After virtue, a study in moral theory

Oneself as Another

FORMS FOR THE THERAPIST. Allan G. Hedberg (Ed.) (2010). San Diego, CA: Academic Press. Reviewed by Christopher H. Rosik (Link Care Center, Fresno, CA; Fresno Pacific University). Allan Hedberg is a seasoned psychologist and former president of the California Psychological Association. His considerable experience as a clinician is evident in this impressive volume that makes a wealth of useful material readily available to therapists seeking to establish or enhance their practice. Moreover, Dr. Hedberg enlisted the contributions of sixteen other experienced professionals to provide helpful resources in seven areas: Information for the therapist, assessment tools, patient homework or assignment outside therapy, information for the patient, exercises to be performed in therapy, forms to be completed by the therapist or patient, and sample forms and templates. Multiple indexes and pictorial legends help to direct the clinician to the exact page where the needed form is presented. In addition, purchase of the book enables the user to access a website where all of the forms can be downloaded, so no bindingbreaking copying is necessary. It is impossible to review all of the valuable forms compiled in this text, but the list of chapter titles can provide some basic orientation to what this book offers. Chapters include Forms for setting up and defining your practice; Forms related to fees; HIPAA/Patient privacy forms; General information handouts for patients; Forms related to referral and consulting services; Fitness for duty and workers' compensation forms; Forms related to patient services; Forms related to therapist's professional activity; Managing an office staff; Termination of treatment/practice forms; Forms for session notes; Clinical errors, bad habits, ethical complaints, and law suits; Expanding your practice; Organizing your charts and evaluations; General assessments, intake, brief, comprehensive, and more; Assessments related to specific tests and scales; Assessments related to risk, competency, health, and neuropsychology; Anxiety and stress relief with relaxation assessment and exercises; Depression and self-esteem; Insomnia and sleep therapy; Addictive behavior; Suicidal behavior; Pain management and coping with medical disorders; Anger and violent behavior; Strategies and tools for personal growth and health awareness; Communication tips and exercises; eating and exercise logs; Cultural diversity appreciation exercises; Conflict resolution and problem solving; Thinking distortions: Information and patient exercises; eating and exercise logs; Cultural diversity appreciation exercises; Conflict resolution and problem solving; Thinking distortions: Information and patient exercises; Behavioral monitoring logs; Dealing with crisis; Serving children and their families; Dealing with geriatric patients; Couples therapy and relationship assessment and exercises. …

The Psychology of Religion: An Empirical Approach

Les traditions religieuses vehiculent des recits pour faciliterla construction identitaire des fideles. Ces recits peuvent etreconsideres comme des ressources pour aider l’individu a se re-perer, se situer par rapport a sa lignee familiale, ses ascen-dants et descendants (de sang ou spirituels), par rapport a songroupe d’appartenance et aux autres groupes humains dont ila connaissance. Possedant dans son repertoire toute une seriede recits mettant en scene les attitudes recommandees dansdiverses situations de la vie, une tradition religieuse apparaitcomme un soutien dans des situations de crise, de risque derupture biographique (ruptures affectives, pertes d’etres chers,guerres, catastrophes naturelles, maladies, etc.).

https://serval.unil.ch/resource/serval:BIB_298863287003.P001/REF.pdf

Récit de soi et narrativité dans la construction de l’identité religieuse

Self-identity work appears to be a challenge for many service members as they transition and reintegrate into civilian life. When other cultural influences seem to threaten an established self as it labors with transition, tension and conflict may arise and can potentially impact mental health. Insights from an ongoing longitudinal project on the subject matter indicate that an analysis of an individual, which utilizes the concept of I-positions may serve as a useful analytical tool during these processes. A longitudinal methodology combining a narrative approach with such an exploration of I-positions derived from a dialogical self framework may prove to be a promising avenue to advance the understanding of selves in transition beyond the dichotomy of the military and civilian spheres. The bridging capacity of I-positions lies partly in the capacity of significant others to link the self to both spheres and to help fill the perceived void between these two realms, which in reality may be overlapping and intertwined. The findings suggest, facilitated by two case study examples, that military transition to civilian life may benefit from a dialogical approach. This dialogical mind-set could even already be introduced and established during basic training. However, there is also a shared responsibility for individuals in civilian contexts to invite former service members into open dialogue just as the service members themselves shall strive to initiate earnest dialogue. Future research is encouraged to widen the methodology and knowledge of selves in transition.

https://journals.sagepub.com/doi/pdf/10.1177/1354067X17707451

Advancing an understanding of selves in transition: I-positions as an analytical tool.

This article charts various communalities and differences between cognitive-developmental and socio-cultural models in the psychology of moral and religious development, with particular attention to Hubert Hermans's model of the dialogical self. The authors propose that, despite marked differences, even oppositions, between conceptual models and visions of the human subject in these two ways of conceiving psychological functioning, the cognitive-developmental approach and the narrative-dialogical approach show meaningful correlations and overlap. Arguing for a “meta-dialogical” perspective benefiting from both cognitive-developmental and dialogical self contributions, the article goes on to explore some implications for moral and religious education.

/pdf/epistemic-subjects-discursive-selves-and-dialogical-self-1atcxnr85t.pdf

Paulo Jesus

Papers

Epistemic subjects, discursive selves, and dialogical self theory in the psychology of moral and religious development : mapping gaps and bridges