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The creation
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Intersubjectivity is the process of sharing or gaining an understanding of another person’s life through their own lens. In other words, it is a way to tap into the emotion of empathy towards that person. The idea of intersubjectivity can be achieved through reading a person’s verbal and nonverbal behaviors. 2. Briefly describe the relationship between intersubjectivity and the creative process in therapy. (2 points) up to 3 sentences The relationship between intersubjectivity and the creative process in therapy go hand in hand. As we noted, intersubjectivity acts as a bridge, a way for people to connect with one another and understand their experience. As for the creative process in therapy, the act of creating art puts the client in a …show more content…
However, the full line up would be good enough mother, omnipotence, illusion, primary creativity, frustration, and transitional object. Here, the good enough mother refers to the caregiver’s ability to attend to the infants need and be attentive. This creates the idea for the infant that there is a sense of omnipotence where they are unable to make the distinction between themselves and their caregiver. They feel there is an “all knowing” presence that is there to care for them. This feeds into the illusion which explains to the child what is happening; they have an illusion of “omnipotence” and it contributes to their primary creativity. An example of primary creativity is the baby believes the mother’s breast is part of themselves due the need of food. Primary creativity is need based driven and impulsive. Then the other process which gradually shifts over time as the infant grows is when the good enough mother starts to pull back from their roll and allows the child to experience moments of frustration. Now, the child may cry and the mother does not hurry over right away. This allows the child to build up their frustration tolerance and allow them to understand more about the world and their place in it. This is also when a child may have a transitional object in which they use to help them connect “inner and outer realities.” This can be a doll or blanket a child has that they …show more content…
The dialectical process is essential for potential space to take place. This refers to the concept that two dichotomies are formed and it is the connection between the two that creates the potential space. It allows a person to understand a sense of “I-ness” and becoming more self-aware and understand the separation between oneself and the presence of another person/caregiver. This leads to the process of subjectivity. Initially, the infant is unable to separate itself from the mother/caregiver, but through the gaining understanding of the dialectical process, it will start to see that it is separate from the other and start to gain a sense of self. Once subjectivity occurs and the infant starts to understand its sense of self, it allows them to be more aware and to self-reflect. This is where the use of symbols come into play. Now, the infant can curate symbols to discover more about their wants and needs. The use of symbols is only present when the infant wants something though and it is separating itself from the caregiver. This takes places in three parts: symbol which is an idea the infant has, symbolized which is an object or a situation in which the infant thinks about, and the subject which is the infant cultivating these ideas. Potential space is thought to be the connection between the symbol and symbolized in this process. And this is where creativity
This approach she felt was prominent during the art making portion of the session. Besides from the art portion of a session, Riley believed the verbal component of art therapy was important. Riley explored the stigma surrounding art therapy and the client's verbal expressions. From the book, Integrative Approaches to Family Art Therapy (Riley & Malchiodi, 1994), Riley states: “Hearing client’s language does not negate the process of looking at the art product. It is a synthesis of two creative means of communication.” Joining these two stories was key in Riley’s
Upon the completion of my high school career I was faced with the sudden realization that I was growing up and on the verge of becoming independent. A few months prior, I had applied to Montana State and received my acceptance letter. The future was before me and my ambitions were truly limitless. That is, until the fact set in that I was going to have to pay for this education that I desired. I knew that with my busy schedule, I would be unable to make enough money while only working a few hours here and there. I was beginning to lose sight of hope. Then one day I talked to my counsellor about what I could do and he pointed me towards dozens of scholarships that I could apply for. The exigence or purpose
A rhetoric analysis can be defined as the breakdown of components used to make a persuasive argument or judgment on a particular subject or topic. The ability to make a conclusion or decision on a given thought or idea in a moment of seconds is a result of rhetorical analysis. “Because media rhetoric surrounds us, it is important to understand how rhetoric works. If we refuse to stop and think about how and why it persuades us, we can become mindless consumers who buy into arguments about what makes us value ourselves and what makes us happy”. In Carroll’s essay “Backpacks Vs. Briefcases: Steps toward Rhetorical Analysis”, she discusses the nature of rhetorical analysis, how it affects our everyday lives and explains the role context plays.
In this paper, the readers will learn that I, Chantiara Johnson, played the role of a therapist. My friend, who is a college Sophomore played the role of client. I will use the techniques that I learned during the first three weeks of this course; these techniques will help me conduct the interview with my client. Throughout this interview, I will mock and reflect a therapy session of a client who is facing the feeling of loneliness and the feeling of not being enough.
