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Relaciones complejas: relación pedagógica, psicoterapéutica y de supervisión clínica
Full text linkThis epistemological article will be focused on the analysis of the nature of the pedagogical, psychotherapeutic and clinical supervisory relationships from the perspective of complex thinking. In order to do so, it will explain the nature of complex thinking in opposition to reductionist conceptualization of classical-positivist science. At the same time, it will also define why human beings are complex multidimensional entities that develop complex relationships such as the pedagogical, psychotherapeutic and clinical supervisory relationships. Finally, it will analyse the common multidimensional structure of these relationships such as systemic (comparison between simple and complex systems), political (analysis of power relationships), educative (description of assimilation and accommodation processes), social (examination of the concept of working alliance), transferential (Analysis of concepts of transference and countertransference), moral (reflection of historical and social construction of the concept of morality), and spirituality and/or religious dimensions (Analysis of the conflict between science and spirituality/religion)Este artículo de carácter epistemológico se propone analizar la relación pedagógica, la relación psicoterapéutica y la relación de supervisión clínica desde la perspectiva del pensamiento complejo. Para ello, se describe la naturaleza del pensamiento complejo como una respuesta a la concepción reduccionista de la ciencia clásico-positivista. A su vez, se define al ser humano como una entidad compleja de carácter multidimensional al igual que las relaciones que constituye. Finalmente, se explica la multidimensionalidad de las relaciones humanas analizadas, estableciéndose que todas ellas presentan una estructura común integrada por las dimensiones sistémica (se compara sistema simple y sistema complejo), política (se analiza las relaciones de poder), educativa (se describen los procesos de asimilación y acomodación), social (se examina el concepto de alianzas de trabajo), transferencial (se analizan los conceptos de transferencia y contratransferencia), moral (se reflexiona acerca de su construcción histórica y social de la moral) y espiritual y/o religiosa (se analiza el conflicto entre la ciencia y la espiritualidad/o religión)
El aprendizaje de la relación terapéutica en el Máster de espiritualidad y psicoterapia
No full textThis article brings together the results of the Formal characterization in reception of album-books in a school context (second grade at Normal Higher Education Institution of Armenia). A path towards the strengthening of meaningful competence research, developed in order to find out how second-grade children read album-books, and how such reading modes influence the development of significant competence (MEN, 1998). The adopted methodology included: 1) recognition of the group’s own reading practices; 2) establishment of an album-book corpus from the Colección Semilla; and 3) design and implementation of instruments for data collection, and subsequent analysis. Two mechanisms were used for interpretation: 1) comparison between reader behavior during two reading circumstances (collective and individual); and 2) establishment of emerging categories. The analysis concludes: 1) greater proclivity to iconic code than to verbal code in collective reading; 2) tendency to fill lexical and narrative gaps with own linguistic and cultural tools; 3) Dexterity in recognition of the narrative point of view and the chronological unity of the story; y 4) recognition of the act of reading as a socially hierarchical practice.Este artigo reúne os resultados da pesquisa: Caracterização formal da recepção do álbum de livros em contexto escolar (segundo ano do Ensino Superior Normal da Armênia). Um caminho para o fortalecimento de competências significativas, avançado com o objetivo de saber como os livros infantis leem a educação de segundo grau e qual é a influência de seus modos de leitura no desenvolvimento de uma competição significativa (MEN, 1998). . A metodologia adotada implicou: 1) o reconhecimento das próprias práticas de leitura do grupo; 2) o estabelecimento de um corpus de livros do álbum da Coleção Semente; 3) o desenho e aplicação de instrumentos para coleta de dados e sua posterior análise. Para interpretação, foram utilizados dois mecanismos: 1) comparação entre o comportamento de leitura durante duas circunstâncias de leitura (coletiva e individual); e 2) estabelecimento de categorias emergentes. A análise conclui: 1) maior frequência de apelo ao código icônico do que ao verbal na leitura coletiva; 2) tendência a preencher lacunas lexicais e narrativas com ferramentas lingüísticas e culturais do próprio repertório; 3) habilidade no reconhecimento do ponto de vista narrativo e na unidade cronológica da história; e 4) reconhecimento do ato de ler como uma prática socialmente hierárquica.Este artículo reúne los resultados de la investigación: Caracterización formal de la recepción del libro álbum en contexto escolar (segundo grado de la Institución Educativa Normal Superior de Armenia). Un camino hacia el fortalecimiento de la competencia significativa, adelantada con el propósito de saber cómo leen libros álbum los niños de segundo grado de escolaridad, y cuál es la influencia de sus modos de lectura en el desarrollo de la competencia significativa (MEN, 1998). La metodología adoptada implicó: 1) el reconocimiento de las prácticas de lectura propias del grupo; 2) el establecimiento de un corpus de libros álbum de la Colección Semilla; 3) el diseño y la aplicación de instrumentos para la recolección de datos, y su posterior análisis. Para la interpretación se emplearon dos mecanismos: 1) comparación entre el comportamiento lector durante dos circunstancias de lectura (colectiva e individual); y 2) establecimiento de categorías emergentes. Del análisis se concluye: 1) mayor frecuencia de apelación al código icónico que al verbal en la lectura colectiva; 2) tendencia a llenar vacíos lexicales y narrativos con herramientas lingüísticas y culturales del repertorio propio; 3) destreza en el reconocimiento del punto de vista narrativo y de la unidad cronológica del relato; y 4) reconocimiento del acto de leer como una práctica socialmente jerarquizada
