4,984 research outputs found
Training in narrative techniques: an interdisciplinary formative method
No full textThe eleventh chapter—Training in narrative techniques: An interdisciplinary formative method (M.F. Freda, G. Esposito)—is focused on training INSTALL trainers from different disciplines, the so-called Narrative Group Trainers. The chapter analyzes how the Narrative Mediation Path (NMP) addresses many professionals, such as counsellors, lecturers, psychologists, and educators, and discusses why NMP is considered an interdisciplinary and cross-sectional method that could be widely adopted. It finally discusses the importance of training professionals who are interested in promoting reflexive competences in higher education
Working with Underachieving Students in Higher Education: Fostering Inclusion through Narration and Reflexivity
No full textWorking with Underachieving Students in Higher Education: Fostering Inclusion through Narration and Reflexivity presents an international and interdisciplinary approach to the study of the relationships between narrative devices and reflexivity in higher education. Stemming from a collaborative European research project called INSTALL (Innovative Solutions to Acquire Learning to Learn), it focuses on an innovative model aimed at promoting personal resources and reflective competencies in non-traditional, disadvantaged and underachieving students.
The book is divided into three parts, with the first providing an exploration of the key theoretical issues that formed the basis of the theoretical and methodological approaches in the INSTALL Project. The second part presents an innovative narrative methodology and discusses the most significant phases of the training process and of the main products. The third and last part provides a broad discussion of higher education policies and of the need to encourage innovation and reforms to improve the academic inclusion of underachieving students. Chapters in the collection examine interventions in Italy, Romania, Ireland and Spain, using a broad transnational, intercultural and comparative approach, to consider narrative tools using four channels: metaphoric, iconographic, writing, and the body.
This book provides theoretical insights and practical methodologies which can be used to enhance quality teaching and innovation, as well as to help adapt to diversity in higher education. It will, therefore, be of key interest to academics, researchers and postgraduate students in the fields of higher education; sociology of education; education policy and politics; cultural and developmental psychology; and narrative research, as well as to those studying counselling, mentoring and coaching TABLE OF CONTENTS Section 1 Theoretical background to reflexivity: Fostering academic inclusion 1 Academic inclusion: A debated and interdisciplinary concept M.F. Freda, N. Rainone, M. Striano, and P. Valerio. 2 The risks of being "excluded": Non-traditional, disadvantaged, and underachieving students M.T. Padilla-Carmona, D.F. Stănescu, and J. González-Monteagudo. 3 Reflexivity or "Reflexivities" in Higher Education: Conceptualizing unique reflexive processes G. Esposito, M.F. Freda, and R. De Luca Picione. 4 The role of narrative devices in fostering reflexivity in higher education M.F. Freda. Section 2 Fostering reflexivity in underachieving students: Experience from the INSTALL Project 5 A novel narrative method to foster reflexivity in higher education: The narrative mediation path M.F. Freda, G. Esposito, and M.L. Martino. 6 INSTALL Project process: Formative experiences in three European countries G. Esposito, A. Cannata, D.F. Stănescu, and J. González-Monteagudo. 7 Underachieving student experiences in the INSTALL programs: The use of student narratives G. Esposito, J.M. Lavié-Martínez, D.F. Stănescu, and E.M. Iorga. 8 Narrative Mediation Path training in Romania and Italy: An interpretative phenomenological analysis on follow-up interviews M.L. Martino, D.F. Stănescu, A. Cannata, and E.M. Iorga. 9 Student perspectives on INSTALL training in Spain: Achievements and challenges J.M. Lavié-Martínez, M. T. Padilla-Carmona, and J. González-Monteagudo. 10 Reflexivity and improvements in academic performance G. Esposito, M.F. Freda, and S. Manzo. Section 3 Implications for policy and practice 11 Training in narrative techniques: An interdisciplinary formative method M.F. Freda, and G. Esposito. 12 Implications for policies and institutions: how institutions could benefit from INSTALL J. González-Monteagudo, N. Rainone, M. Striano, and P. Valeri
Reflexivity or "reflexivities" in higher education: conceptualizing unique reflexive process
No full textThe third chapter—Reflexivity or “Reflexivities” in higher education: Conceptualizing a unique reflexive process (G. Esposito, M.F. Freda, R. De Luca Picione)—addresses the issue of reflexivity and the difficulty of determining a unique conceptual definition. According to some reflexivity models, there are no unique reflexive processes, instead there are diverse levels of reflexivity with differing complexities. These reflexivity levels or qualities are often discussed using specific terms such as self-reflection and reflexivity. This chapter aims to provide an overview of the reflexivity construct as it has been addressed in various humanities disciplines (e.g., psychology, pedagogy, and sociology) to highlight points of differences and connections (e.g., function of context and intersubjectivity in fostering reflexivity). Fonagy’s mentalization process and recent reflexive process conceptualizations within a semiotic perspective are particularly emphasized, thus distinguishing the two reflexive process levels (reflection and reflexivity)
