Pub Date : 2022-07-15DOI: 10.1080/10720537.2022.2100534
Georgia Gkantona
Abstract The Internal Multi-Actor Performance method (IMAP) is a qualitative method developed in a therapeutic context and aims to analyze the client’s multivoicedness. It is consistent with the notion of the “self as a theater of voices” (Hermans, 2006) and the subsequent elaboration of this metaphor as a theoretical tool for therapeutic procedures from a dialogical perspective. IMAP focuses on exploring and tracking inner dialogues between different I-positions. It also highlights internal dialogical processes such as positioning, counter-positioning, repositioning, or positional coalitions and the activation of a meta-position that has an overarching perspective. It is divided into four evolving dialogical stages (Thesis, Antithesis, Synthesis, and Meta-thesis) oriented toward reorganizing clients’ narratives by creating the space for new dialogical exchanges between more or less dominant internal positions. On this basis, the present article aims at presenting IMAP and describing its underlying dialogical processes. Its application is illustrated by a clinical case study of a woman suffering from depression who processed her therapeutic course with the help of IMAP.
{"title":"My Inner World: Analyzing the Client’s Self-Dialogicality with the Method of Internal Multi-Actor Performance","authors":"Georgia Gkantona","doi":"10.1080/10720537.2022.2100534","DOIUrl":"https://doi.org/10.1080/10720537.2022.2100534","url":null,"abstract":"Abstract The Internal Multi-Actor Performance method (IMAP) is a qualitative method developed in a therapeutic context and aims to analyze the client’s multivoicedness. It is consistent with the notion of the “self as a theater of voices” (Hermans, 2006) and the subsequent elaboration of this metaphor as a theoretical tool for therapeutic procedures from a dialogical perspective. IMAP focuses on exploring and tracking inner dialogues between different I-positions. It also highlights internal dialogical processes such as positioning, counter-positioning, repositioning, or positional coalitions and the activation of a meta-position that has an overarching perspective. It is divided into four evolving dialogical stages (Thesis, Antithesis, Synthesis, and Meta-thesis) oriented toward reorganizing clients’ narratives by creating the space for new dialogical exchanges between more or less dominant internal positions. On this basis, the present article aims at presenting IMAP and describing its underlying dialogical processes. Its application is illustrated by a clinical case study of a woman suffering from depression who processed her therapeutic course with the help of IMAP.","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":"36 1","pages":"401 - 419"},"PeriodicalIF":0.9,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47699511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/10720537.2022.2095065
J. Krotofil, K. Górak-Sosnowska, A. Piela, S. Pertek, Beata Abdallah-Krzepkowska
Abstract Religious conversion affects converts’ beliefs, values, practices, and social worlds. It is a process that entails profound changes in the content and structure of a self and is far from being confined to a single sphere of individual’s functioning. For Polish women who embrace Islam it also involves specific challenges related to becoming a member of a marginalized religious group often perceived by the Polish majority as alien, backward and threatening. Using the Personal Position Repertoire – Focus Group data collection tool and data from in-depth interviews and participant observation we explored the dialogical in-group activity of Polish female converts to Islam. The results of our analysis identified salient features of the converts’ self and situated them in a specific socio-cultural context of the conversion. We argue that the collective voices present in the internal and external dialogues conducted by converts are actively engaged with and appropriated. In this process, converts are able to move between different positions and negotiate their views and practices with the voices representing critical or hostile attitudes with a variety of outcomes, including silencing, rejection, acceptance, and making compromises. We discuss the applicability of the Dialogical Self Theory framework to the research on the dynamic, complex and embodied character of conversion and challenges related to the applied theory and methods.
