Background: Neurophysiological models link dissociation (e.g. feeling detached during or after a traumatic event) to hypoarousal. It is currently assumed that the initial passive reaction to a threat may coincide with a blunted autonomic response, which constitutes the dissociative subtype of post-traumatic stress disorder (PTSD). - Objective: Within this systematic review we summarize research which evaluates autonomic nervous system activation (e.g. heart rate, blood pressure) and dissociation in PTSD patients to discern the validity of current neurophysiological models of trauma-related hypoarousal. - Method: Of 553 screened articles, 28 studies (N = 1300 subjects) investigating the physiological response to stress provocation or trauma-related interventions were included in the final analysis. - Results: No clear trend exists across all measured physiological markers in trauma-related dissociation. Extracted results are inconsistent, in part due to high heterogeneity in experimental methodology. - Conclusion: The current review is unable to provide robust evidence that peri- and posttraumatic dissociation are associated with hypoarousal, questioning the validity of distinct psychophysiological profiles in PTSD.

Using Indigenous methodology and a story telling method this thesis is the result of research that looks at the benefits of traditional Indigenous ceremony and healing practices as a way to heal from traumatic experiences. A thematic analysis technique was employed to reveal four themes that emerged from the stories told by Indigenous Knowledge Keeper participants. The first theme is the importance of our connection to all living things including our own selves. Another is recognizing our greatest teachers nature and animals. Cleansing emerged at the center of all traditional healing strategies and the final theme encompasses all that we are as life on this planet spirit or energy. Trauma can be understood as any event that creates difficulty for the individual to cope whether the event that caused the experience was purposeful or accidental. While people do find amazing ways to cope with circumstances that are overwhelming, neurobiology tells us how trauma is processed and impacts the workings of the brain. Trauma in the nervous system can be understood as the result of a person or group or community’s inability to stay safe or to feel safe during the experiences. Indigenous people live with the ongoing effects of intergenerational trauma caused by colonization including the Indian Residential School experience, as well as ongoing systemic oppression. All traumas can activate the deeply held traumas that have been transmitted trans-generationally. In essence we carry intergenerational traumas. I believe that Indigenous people were practicing healing on a regular basis within their traditional ceremonies, dances and practices before contact and these practices may inform a model of health and wellness that could be useful in healing the effects of trauma that impacts Indigenous people today. Ceremonies and traditional teachings were shared communally before contact and are now being revived as we embrace the cultural practices of our ancestors across this land. Within our Indigenous ways of knowing we recognize that we are related to everything in creation we are connected and depend on one another. In 1884, under the Potlatch Law & section141 of the Indian Act our ceremonies, spiritual practices and traditional knowledges were made illegal; our people were imprisoned for practicing them (UBC First Nations Studies, 2009). Today we are in a state of desperation for healing strategies that work for who we are as a people. The Elders in this research shared how this can be done. / Graduate / 0452 / 0622 / 0347 / sheilanyman@shaw.ca

The aim of this thesis is to introduce BMC approach in relation to other body-oriented psychotherapies, to characterise its principles and techniques, the format of therapy and to analyze and assess it from a point of view of the basic questions of scientific validity of a psychotherapeutic modality. Further in this thesis we summarize the bodily anchored experiencing theory. The empirical part of this thesis is a quantitative study of relation of body awareness, depressive experiencing and the satisfaction with life. We also studied a relationship among body awareness and socio-demographical characteristics of respondents. We ascertained some statistically significant correlations pointing towards a link between the ability of body awareness and depressive experiencing and also with satisfaction with life. The findings of this empirical study point towards the usefulness of further systematical developing of the body awareness construct.

