion ontogenética del Self. Para poder llevar a buen término este proceso reconstructivo se enfoca las intervenciones terapéuticas hacia las etapas del desarrollo evolutivo a mas de un estadio de autoobservacion del Self.
El constructivismo es un movimiento intelectual reciente, llamado a configurarse el paradigma epistemologico del siglo XXI.
El reto profesional de los psicologos es intervenir sobre ciertas realidades psicologicas para producir ciertos efectos.
El objetivo del articulo era demostrar que las paradojas neuroticas se generan en situaciones que por su naturaleza tienden a la intolerancia. Hemos visto un caso clinico de un conflicto acercamiento- evitacion. Hemos visto el caso de un paciente que oscilaba durante años establecer un vinculo acercamiento- evitacion , porque no era capaz de apreciar las diferencias entre perdidas mas o menos severas. Luego analizando el motivo por el cual el paciente no ha logrado,con el curso de los años, articular sus objetivos afectivos con el fin de poder discriminar el valor de las distintas perdidas.
El objetivo de este artículo —en el marco de los intereses del movimiento integrador en psicoterapia—es mostrar el reconocimiento que se concede actualmente, por parte de numerosos modelos psicoterapéuticos, a las técnicas con fantasía guiada. Aún teniendo en cuenta la diversidad en cuanto a las formas de utilización de la imaginería, se constata, como un elemento común en todos ellos, el poder terapéutico de las visualizaciones mentales. La revalorización actual de las imágenes ha sido posible una vez superada la descalificación watsoniana de las mismas y, previamente, los presupuestos dualistas cartesianos. Al final del artículo se describen dos ejemplos de "acontecimientos de cambio" por aplicación de fantasías guiadas.
One goal of this volume is to critically examine existing metatheory in psychology. Its second goal is to portray how particular psychological endeavors can be enhanced by the application of metatheories, alternatives to the traditional mechanistic outlook. The alternative conceptual frameworks explored in this volume, namely, contextualism and dialectics, assume a fluid and metaphorical view of change, growth, development, and transformation. The areas of clinical and developmental psychology are fields wich are primarily concerned with explaining and promoting change. This volume offers a fresh conceptual perspective on psychological change.
Irreversible processes are the source of order: hence 'order out of chaos.' Processes associated with randomness (openness) lead to higher levels of organisation. Under certain conditions, entropy may thus become the progenitor of order. The authors propose a vast synthesis that embraces both reversible and irreversible time, and show how they relate to one another at both macroscopic and minute levels of examination.-A.Toffler