{"title":"Religious Conversion as a Dialogical Transformation of the Self – The Case of Polish Female Converts to Islam","authors":"J. Krotofil, K. Górak-Sosnowska, A. Piela, S. Pertek, Beata Abdallah-Krzepkowska","doi":"10.1080/10720537.2022.2095065","DOIUrl":"https://doi.org/10.1080/10720537.2022.2095065","url":null,"abstract":"Abstract Religious conversion affects converts’ beliefs, values, practices, and social worlds. It is a process that entails profound changes in the content and structure of a self and is far from being confined to a single sphere of individual’s functioning. For Polish women who embrace Islam it also involves specific challenges related to becoming a member of a marginalized religious group often perceived by the Polish majority as alien, backward and threatening. Using the Personal Position Repertoire – Focus Group data collection tool and data from in-depth interviews and participant observation we explored the dialogical in-group activity of Polish female converts to Islam. The results of our analysis identified salient features of the converts’ self and situated them in a specific socio-cultural context of the conversion. We argue that the collective voices present in the internal and external dialogues conducted by converts are actively engaged with and appropriated. In this process, converts are able to move between different positions and negotiate their views and practices with the voices representing critical or hostile attitudes with a variety of outcomes, including silencing, rejection, acceptance, and making compromises. We discuss the applicability of the Dialogical Self Theory framework to the research on the dynamic, complex and embodied character of conversion and challenges related to the applied theory and methods.","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":"36 1","pages":"382 - 400"},"PeriodicalIF":0.9,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42585607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-13DOI: 10.1080/10720537.2022.2082605
Larry L. Lee, Shereef Aboelela Aid Abdalhamid, Mehmet Aslan, Blerim Limani, Daniel Brown
Abstract Concerned with disruptions to teaching and learning spaces in a Middle Eastern high school; researchers questioned the extent to which students could negotiate power-laden, dialogical patterns of engagements with teachers for the purpose of managing their disruptive behaviors. From 700 plus students, researchers gained approval to interview 7, grade twelve male students, median age of 17, over the space of 10 weekly, 1-hour focus groups’ discussions specific to meanings they assigned to their disruptive, classroom-based behaviors. 1 male student, from the group of 7, also participated in 10 weekly, 1-hour case study interviews specific to the sense he made of his disruptive behavior. In accordance with the school’s disciplinary protocols, the group of students were referred to the school’s wellbeing center for assessment and intervention. After recording and transcribing data from individual and group interviews, a thematic analysis highlighted emergent themes related to different versions of the groups’ defensive, power-laden, dialogical, and behavioral patterns. A discursive analysis highlighted repeated dialogical trends that could inform psychological, counseling, and behavioral practices specific to disruptions to teaching and learning spaces as a measurable shift in students’ communicative and behavior patterns during classroom-based engagements is evident.
{"title":"Classroom-Based Power Exchanges That Disrupt Teaching and Learning Spaces to What Extent Could Middle Eastern High School Students Manage Their Challenging Behaviors","authors":"Larry L. Lee, Shereef Aboelela Aid Abdalhamid, Mehmet Aslan, Blerim Limani, Daniel Brown","doi":"10.1080/10720537.2022.2082605","DOIUrl":"https://doi.org/10.1080/10720537.2022.2082605","url":null,"abstract":"Abstract Concerned with disruptions to teaching and learning spaces in a Middle Eastern high school; researchers questioned the extent to which students could negotiate power-laden, dialogical patterns of engagements with teachers for the purpose of managing their disruptive behaviors. From 700 plus students, researchers gained approval to interview 7, grade twelve male students, median age of 17, over the space of 10 weekly, 1-hour focus groups’ discussions specific to meanings they assigned to their disruptive, classroom-based behaviors. 1 male student, from the group of 7, also participated in 10 weekly, 1-hour case study interviews specific to the sense he made of his disruptive behavior. In accordance with the school’s disciplinary protocols, the group of students were referred to the school’s wellbeing center for assessment and intervention. After recording and transcribing data from individual and group interviews, a thematic analysis highlighted emergent themes related to different versions of the groups’ defensive, power-laden, dialogical, and behavioral patterns. A discursive analysis highlighted repeated dialogical trends that could inform psychological, counseling, and behavioral practices specific to disruptions to teaching and learning spaces as a measurable shift in students’ communicative and behavior patterns during classroom-based engagements is evident.","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":"36 1","pages":"103 - 120"},"PeriodicalIF":0.9,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48569209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-06DOI: 10.1080/10720537.2022.2082607
Kamila Zahradnickova, Jan Šerek