Preoperational stage starts around age two through seven when the child enters pre-school level, begins talking in two word sentences and is beginning to experience “a more complete understanding of object permanence where the child's image-based thinking improves and develops with a capacity called representation and de-centration in which the child advances from centration to a more objective way of perceiving the world.”(para.1)
In “The Fish” by Elizabeth Bishop, the narrator attempts to understand the relationship between humans and nature and finds herself concluding that they are intertwined due to humans’ underlying need to take away from nature, whether through the act of poetic imagination or through the exploitation and contamination of nature. Bishop’s view of nature changes from one where it is an unknown, mysterious, and fearful presence that is antagonistic, to one that characterizes nature as being resilient when faced against harm and often victimized by people. Mary Oliver’s poem also titled “The Fish” offers a response to Bishop’s idea that people are harming nature, by providing another reason as to why people are harming nature, which is due to how people are unable to view nature as something that exists and goes beyond the purpose of serving human needs and offers a different interpretation of the relationship between man and nature. Oliver believes that nature serves as subsidence for humans, both physically and spiritually. Unlike Bishop who finds peace through understanding her role in nature’s plight and acceptance at the merging between the natural and human worlds, Oliver finds that through the literal act of consuming nature can she obtain a form of empowerment that allows her to become one with nature.
Swiss theorist Jean Piaget constructed the multi-stage cognitive-development theory, which suggests that as a child develops and explores their different environments, their brain is also developing, these advancements are characterised by different ways of thinking during the different stages (Lamdin & Lamdin-Hunter, 2012). Using John Bowlby’s theory of attachment in conjunction with Piaget’s cognitive-development theory, we can conclude that the secure environment formed from a child’s early caregiver type relationships allow them to explore these different environments safely allowing for cognitive development during early childhood and beyond. Between the ages of approximately two to seven years, a child enters the preoperational stage, a time in which symbolism is used to express sensorimotor discoveries and the development of language and the ability to pretend occurs (Berk, 2008). During this stage the child’s thinking lacks the logic that is typical of the concrete operational and formal operational stages (Berk 2008). To assist my own development my mother ensured I attended pre-school from the age of four to supplement my cognitive, social and physical development. This environment was stimulating with elements of play incorporated into each
...ning a therapeutic relationship. Paraphrasing includes repeating the content that has been expressed in a different way, this method can provide the client of feeling important and recognized. Reflection of feelings/content involves identifying the feelings and/or content in what has been said (highlighting the key aspects of the story), again this method encourages for the patients to be validated and heard.
Piaget proposed that cognitive development from infant to young adult occurs in four universal and consecutive stages: sensorimotor, preoperational, concrete operations, and formal operations (Woolfolk, A., 2004). Between the ages of zero and two years of age, the child is in the sensorimotor stage. It is during this stage the child experiences his or her own world through the senses and through movement. During the latter part of the sensorimotor stage, the child develops object permanence, which is an understanding that an object exists even if it is not within the field of vision (Woolfolk, A., 2004). The child also begins to understand that his or her actions could cause another action, for example, kicking a mobile to make the mobile move. This is an example of goal-directed behavior. Children in the sensorimotor stage can reverse actions, but cannot yet reverse thinking (Woolfolk, A., 2004).
Director Steven Spielberg and auther Markus Zusak, in their intriguing production, movie Saving Private Ryan and book The Book Thief, both taking place during World War II. However , in Saving Private Ryan Spielberg focus on a lot of complications that occur during war , but guilt was one difficulty that stood out to me. Zusak, on the other hand , showas that having courage during war can be a advantage and also an disadvantage depending on the situation. Both director and author grabed the audience attention with emotional and logical appeal.
As the child matures during the first two years of life, he or she creates a specific internal working model (BOOK). The working model of self is founded on the expectations the child develops based on experiences with the mother (BOOK). According to Bowlby (1979, p. 117), "the conce...
The stages outlined by Erikson start with Trust vs. Mistrust, which is mostly dictated by the quality of relationship between the mother and infant. If the child allows their mother out of sight without becoming upset, the child displays trust. The next task is Autonomy vs. Shame. This stage consists of the child learning independence or feeling doubtful of their abilities. An example of autonomy within this stage would be the child saying “no” to virtually everything in an attempt to make their own choices. The next stage, Initiative vs. Guilt, is similar to the previous. It is characterized by the child attempting to formulate and carry out plans or feel guilty for trying to establish independence. Erikson’s next step, Industry...
“Art therapy is a form of therapy in making of visual images (paintings, drawings, models etc.) in the presences of a qualified art therapist contributes towards externalization of thoughts and feelings which may otherwise remain unexpressed”(Walter & Gilory, 1992).
Klein believed healthy development occurs as a progression through two developmental positions. As discussed previously, the first position is the paranoid-schizoid position. Klein believed during this time the infant is in a state of extreme mental splitting of the external object (predominantly, the mother’s breast) into “good” and “bad” part-objects. At this developmental stage, experiences can only be perceived as all good or all bad (Mitchell & Black, 1995). Klein believed that after the infant’s ego sufficiently develops, he or she will be able to then integrate the bad with the good. This integration makes it possible for the infant to tolerate conflict. Klein felt that the establishment of a good internal object is a prerequisite for the later working through of the depressive position (Klein, 1975). This good object internalization can be augmented by good parenting, which can help “soothe any persecutory anxieties, thereby diminishing paranoid fears of bad objects and strengthening the relationship to good objects.” (Mitchell & Black, 1995, p. 94).
The conversation I chose to analyze was the third conversation between two participants about a classmate they go to school with. After reading and analyzing the conversation I would have to personally find it unsuccessful. The reason is because only one participant is actually successful in communicating their point to the other person.