Made available in DSpace on 2016-04-27T18:47:24Z (GMT). No. of bitstreams: 1 Patricia Gimenes Branco.pdf: 2463016 bytes, checksum: d3ca20aa76336b1d870b8e9b333aab63 (MD5) Previous issue date: 2007-09-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The global society is undergoing deep changes in its social, economic, political and cultural structure. In this context, the quest for the understanding of the reality of the world and, in particular, the building of sense for life and existence, has been many times undertaken by the human beings. The contemporaneity with an increasingly complex time has defying many individuals to work for the construction and perfecting of their own manhood, that occurs throughout the life cycle. The humanization of the being, in all phases of life, assumes the education experience as a singular development process, wherein each individual must be fully served in his specificities, recognized in his abilities, understood in his difficulties, so that his rights are respected and valued. An expressive number of elder people have been received, in the last years, by several higher education institutions in Brazil. In the city of São Paulo, in particular, there are a large number of institutions that develop social-educational programs intended to that public, in order to assure the possibility of learning along life and experiencing inter-generation relationships at the old age. This qualitative approach research aimed at understanding the meanings of the singular experience of aging of ten older women that attend to an educational program developed by a private higher education institution in the city of São Paulo, considering the reasons for their entrance, their expectations as to the proposals and dynamics of the program, type of participation and the perception of the interviewed participants on the living with the colleagues and the most significant lessons learned along this process. Through the analysis of the data collected in individual interviews, we could find that aging is a dynamic, singular, complex and heterogeneous process that does not involve only difficulties and painful losses, but also important acquisitions that help older women to re-code their own perception that they have built about old age and the aging process. The learning of recognizing their vulnerabilities and limitations, resulting from the decline caused by the aging process, the development of their self-esteem and the valuation of dignity, resulting from the experiences of this permanent education program and the construction of friendship bonds were, undoubtedly, the best conquests for these women. Considering that aging is a singular process, the development is continuous, permitting new learning and opportunities for change / A sociedade global vive profundas transformações em sua estrutura social, econômica, política e cultural. Neste contexto, a busca da compreensão sobre a realidade mundial e, principalmente, a construção de sentidos para a vida e existência, tem sido muitas vezes empreendida pelo humano. A contemporaneidade como um tempo de complexidade crescente, vem desafiando muitos indivíduos a trabalharem pela construção e aperfeiçoamento de sua própria humanidade, que ocorre por todo o ciclo de vida. A humanização do ser, em todas as fases da vida, supõe a vivência da educação como um processo de desenvolvimento singular, onde cada indivíduo deve ser plenamente atendido em suas especificidades, reconhecido em suas habilidades, compreendido em suas dificuldades, de modo que seus direitos sejam respeitos e valorizados. Um expressivo contingente de pessoas idosas vem sendo acolhido nos últimos anos por diversas instituições de educação superior no Brasil. Na cidade de São Paulo, em especial, há um grande número de instituições que desenvolvem programas sócio-educacionais destinados a este público, a fim de garantir a possibilidade de aprendizagem ao longo da vida e da vivência de relacionamentos intergeracionais na velhice. Esta pesquisa, de abordagem qualitativa, objetivou compreender os significados da experiência singular do envelhecimento de dez mulheres idosas que freqüentam um programa de educação desenvolvido por uma instituição de educação superior privada da cidade de São Paulo, considerando as razões do seu ingresso, suas expectativas em relação às propostas e dinâmicas do programa, tipo de participação e as percepções das entrevistadas sobre a convivência com as colegas e as aprendizagens mais significativas construídas ao longo desse processo. Através da análise dos dados coletados em entrevistas individuais, pudemos constatar que o envelhecimento é um processo dinâmico, singular, complexo e heterogêneo, que não envolve apenas dificuldades e perdas dolorosas, mas também aquisições importantes que auxiliam as mulheres idosas a recodificarem a própria percepção que construíram sobre a velhice e o processo de envelhecimento. O aprendizado do reconhecimento das suas vulnerabilidades e limitações, resultantes do declínio causado pelo processo de senescência, o desenvolvimento da sua auto-estima e da valorização da dignidade, resultantes das vivências nesse programa de educação permanente e a construção de vínculos de amizade foram, sem dúvida, as maiores conquistas para essas mulheres. Considerando que o envelhecimento se constitui em processo singular, o desenvolvimento é contínuo, possibilitando novas aprendizagens e oportunidades de mudanças