Abstract This paper adopts a psychological perspective to analyze the self-presentation of a populist leader in times of a national crisis during the COVID-19 pandemic, examining the narrative he presents to his audience. Using a constructivist approach of the Dialogical Self Theory (DST), we analyze I-positions emergent in speeches by Czech Prime Minister Babis released on his Facebook profile during the first wave of the COVID-19 pandemic. The findings are consistent with existing literature on populist self-presentation, highlighting that the leader constructs himself as being responsive and prototypical, as expected by the Social Identity Approach, and employs a hyper-personal model of online communication. Furthermore, we suggest, based on our results, that it might be useful to extend the DST to analyze how populist politicians relate to the people. In these positions, the politician relates to the out-group as if they were an in-group member or vice versa. This positioning might reflect the underlying worldview of public figures that try to relate to the common people. Overall, our research shows that the DST serves as a useful framework for further research in the area of political populism.
{"title":"How Populists Construct Public Selves during the COVID-19 Pandemic: A Case Study of the Czech Prime Minister","authors":"Kamila Zahradnickova, Jan Šerek","doi":"10.1080/10720537.2022.2082607","DOIUrl":"https://doi.org/10.1080/10720537.2022.2082607","url":null,"abstract":"Abstract This paper adopts a psychological perspective to analyze the self-presentation of a populist leader in times of a national crisis during the COVID-19 pandemic, examining the narrative he presents to his audience. Using a constructivist approach of the Dialogical Self Theory (DST), we analyze I-positions emergent in speeches by Czech Prime Minister Babis released on his Facebook profile during the first wave of the COVID-19 pandemic. The findings are consistent with existing literature on populist self-presentation, highlighting that the leader constructs himself as being responsive and prototypical, as expected by the Social Identity Approach, and employs a hyper-personal model of online communication. Furthermore, we suggest, based on our results, that it might be useful to extend the DST to analyze how populist politicians relate to the people. In these positions, the politician relates to the out-group as if they were an in-group member or vice versa. This positioning might reflect the underlying worldview of public figures that try to relate to the common people. Overall, our research shows that the DST serves as a useful framework for further research in the area of political populism.","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":"36 1","pages":"62 - 87"},"PeriodicalIF":0.9,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44422325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-06DOI: 10.1080/10720537.2022.2082606
A. Mellado, Claudio Martínez, Alemka Tomicic, Mariane Krause
{"title":"Dynamic Patterns in the Voices of a Patient Diagnosed with Borderline Personality Disorder, and the Therapist throughout Long-Term Psychotherapy","authors":"A. Mellado, Claudio Martínez, Alemka Tomicic, Mariane Krause","doi":"10.1080/10720537.2022.2082606","DOIUrl":"https://doi.org/10.1080/10720537.2022.2082606","url":null,"abstract":"","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45700201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.1080/10720537.2022.2068709
J. Vos
Abstract Many researchers have asked what individuals experience as meaningful, valuable, purposeful, or important in life. However, there seems little consensus about a world-wide typology of meaning. This project aimed to identify a comprehensive universal typology of meaning in life in the empirical literature, and to find additional support for this typology. Study 1 included a systematic literature review on all studies on meaning in life, to identify types and sub-types of meaning via thematic analysis. Study 2 conceptually compared these findings with other published meaning typologies. Study 3 operationalized this typology in the “Meaning Sextet Questionnaire” (MSQ). The MSQ was developed in a sequential mixed-methods study design, consisting of the sub-studies of Item-development, Three-Step-Test-Interview, an informal feasibility study and a formal survey. The literature review identified 6 types and 29 sub-types of meaning in 107 studies in 45.710 participants, which integrated and extended other published typologies: materialistic types of meaning (material conditions, professional-educational success), hedonistic types (hedonistic/embodied experiences), self-oriented types (resilience, self-efficacy, self-acceptance, autonomy, creative self-expression, self-care), social types (social connections, belonging, conformism, altruism, and children), larger types (purposes, personal growth, temporality, justice/ethics, and spirituality/religion), existential-philosophical types (being-alive, unique, free, grateful, and responsible). The MSQ confirmed the universality of this meaning sextet in 1281 participants in 49 countries, with factor-structure and correlations as expected with other questionnaires. Materialistic, hedonistic, and self-oriented meanings correlate with low psychological well-being, and social and larger meanings with large psychological well-being. In sum, the meaning sextet seems to be a comprehensive valid typology of meaning in life which may be used in psychological therapies, counseling, coaching and education.