Non è Francesca. Un miracolo contestato di s. Francesca Romana (a. 1460),
No full textThe discovery of an unusual notary deed resulted in the addition of an unpublished document to the rich bibliography concerning Francesca Bussa dei Ponziani. In this deed the priest Francesco Sclavo rejects his own deposition regarding the wine miracle, given during Saint Francesca Romana’s canonization processes, alleging that it was forged. Before his rejection he ascribed the miracle to Vannozza, sister-in-law of the saint, a sort of alter ego of the blessed. Moreover, if we consider the sources in their totality – judicial, literary and iconographic –, Vannozza’s figure clearly undergoes a progressive removal, because it wasn’t useful for Francesca’s canonization policy, mainly favored by Olivetans and Oblate
From victims to survivors: narratives of self-help impact on women empowerment
No full textFrom victims to survivors: narratives about self-help impact on
women’s empowerment. Francesca Esposito, ISPA-IU;
Manuela Tomai, Department of Dynamic and Clinical
Psychology, Sapienza University of Rome; Pedro Alexandre
Costa, UIPES, ISPA-IU
Intimate partner violence (IPV) is a conduct of coercion, physical
abuse, sexual abuse, threat and emotional abuse that takes place
in intimate relationships. IPV implies damages at physical,
psychological and existential levels, leading to a substantial
burden not only to the victim but also to society. In Italy, service
providers indicate that, with a spreading rate of 78%, IPV is the
most widespread form of violence that continues to affect women
throughout the country (DIRE, 2010). The continuum of violence
in intimate relationships is also reflected in the growing number
of victims of femicide perpetrated by partners, spouses or former
partners (UN, 2012). Despite the alarming data, IPV continues to
be socially underestimated in the context of a patriarchal society
where violence in intimate relationships is not always perceived
as a crime, and where the perception that State responses to the
problem are still not appropriate, still persists. This contribution
aims at presenting an on-going intervention experience in an antiviolence
service in the city of Rome (Italy). This intervention
started in January 2011, adopting a self-help strategy to promote
individual and collective empowerment of women survivors of
IPV. In this sense, self-help allowed women to rebuild their
social networks, to promote their access to community resources,
to develop relations able to provide them with various forms of
social support. Moreover, self-help made it possible for the
participants to turn their personal crisis into a social experience
contextualized in a wider socio-political and cultural dimension.
It also promoted the transition from individual narratives of
"victims" to a collective narrative of "survivors", that are active
protagonists of their own lives. Apart from the professional’s
reflection, space will be given in the contribution to the
survivors’ narratives on the self-help group experience and its
impact on their own lives
recensione a Anna Esposito, Terziarie e bizzoche forenses a Roma (2019)
No full textRecensione a Terziarle e bizoche forenses a Roma di Anna Esposito, in Frate Francesco, 85. n.s. (2019
Mentalizing students' relationship with university: the group counselling for underachieving students
No full textThe study presents an innovative mentalizing group counselling targeted to underachieving students. From a mentalization perspective, underachievers are conceived as high-functioning individuals as they do not necessarily show any signs of impairment in their mentalizing abilities. They might show: Reduced capacities to mentalize in contexts that evoke strong emotions which lead to a reactivation of feeling of insecurity, negative self-representations and stress; A difficulty in recovering their mentilizing ability under stress and in swiching from automatic to controlled mentalization; A rigid and stereotiped way of intepreting their relation with the university (Esposito, Karterud & Freda, submitted). The aims of the study were: a) to investigate whether the group members' Reflective Function/mentalization increased during the course of NMP sessions (and improved their student performance); b) if certain counselors' interventions proved to be particularly useful in this respect.
Process analysis showed that interpretations of the counsellor promoted mentalizating improvements in group members and this was paralleled to improvements in the academic performance. The relevance of the innovative role of interpretations in the mentalization based treatments was discussed
Isabella Colpo, Irene Favaretto & Francesca Ghedini (a cura di), Iconografia 2005. Immagini e immaginari dall’Antichità classica al Mondo moderno. Atti del Convegno internazionale (Venezia 26-28 gennaio 2005), (Antenor Quaderni, 5) 2006
No full textEsposito Arianna. Isabella Colpo, Irene Favaretto & Francesca Ghedini (a cura di), Iconografia 2005. Immagini e immaginari dall’Antichità classica al Mondo moderno. Atti del Convegno internazionale (Venezia 26-28 gennaio 2005), (Antenor Quaderni, 5) 2006. In: L'antiquité classique, Tome 80, 2011. pp. 675-676
Promuovere competenze riflessive con studenti universitari underachiever: potenzialità del dispositivo di gruppo narrativo
No full textLa ricerca-intervento che proponiamo, effettuata nell’ambito del progetto europeo INSTALL, ha l’obiettivo di discutere l’utilità di alcuni principi metodologici del setting narrativo gruppale per promuovere competenze riflessive di mentalizzazione nei contesti formativi.