The study undertook to explore the notion of stuckness within interpersonal and intrapersonal relationship dynamics. Stuckness has different presentations and can pertain to an individual’s’ inability to move beyond a particular challenge, or find resolution to one or more persistent problems. Alternatively, the stymied dynamic could manifest as a person becoming consistently highly activated or triggered. This has negative ramifications, within both interpersonal and intrapersonal relationships. Therapeutically, psychological stuckness is frequently encountered, and a lack of resolution of past trauma, is speculated as being a contributory factor. A qualitative, explorative research study was conducted over a period of one year, to collect data. The research design consisted of five case studies of participants who engaged in approximately one year of therapy. Participants were seen fortnightly, by a clinical psychologist, who is also the researcher of the study. The notes taken in the therapy sessions, as well as other qualitative methods, were utilised to collect the data. The data was analysed for themes formulated by the researcher, which themes correlated with the principles of the two schools of thought applied in the study. Logotherapy and somatic experiencing are the therapeutic interventions, which were included in the research method. These approaches were utilised in an endeavour to explore their efficacy, in resolving stuckness, speculated as being due to unprocessed trauma. Participation in the study was voluntary and boundaries of ethical codes, as well as values of psychotherapeutic therapy adhered to. There was no monetary exchange for the therapy received, and no costs incurred to the participants, in the research study. The presence of a long-standing persistent problem, or issue (stuckness) that had belied resolution, was the main criteria for inclusion in the study. The research explored the possible association between unresolved trauma, as well as various types of interpersonal, and intrapersonal stuckness. Impulsivity, explosive tempers, irrationality, emotionality and bizarre acting out behaviours, are some of the presentations, that the study speculated, as being due to unprocessed traumatic energy. A contribution of this research is that there is an absence of any prior studies conducted which explores stuckness and its correlation with unresolved trauma. In addition, no other research assessing the combined, top-down, and bottom-up efficacy of the therapeutic approaches of logotherapy and somatic experiencing were sourced. Payne, et al. (2015 b) state that they could not find evidence of more than five papers which provided case studies on somatic experiencing as a trauma intervention. The number of studies undertaken on somatic experiencing in general, is also significantly limited (Changaris, 2010; Samardzic, 2010). This adds to the value, meaning and purpose of this research, as it is a unique endeavour, motivated by the researcher’s intention to add more value to individuals’ lives, especially when the presenting problem, appears to be unfathomable stuckness. In an absence of any understanding for the reasons for such stuckness, these people may experience significant distress at being stymied, within the self, or in relation to others, as well as feel at a loss for any possible recourse. This study could prompt other researchers to conduct similar investigations, not only of the combined body-based, and cognitive psychotherapuetic interventions, but also of the link between stymied interpersonal, as well as intrapersonal relationship dynamics, and trauma. The application of a mind, body and soul approach in the study, through the inclusion of logotherapy, is also relevant. In reviewing the direction of psychological fields, one can detect that the trends are towards constructs such as meditation, enlightenment, consciousness, meaning, purpose, mindfulness, presence, and spiritual identity. Individuals are seeking more enlightenment, and want to explore more of the noetic dimension, which I believe psychotherapy has to include, in order to meet the needs of an evolving society. / Psychology / D.Phil. (Psychology)