{"title":"The Meaning Sextet: A Systematic Literature Review and Further Validation of a Universal Typology of Meaning in Life","authors":"J. Vos","doi":"10.1080/10720537.2022.2068709","DOIUrl":"https://doi.org/10.1080/10720537.2022.2068709","url":null,"abstract":"Abstract Many researchers have asked what individuals experience as meaningful, valuable, purposeful, or important in life. However, there seems little consensus about a world-wide typology of meaning. This project aimed to identify a comprehensive universal typology of meaning in life in the empirical literature, and to find additional support for this typology. Study 1 included a systematic literature review on all studies on meaning in life, to identify types and sub-types of meaning via thematic analysis. Study 2 conceptually compared these findings with other published meaning typologies. Study 3 operationalized this typology in the “Meaning Sextet Questionnaire” (MSQ). The MSQ was developed in a sequential mixed-methods study design, consisting of the sub-studies of Item-development, Three-Step-Test-Interview, an informal feasibility study and a formal survey. The literature review identified 6 types and 29 sub-types of meaning in 107 studies in 45.710 participants, which integrated and extended other published typologies: materialistic types of meaning (material conditions, professional-educational success), hedonistic types (hedonistic/embodied experiences), self-oriented types (resilience, self-efficacy, self-acceptance, autonomy, creative self-expression, self-care), social types (social connections, belonging, conformism, altruism, and children), larger types (purposes, personal growth, temporality, justice/ethics, and spirituality/religion), existential-philosophical types (being-alive, unique, free, grateful, and responsible). The MSQ confirmed the universality of this meaning sextet in 1281 participants in 49 countries, with factor-structure and correlations as expected with other questionnaires. Materialistic, hedonistic, and self-oriented meanings correlate with low psychological well-being, and social and larger meanings with large psychological well-being. In sum, the meaning sextet seems to be a comprehensive valid typology of meaning in life which may be used in psychological therapies, counseling, coaching and education.","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":"36 1","pages":"204 - 231"},"PeriodicalIF":0.9,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44375545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-14DOI: 10.1080/10720537.2022.2068710
J. Vos, Pninit Russo-Netzer, Stefan E. Schulenberg
The world is in crisis! While we are writing this introduction, the COVID-19 pandemic continues to hold many countries in its tight grip. Countries have gone into lock-down over the Omicron variant. People have lost their jobs. Above all, the current pandemic highlights the underlying long-term crises of racism and social inequality, whereas for example communities of color and individuals with lower socio-economic status are impacted disproportionally by the pandemic. The articles in this special issue reflect the new meaning of meaning. We discuss multidisciplinary perspectives on how meaning is experienced in different contexts and crises. Together, these articles show the personal and societal power of meaning, and stand for meaning in our globalized society. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Meaning in a World in Crisis: Perspectives of Societal Resilience and Growth: An Introduction to the Special Section of the Journal of Constructivist Psychology","authors":"J. Vos, Pninit Russo-Netzer, Stefan E. Schulenberg","doi":"10.1080/10720537.2022.2068710","DOIUrl":"https://doi.org/10.1080/10720537.2022.2068710","url":null,"abstract":"The world is in crisis! While we are writing this introduction, the COVID-19 pandemic continues to hold many countries in its tight grip. Countries have gone into lock-down over the Omicron variant. People have lost their jobs. Above all, the current pandemic highlights the underlying long-term crises of racism and social inequality, whereas for example communities of color and individuals with lower socio-economic status are impacted disproportionally by the pandemic. The articles in this special issue reflect the new meaning of meaning. We discuss multidisciplinary perspectives on how meaning is experienced in different contexts and crises. Together, these articles show the personal and societal power of meaning, and stand for meaning in our globalized society. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":"36 1","pages":"129 - 137"},"PeriodicalIF":0.9,"publicationDate":"2022-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42688467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1080/10720537.2022.2069616
