https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

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The concept of mind

This is a review of Collected Works of John Tate. Parts I, II, edited by Barry Mazur and Jean-Pierre Serre. American Mathematical Society, Providence, Rhode Island, 2016. For several decades it has been clear to the friends and colleagues of John Tate that a “Collected Works” was merited. The award of the Abel Prize to Tate in 2010 added impetus, and finally, in Tate’s ninety-second year we have these two magnificent volumes, edited by Barry Mazur and Jean-Pierre Serre. Beyond Tate’s published articles, they include five unpublished articles and a selection of his letters, most accompanied by Tate’s comments, and a collection of photographs of Tate. For an overview of Tate’s work, the editors refer the reader to [4]. Before discussing the volumes, I describe some of Tate’s work. 1. Hecke L-series and Tate’s thesis Like many budding number theorists, Tate’s favorite theorem when young was Gauss’s law of quadratic reciprocity. When he arrived at Princeton as a graduate student in 1946, he was fortunate to find there the person, Emil Artin, who had discovered the most general reciprocity law, so solving Hilbert’s ninth problem. By 1920, the German school of algebraic number theorists (Hilbert, Weber, . . .) together with its brilliant student Takagi had succeeded in classifying the abelian extensions of a number field K: to each group I of ideal classes in K, there is attached an extension L of K (the class field of I); the group I determines the arithmetic of the extension L/K, and the Galois group of L/K is isomorphic to I. Artin’s contribution was to prove (in 1927) that there is a natural isomorphism from I to the Galois group of L/K. When the base field contains an appropriate root of 1, Artin’s isomorphism gives a reciprocity law, and all possible reciprocity laws arise this way. In the 1930s, Chevalley reworked abelian class field theory. In particular, he replaced “ideals” with his “idèles” which greatly clarified the relation between the local and global aspects of the theory. For his thesis, Artin suggested that Tate do the same for Hecke L-series. When Hecke proved that the abelian L-functions of number fields (generalizations of Dirichlet’s L-functions) have an analytic continuation throughout the plane with a functional equation of the expected type, he saw that his methods applied even to a new kind of L-function, now named after him. Once Tate had developed his harmonic analysis of local fields and of the idèle group, he was able prove analytic continuation and functional equations for all the relevant L-series without Hecke’s complicated theta-formulas. Received by the editors September 5, 2016. 2010 Mathematics Subject Classification. Primary 01A75, 11-06, 14-06. c ©2017 American Mathematical Society

The collected works

Psychology has been increasingly recognizing the multiplicity of the self. However, this recognition raises the problem of explaining how a sense of self-identity is achieved within a multiplicity of selves. Two theoretical orientations playing a major role in the study of the plurality of the self: the social-cognitive perspective, in which self is studied as an information-processing device, and the social constructionist framework, in which self is understood as a matter of social and linguistic negotiation. Nevertheless, it is argued that these orientations are still trapped in several epistemological problems and the final result leaves no space for subjectivity. Dialogism and the dialogical view of the self are presented as possible solutions for those problems. Conceiving self as a result of the dialogicality, unity and multiplicity appear as two contrasting, but united poles of a dialogical and (inter)subjective self.

The Return of Subjectivity: From a Multiplicity of Selves to the Dialogical Self

Preface: from dispute to collaboration Introduction: melodies of living Part I. Time for Development: 1. Solidity of science and fullness of living: a theoretical expose 2. Imagination and the life course 3. Moving through time: imagination and memory as semiotic processes 4. Models of time for the life course Part II. Spaces for Development: 5. Social framing of lives: from phenomena to theories 6. Stability and innovation in adults narrating their lives: insights from psychotherapy research 7. Paradoxes of learning Part III. Beyond Time and Space: Imagination: 8. We are migrants! 9. Playing while being serious: the lifelong game of development - and its tools 10. Playing under the influence: activity contexts in their social functions 11. 'Old age' as living forward 12. Epilogue: the course of life as a melody.

Human Development in the Life Course: Melodies of Living

Background: Systematic studies of the efficacy of Narrative Therapy (NT) for depression are sparse. Objective: To evaluate the efficacy of individual NT for moderate depression in adults compared to Cognitive-Behavioral Therapy (CBT). Method: Sixty-three depressed clients were assigned to either NT or CBT. The Beck Depression Inventory-II (BDI-II) and Outcome Questionnaire-45.2 (OQ-45.2) were used as outcome measures. Results: We found a significant symptomatic reduction in both treatments. Group differences favoring CBT were found on the BDI-II, but not on the OQ-45.2. Conclusions: Pre- to post-treatment effect sizes for completers in both groups were superior to benchmarked waiting-list control groups.

/pdf/narrative-therapy-vs-cognitive-behavioral-therapy-for-4q0i2h9aqw.pdf

Narrative Therapy vs. Cognitive-Behavioral Therapy for moderate depression: Empirical evidence from a controlled clinical trial

The COVID-19 pandemic has brought with it a great need for the use of telepsychotherapy and other interventions using psychological theories and techniques to support both mental and physical health. E-mental health presents a wide range of opportunities in mental health care to overcome barriers for receiving conventional psychological care, especially when psychotherapists and clients find themselves in (self)quarantine resulting from a pandemic. For many psychotherapists and clients, the current situation provides a first experience with e-mental health and reliance on telepsychotherapy or other means of technology to provide or receive care, respectively. Psychotherapeutic circumstances may often be suboptimal, with psychotherapists and clients experiencing difficulties finding a private space or sufficient time for an undisturbed consultation. This article aims to highlight recommendations on how to create the best possible context in which e-mental health supplements and enhances current services for clients. These recommendations are grouped according to 3 categories of key stakeholders: psychotherapists, health services and regulatory agencies, and developers. This article focuses on (a) how to make optimal use of technology in psychotherapeutic practice; (b) how to integrate e-mental health into the health care system to allow for a safe, transparent, and effective environment for (self) care; and (c) how to develop e-mental health applications.

/pdf/recommendations-for-policy-and-practice-of-telepsychotherapy-3wojewuygt.pdf

João Salgado

Papers

The Return of Subjectivity: From a Multiplicity of Selves to the Dialogical Self

Human Development in the Life Course: Melodies of Living

Narrative Therapy vs. Cognitive-Behavioral Therapy for moderate depression: Empirical evidence from a controlled clinical trial

Recommendations for policy and practice of telepsychotherapy and e-mental health in Europe and beyond

The Dialogical Self: Social, Personal, and (Un)Conscious