在網路發達的數位經濟時代，數位學習越來越普及，且大多是以非同步線上學習為主，但是非同步線上學習面臨即時互動性不高的問題，如此情形下，學習者無法立即獲得回應，會降低其學習意願與學習成效；以「參與體驗式個案教學」為例，參與體驗式個案教學法主張透過學生角色扮演，進行個案模擬和討論來增強個人成長與在組織中互動運作的應變能力。本研究透過探討並描述「參與體驗式個案教學法」課程的情境，了解課程在上課前、中、後教師與學生的需求，規劃並實作一個學習社群導向、結合顧客關係管理、網路客服中心概念與Ｗiki共筆為基礎的數位學習系統去支援參與體驗式個案教學，建立客製化服務，讓學習內容被網路的成員所共同創造、分享、重新混合、重新定義，並傳遞出去，以及運用即時通訊來實踐立即性互動，改善學習者無法即時獲得回應而降低學習意願的問題。 本研究所建用來支援參與體驗式個案教學的雛型系統，其操作介面簡單易上手，且功能符合參與體驗式個案教學情境所需，是一個因教學制宜的系統，並且提供了即時通訊於其中，實踐了客製化、即時互動與數位學習社群的概念，同時也補足非同步線上學習的缺點，讓數位學習系統確實成為學生自主學習參與體驗式個案教學的輔助工具。

Aesthetic criticism very often has been overlooked and considered a lesser form. However, many interpretations, applications and discernments can be obtained from this kind of art writing. Using Osvaldo Sánchez's work as a case study, this thesis examines how writerly art criticism offers an active reading framework of the work of art by using philosophical, literary and poetic constructions. In this regard, I will see how the "writerly" condition has contributed compelling insights to the History of Aesthetics, highlighting the connections and disconnections between Sánchez and other writerly critics, which demonstrates the significance of developing a flexible, available and aesthetic learning model of art appreciation. I will analyze as well various models of experience, subjective and objective, that release certain "openness" as a premise for their existences. Here are included the Kantian sublime, Heidegger's ontological Being, the surrealist cultivation of chance, Kaprow's happenings, and the attitude of disinterest developed by the vanishing poets as defended by the scholar Rafael Hernández Rodríguez. I will show that, by choosing an accommodating approach to discover forms of knowledge, an assortment of valuable empirical content can be found. Finally, I investigate the writerly work of Cuban critic Osvaldo Sánchez that does not adopt a fixed critical pattern. Instead, Sánchez's art writing passes through fields, providing us with a heuristic methodology in which the aesthetic emerges not as a preconditioned set of principles/procedures, but as a true lived experience.

Der Beitrag formuliert Gemeinsamkeiten und Unterschiede zwischen einem musikdidaktischen Konzept „Aufbauender Musikunterricht“ und einem als „Musikpraxen erfahren“ konkretisierten Konzept ästhetischer und kultureller Bildung. In vier Abschnitten werden (1) Gemeinsamkeiten, (2) Populäre Musik in „Aufbauendem Musikunterricht“ und „Musikpraxen erfahren“, (3) Musikbegriffe sowie (4) Einwände und Erwiderungen dargestellt. Im vierten Teil werden in dialogischer Form das Verhältnis von schulischen Lernsituationen und musikalischer Erfahrung, die jeweilige Normativität des musikpädagogischen Musikbegriffs, die jeweilige Sach- und Schülerorientierung, das Verhältnis von instruktiven und offenen Lehr-Lernsituationen und Konzepte für einen roten Faden im Musikunterricht reflektiert. Das jeweilige Verständnis von dem, was unter Musik verstanden wird, erweist sich als folgenreich für das musikdidaktische Konzept. / The article deals with similarities and differences between a music teaching concept "Music teaching step by step" and an alternative one which is specified as a concept of aesthetic and cultural education known as "Experiencing musical practices". Topics are exposed in four sections: (1) common positions, (2) the role of popular music within "Music teaching step by step" as well as within "Experiencing musical practices", (3) what does "music" mean? and (4) objections and replies. The fourth section is presenting a dialogue, dealing with the relation between learning situations in the classroom and musical experience, as well as with the specific normativity of the music teaching concepts. Moreover, this chapter is asking, if the concepts are appropriate to the subject's and to the pupil's needs and if these concepts take into account the ratio of instructive teaching versus open teaching-learning situations as tools to increase the learning outcomes. The particular understanding of what we mean by "music" is seen to be crucial for music teaching concepts.