Riteniamo che il processo riflessivo psichico sia di natura relazionale ed intersoggettiva e si esplichi attraverso processi di produzione semiotica tra i membri del gruppo (Freda, De Luca Picione & Esposito, in press) che ripropongono ed amplificano il contesto storico ed evolutivo entro cui la competenza riflessiva si sviluppa (Bateman & Fonagy, 2012; Karterud, 2011). La narrazione, entro relazioni intersoggettive gruppali, assume un ruolo chiave per attivare processi di rappresentazione e simbolizzazione della relazione tra sé e contesto, consentendo a ciascun membro di narrare e di essere narrato (Freda, 2008).
Abbiamo condotto, con un totale di circa cinquanta studenti underachiever in ritardo con gli studi ed iscritti alle lauree triennali dell’Università Federico II di Napoli, sette percorsi formativi di gruppo durante i quali abbiamo adottato un dispositivo narrativo, il Narrative Mediation Path, che combina in un’unica metodologia quattro codici discorsivi (metaforico, iconografico, mediato dalla scrittura, corporeo). La competenza riflessiva è stata misurata attraverso un questionario a risposte aperte costruito ad hoc e somministrato nelle fasi pre e post intervento; le risposte sono state codificate mediante la Reflexive Function Scale (Fonagy & Target, 1998) ed è stato riscontrato un aumento della Funzione Riflessiva da un livello Basso ad uno Ordinario. I dati saranno discussi con l’obiettivo di identificare principi metodologici dell’intervento di gruppo narrativo entro setting formativi e con particolare riferimento al ruolo del facilitatore, del focus process-oriented e delle funzioni di rispecchiamento e condivisione gruppale che hanno contribuito allo sviluppo di mentalizzazione
La Mentalizzazione come risorsa da sviluppare in una prospettiva di promozione della salute: il modello di counselling di gruppo per studenti universitari
No full textIntroduzione La mentalizzazione (Bateman & Fonagy, 2012), in una prospettiva di promozione della salute, può essere concettualizzata quale competenza psico-sociale e risorsa da sviluppare durante l'intero ciclo di vita e in diversi contesti (Midgley & Vrouva, 2014). La sua promozione può rivelarsi feconda con studenti universitari in ritardo negli studi in quanto può sostenerli nello sviluppo di social skills e di resilience (Rutter, 1985) necessarie ad affrontare i compiti evolutivi universitari.
Il contributo discute un modello di intervento di counselling di gruppo mentalizzante rivolto a studenti universitari in ritardo con gli studi, e presenta i dati relativi all'efficacia di alcuni percorsi di counselling.
Metodo
Il modello di intervento (Narrative Mediation Path; Freda & Esposito, 2017) è un metodo narrativo multimodale che integra diversi codici narrativi (metafore, vignette, sculture) con il dispositivo di gruppo per supportare lo studente nel riconoscimento degli stati mentali e di come questi influiscano sui comportamenti messi in atto all’università.
La Scala della Performance Accademica (Freda, Esposito & Gonzàlez-Monteagudo, 2016), volta a misurare gli indicatori di performance, è stata somministrata in fase pre e post test, mentre un Questionario di Soddisfazione (Esposito, Freda & Manzo, 2016) è stato compilato dai partecipanti in fase post test. Le analisi, di natura descrittiva e inferenziale, sono state effettuate su 70 studenti suddivisi in 6 gruppi di counselling a cui hanno partecipato nell'a.a. 2015/2016 presso il centro SInAPSi dell'Università Federico II di Napoli.
Risultati
I risultati hanno mostrato che in tutti i gruppi si è verificato un incremento significativo della performance accademica e che il 90% circa dei partecipanti ha dichiarato un elevato livello di soddisfazione in merito all'utilità e all'efficacia del counselling rispetto agli obiettivi mentalizzanti.
Conclusioni
I dati ottenuti vanno a supporto della possibilità di lavorare a scopi mentalizzanti in un’ottica di psicologia della salute attraverso dispositivi narrativi multimodali
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