Aprendendo sobre o relacionamento terapêutico no Mestrado em Espiritualidade e Psicoterapia
No full textThis article brings together the results of the Formal characterization in reception of album-books in a school context (second grade at Normal Higher Education Institution of Armenia). A path towards the strengthening of meaningful competence research, developed in order to find out how second-grade children read album-books, and how such reading modes influence the development of significant competence (MEN, 1998). The adopted methodology included: 1) recognition of the group’s own reading practices; 2) establishment of an album-book corpus from the Colección Semilla; and 3) design and implementation of instruments for data collection, and subsequent analysis. Two mechanisms were used for interpretation: 1) comparison between reader behavior during two reading circumstances (collective and individual); and 2) establishment of emerging categories. The analysis concludes: 1) greater proclivity to iconic code than to verbal code in collective reading; 2) tendency to fill lexical and narrative gaps with own linguistic and cultural tools; 3) Dexterity in recognition of the narrative point of view and the chronological unity of the story; y 4) recognition of the act of reading as a socially hierarchical practice.Este artículo reúne los resultados de la investigación: Caracterización formal de la recepción del libro álbum en contexto escolar (segundo grado de la Institución Educativa Normal Superior de Armenia). Un camino hacia el fortalecimiento de la competencia significativa, adelantada con el propósito de saber cómo leen libros álbum los niños de segundo grado de escolaridad, y cuál es la influencia de sus modos de lectura en el desarrollo de la competencia significativa (MEN, 1998). La metodología adoptada implicó: 1) el reconocimiento de las prácticas de lectura propias del grupo; 2) el establecimiento de un corpus de libros álbum de la Colección Semilla; 3) el diseño y la aplicación de instrumentos para la recolección de datos, y su posterior análisis. Para la interpretación se emplearon dos mecanismos: 1) comparación entre el comportamiento lector durante dos circunstancias de lectura (colectiva e individual); y 2) establecimiento de categorías emergentes. Del análisis se concluye: 1) mayor frecuencia de apelación al código icónico que al verbal en la lectura colectiva; 2) tendencia a llenar vacíos lexicales y narrativos con herramientas lingüísticas y culturales del repertorio propio; 3) destreza en el reconocimiento del punto de vista narrativo y de la unidad cronológica del relato; y 4) reconocimiento del acto de leer como una práctica socialmente jerarquizada.Este artigo reúne os resultados da pesquisa: Caracterização formal da recepção do álbum de livros em contexto escolar (segundo ano do Ensino Superior Normal da Armênia). Um caminho para o fortalecimento de competências significativas, avançado com o objetivo de saber como os livros infantis leem a educação de segundo grau e qual é a influência de seus modos de leitura no desenvolvimento de uma competição significativa (MEN, 1998). . A metodologia adotada implicou: 1) o reconhecimento das próprias práticas de leitura do grupo; 2) o estabelecimento de um corpus de livros do álbum da Coleção Semente; 3) o desenho e aplicação de instrumentos para coleta de dados e sua posterior análise. Para interpretação, foram utilizados dois mecanismos: 1) comparação entre o comportamento de leitura durante duas circunstâncias de leitura (coletiva e individual); e 2) estabelecimento de categorias emergentes. A análise conclui: 1) maior frequência de apelo ao código icônico do que ao verbal na leitura coletiva; 2) tendência a preencher lacunas lexicais e narrativas com ferramentas lingüísticas e culturais do próprio repertório; 3) habilidade no reconhecimento do ponto de vista narrativo e na unidade cronológica da história; e 4) reconhecimento do ato de ler como uma prática socialmente hierárquica
Modelo psicoterapéutico complejo para el diagnóstico y tratamiento de la homofobia internalizada
Full text linkThis article describes the construction and application of a complex psychotherapeutic model for assessment and treatment of internalized LGBT+ phobia. LGBT+ social phobia is a complex and multidimensional phenomenon and internalized LGBT+ phobia affects one of its dimensions: the personal dimension. Internalized LGBT+ phobia is an illness and it affects the subjectivity of LGBT+ people. LGBT+ social phobia is a multidimensional phenomenon because it includes several dimensions: personal, interpersonal, institutional, cultural, political, social and historical. The model explained in this article is a product of the integration of some principles from psychoanalytic psychotherapy and the multi-psychotherapeutic affirmative framework of the LGBT+ condition following the principles of the narrative therapy based on Foucault’s thinking.
Keywords: complex psychotherapeutic model, LGBT+ phobia, internalized LGBT+ phobia, psychoanalytic psychotherapy, affirmative narrative psychotherapy.En este artículo se describe la construcción y puesta en práctica de un modelo complejo psicoterapéutico para el diagnóstico y tratamiento de la LGBT+ (lesbianas, gays, bisexuales, transgénero y otras sexualidades) – fobia internalizada. A su vez, se ha considerado a la LGBT+ fobia social como un fenómeno de naturaleza compleja y multidimensional, siendo la LGBT+ fobia internalizada una de sus dimensiones y una enfermedad, que afecta la subjetividad de los sujetos que la sufren. A su vez, La LGBT+ fobia social es entendida en este trabajo como un fenómeno complejo que presenta las dimensiones personal, interpersonal, institucional, cultural, política, social e histórica. Finalmente, el modelo de tratamiento propuesto en este artículo, es una construcción, producto del diálogo entre la psicoterapia psicoanalítica y la psicoterapia afirmativa de la condición LGBT+ considerada como marco multipsicoterapéutico, en su versión narrativa, es decir, siguiendo los principios de la psicoterapia narrativa, basada en el pensamiento de Foucault
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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