J. R. Silva, L. Tavares, P. Vagos, Everett McGuinty
Anxiety has become more prevalent in recent years, exacerbated by the Covid-19 pandemic, although it remains largely unrecognized and untreated. Thus, there is a need for effective, short, and accessible forms of intervention. Externalizing Metaphor Therapy (EMT) is a post-modern brief treatment for mild to moderate anxiety. Its efficacy is herein analyzed by examining the process and outcomes of a four session online individual therapy with 4 young adults. Qualitative and quantitative data on individual change provides preliminary support for the efficacy of EMT at post-treatment and follow-up. Additionally, EMT therapist’s descriptions and participants’ perspectives on the process of change suggests putative mediators of EMT in the transformation process. Future randomized controlled trials using wider samples are needed to confirm these provisional results. [ FROM AUTHOR] Copyright of Journal of Constructivist Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Online Externalizing Metaphor Therapy for Mild-to-Moderate Anxiety: A Pilot Study with Young Adults","authors":"J. R. Silva, L. Tavares, P. Vagos, Everett McGuinty","doi":"10.1080/10720537.2022.2069616","DOIUrl":"https://doi.org/10.1080/10720537.2022.2069616","url":null,"abstract":"Anxiety has become more prevalent in recent years, exacerbated by the Covid-19 pandemic, although it remains largely unrecognized and untreated. Thus, there is a need for effective, short, and accessible forms of intervention. Externalizing Metaphor Therapy (EMT) is a post-modern brief treatment for mild to moderate anxiety. Its efficacy is herein analyzed by examining the process and outcomes of a four session online individual therapy with 4 young adults. Qualitative and quantitative data on individual change provides preliminary support for the efficacy of EMT at post-treatment and follow-up. Additionally, EMT therapist’s descriptions and participants’ perspectives on the process of change suggests putative mediators of EMT in the transformation process. Future randomized controlled trials using wider samples are needed to confirm these provisional results. [ FROM AUTHOR] Copyright of Journal of Constructivist Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47453630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.1080/10720537.2022.2068706
Holli-Anne Passmore, Paul K. Lutz, A. Howell
Abstract Eco-anxiety is the experience of persistent feelings of anxiety regarding degradation of our natural environment. Building upon the work of existential psychologists and our own Eco-Existential Positive Psychology framework, we consider how eco-anxiety engenders the existential anxieties of identity, happiness, meaning, death, freedom, and isolation. Regarding identity, ever-shrinking biodiversity and the threat this poses to the existence of our species has made us contemplate our nonbeing, and with that our identity as beings. Our happiness, too, is ill-affected by reduced opportunities to engage with thriving ecosystems as a result of climate crises. Our sense of coherence, connectedness, and continuity—and therefore, meaning in life—is diminished as landscapes and ecosystems that we have become attached to over time become degraded and disrupted. Mounting environmental crises conjure fears of death, including the possible mortality of our human species as a collective. While nature has long been associated with freedom of human behavior and spirit, a broken human–nature relationship leads to an infringement on our autonomy. Finally, the experience of eco-anxiety appears to be a solitary one, heightening our sense of isolation. We discuss implications of these existential threats, emphasizing that ecoanxiety is something with which we need to cope and live.