Darbe analizuojama šeimos santykių raiška vaikų piešiniuose. Tyrime dalyvavo 5 - 9 metų vaikai: 20 vaikų augančių darniose šeimose ir 20 vaikų, augančių krizę išgyvenančiose šeimose. Objektyvesnei, papildomai informacijai gauti apie vaikus, jų šeimas, buvo atliktas interviu su šešiomis pedagogėmis. Vaikai piešė savo ,,Šeimos“ ir ,,Gyvūnų šeimos“ piešinius. Tyrime buvo siekiama įvertinti ir palyginti šeimos narių tarpusavio santykius darniose ir krizę išgyvenančiose šeimose. Tyrimo išvados: 1. Vaikų piešiamuose ,,Šeimos“ ir ,,Gyvūnų šeimos“ piešiniuose, kaip realybė ar siekiamybė, atsispindi šeimos narių tarpusavio santykiai. Piešiniai gali būti naudojami emocinių ryšių šeimoje įvertinimui. „Šeimos“ piešiniuose labiau atsispindi ir atsiskleidžia reali šeimos situacija ir šeimos narių emociniai ryšiai, o ,,Gyvūnų šeimos“ piešiniuose - vaikų lūkesčiai, troškimai, susiję su norima šeima ir norimais šeimos narių santykiais. Ši tendencija nurodoma ir kitų autorių darbuose. 2. Darniose ir krizę išgyvenančiose šeimose augančių vaikų piešinių analizės rezultatai nevienareikšmiški. Abiejų tipų šeimose yra ir palankių, ir nepalankių emocinių ryšių apraiškų. Daugumai darniose šeimose augančių vaikų būdingi palankūs emociniai ryšiai su šeimos nariais, kai kuriems - kiek silpnesni ryšiai su broliais ir seserimis. Krizę išgyvenančių šeimų daugumos vaikų emociniai ryšiai su šeimos nariais yra silpnesni, daugiau negatyvių ir prieštaringų santykių. Būdingas... [toliau žr. visą tekstą] / In this master thesis the expression of family relationships in the drawings of children is analyzed. The research included 5 - 9 year olds: 20 children growing cohesive families and 20 children growing up in families in crisis. In order to provide more objective additional information about the children and their families, the interview with six educators was conducted. Children drew their own “family” and “animal family" drawings. The study was designed to evaluate and compare the relationships between family members in harmonious families and families in crisis. Main conclusions of the research: 1. In children’s own “family” and “animal family" drawings, as reality or aspiration reflecting family relationships. Drawings can be used as valuation of emotional communication in the family. "Family" drawings express and reveal the real situation of the family and family relationships, and “animal family "drawings - children's expectations, desires associated with the desired family and desired family relationships. This tendency is indicated in others authors researches. 2. In harmonious and experiencing a crisis families the research conclusions of children's drawings are mixed. Both types of families have both favorable and unfavorable manifestations of emotional communication. Most in harmonious families living children characterized by favorable emotional relations with family members, some of whom - weaker relationships with brothers and... [to full text]

81 Abstract The presented diploma thesis solves fears which are experienced by workers in low-threshold institutions for children and youth (NZDM) in their ongoing contact work. The theoretical articles are focused on the description of NZDM - it's principles, target group, methods and protective mechanisms of work. The following articles describes workers in NZDM. Due to the topic of diploma thesis, the fears are defined in the next articles. The research part of the thesis solves meanings and experiencing of fears using the interpretative phenomenological analysis by A. Smith. The analysis outcome is of high importance experiencing frustration, uncertainty and refusal. The fears are experienced in the background of their own personal life experiences, in the clients specific lives, in the relationship with clients, experiencing competency and work requirements. The most commented values are the intrapsychical safety and self-esteem. The analysis also shows the protective strategies for coping with the fears. Workers talked about the benefits of the experienced problems.