{"title":"Eco-Anxiety: A Cascade of Fundamental Existential Anxieties","authors":"Holli-Anne Passmore, Paul K. Lutz, A. Howell","doi":"10.1080/10720537.2022.2068706","DOIUrl":"https://doi.org/10.1080/10720537.2022.2068706","url":null,"abstract":"Abstract Eco-anxiety is the experience of persistent feelings of anxiety regarding degradation of our natural environment. Building upon the work of existential psychologists and our own Eco-Existential Positive Psychology framework, we consider how eco-anxiety engenders the existential anxieties of identity, happiness, meaning, death, freedom, and isolation. Regarding identity, ever-shrinking biodiversity and the threat this poses to the existence of our species has made us contemplate our nonbeing, and with that our identity as beings. Our happiness, too, is ill-affected by reduced opportunities to engage with thriving ecosystems as a result of climate crises. Our sense of coherence, connectedness, and continuity—and therefore, meaning in life—is diminished as landscapes and ecosystems that we have become attached to over time become degraded and disrupted. Mounting environmental crises conjure fears of death, including the possible mortality of our human species as a collective. While nature has long been associated with freedom of human behavior and spirit, a broken human–nature relationship leads to an infringement on our autonomy. Finally, the experience of eco-anxiety appears to be a solitary one, heightening our sense of isolation. We discuss implications of these existential threats, emphasizing that ecoanxiety is something with which we need to cope and live.","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":"36 1","pages":"138 - 153"},"PeriodicalIF":0.9,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43176178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.1080/10720537.2022.2068708
Pninit Russo-Netzer
Abstract Education is among the most powerful gateways to social change and mobility. It is also a potentially vital backbone for the development of young people’s sense of meaning, purpose, and responsibility, enhancing their ability to face the unique challenges of our volatile, uncertain, complex, and ambiguous (VUCA) world. The global scale of the current wave of political and social changes heightens the need for a renewed examination of the educational system and its challenges. This paper asserts the importance of education for meaning and meaningful education as essential ingredients in preparing children and adolescents for the changing and uncertain world of the future. Yet meaning in life, which is almost unanimously recognized as a fundamental component of subjective well-being, has received little attention in education. This paper considers empirical evidence of the importance of meaning to the education and healthy development of children and adolescents and then proposes a heuristic model for intervention.
{"title":"Recalibrating the Compass in a Changing World: Education for Meaning and Meaningful Education","authors":"Pninit Russo-Netzer","doi":"10.1080/10720537.2022.2068708","DOIUrl":"https://doi.org/10.1080/10720537.2022.2068708","url":null,"abstract":"Abstract Education is among the most powerful gateways to social change and mobility. It is also a potentially vital backbone for the development of young people’s sense of meaning, purpose, and responsibility, enhancing their ability to face the unique challenges of our volatile, uncertain, complex, and ambiguous (VUCA) world. The global scale of the current wave of political and social changes heightens the need for a renewed examination of the educational system and its challenges. This paper asserts the importance of education for meaning and meaningful education as essential ingredients in preparing children and adolescents for the changing and uncertain world of the future. Yet meaning in life, which is almost unanimously recognized as a fundamental component of subjective well-being, has received little attention in education. This paper considers empirical evidence of the importance of meaning to the education and healthy development of children and adolescents and then proposes a heuristic model for intervention.","PeriodicalId":46674,"journal":{"name":"Journal of Constructivist Psychology","volume":"36 1","pages":"168 - 184"},"PeriodicalIF":0.9,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44250988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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