Experiential Theory Research Articles

Psicoterapia Experiencial Orientada al Focusing: una visión general

La psicoterapia experiencial y el focusing fue desarrollada por Eugene Gendlin en Estados Unidos, mientras era parte del equipo de investigación de Carl Rogers. La psicoterapia experiencial es un desarrollo del enfoque centrado en la persona que surge de la investigación en psicoterapia, observando a personas cuyos procesos fueron exitosos. En estas investigaciones, se observó que las personas con mayores avances en sus terapias tenían cierta particularidad en cómo expresaban sus vivencias. Esto se manifestaba en que hablaban con un lenguaje tentativo, más lento y chequeaban con algo interno lo que iban expresando. Gendlin desarrolla una filosofía, una teoría experiencial y el focusing como herramienta aplicada a la psicoterapia. En la presente revisión teórica se realizará una descripción de los fundamentos básicos de la psicoterapia experiencial orientada al focusing, sus influencias, el focusing como método y técnica, y sus aplicaciones.

The pedagogy of legal reasoning: democracy, discourse and community

ABSTRACTLearning legal reasoning is a central part of any undergraduate law degree and remains a threshold concept: one which is vital for any law student to grasp, but which is often difficult to explain. It is a form of reasoning which is very distinctive to the discipline. This article explores the applicability of learning theories typically used to ground pedagogy in higher education to the specific task of teaching legal reasoning. Constructivist or experiential theories of learning are widely used in higher education, but they need to be used with a clear focus on the specific nature of legal reasoning, which does not fit neatly within the assumptions about learning which underpin many constructivist approaches. Situated learning theories, which place emphasis on the role of the community in constructing knowledge, can also be of value. However, steps need to be taken to avoid replicating the hierarchy of the legal community within educational communities. Overall, the pedagogy of legal reasoning needs to pay attention to the specific nature of legal reasoning, to enable students to access the discourse of the legal community to use as a model, and to take students seriously as members of that community.

Examining visitors’ experience with Batu Cave, using the four realm experiential theory

PurposeCity has a continuous need to diversify its products and services to ensure longer tourists’ stays and a profitable tourism industry. Kuala Lumpur is one of the most popular cities in the world, and within its vicinity, Batu Caves are not only an important Hindu religious site, but also a popular tourist attraction. Guided by the four realms of experience dimensions (Pine and Gilmore, 1998), the purpose of this paper is to analyze 54 essays written by university students, to examine the experience of their visit to Batu Caves. The findings confirmed the application of all the four realm dimensions – entertainment, educational, esthetic and escapist – revealing both positive and negative aspects of the experience. Batu Caves may capitalize on the positive experiences as pointers to create an effective marketing communication, while negative experiences are opportunities to devise appropriate corrective measures, and perhaps further develop tourism products and services that would appeal to the visitors’ experience.Design/methodology/approachThis study employed a qualitative research strategy to examine visitors’ experiences at Batu Caves using the four realms of experience theory as coined by Pine and Gilmore (1998). A total of 54 undergrads were asked to describe their visit to Batu Caves (Lucia-Palacios et al., 2016) providing a complete insight of their opinions, feelings and perceptions (Jüttner et al., 2013) using the essay writing method.FindingsThe authors discovered firm evidence of the theory’s application, revealing the expected four experiential dimensions in explaining experience at a cultural religious site, extending the description to include its positive and negative aspects, all of which are useful for destination management. The study points out a lot of aspects that must be managed by the site, such as the poor esthetic experience (e.g. smell, rubbish, graffiti, etc.), controlling the animal aggression (i.e. monkeys) and perhaps develop new products and services which could enhance some experiences (e.g. cultural escapism through cultural performances in which visitors could participate).Research limitations/implicationsThe main weakness of the research is perhaps the qualitative research work in which data were collected from essays written by the university students. Data of this nature prevent us from being able to generalize the findings and reflect on the experience to the general public.Practical implicationsTourist stays in Kuala Lumpur could be enhanced by providing meaningful, deep and memorable experiences. Tourist attractions such as Batu Caves should continuously examine the experience that they provide to the visitors. Batu Caves’ management could continuously measure its tourists’ experience provisions, as tourists’ needs evolve over time. From the results they could revamp their products and services offering to ensure the sustainability of Batu Caves’ natural and cultural appeal among visitors and tourists alike.Originality/valueThe outcome provides a better understanding of the current tourism product and services at the destination that have an impact on a visitor’s experience. The findings will assist the Batu Caves’ management to revise and develop the products and service offerings to the visitors.

REINSTATING THE SOFT SCIENCE OF AFRICAN INDIGENOUS MUSICAL ARTS FOR HUMANITYSENSED CONTEMPORARY EDUCATION AND PRACTICE

The paper argues that the philosophical, theoretical and performative principles as well as proactive humanity intentions, which frame indigenous African heritage in the musical arts (synergy of music, dance, drama and material properties) furnish exemplary knowledge resources, which should inform humanity conscious education policy, curriculum orientation and content as well as knowledge transmission dynamics in modern African classrooms, and beyond. Sample philosophical, humanning and epistemological ideals that mark indigenous African musical arts formulations as a soft science of sublime humanity and societal management, are outlined. They remain contemporaneously valid and viable for cognitive as well as respectful advancement into Africa-sensed classroom education practice that is conscientious about developing sound-humanity as well as equitable society through affirmative classroom education. The researched and discerned uniquely African creative formulations, experiential theory as well as purposive transmission modalities furnish the resource paradigms that have been applied and tested as contemporaneously efficacious in the three different proactive education sites cited in the paper. The cumulative research and practical experimentations have enabled the design as well as knowledge content of model curricula for culture-sensed musical arts education in modern African Primary and Secondary education.

Reinstating the soft science of african Indigenous musical arts for humanitysensed Contemporary education and Practice

The paper argues that the philosophical, theoretical and performative principles as well as proactive humanity intentions, which frame indigenous African heritage in the musical arts (synergy of music, dance, drama and material properties) furnish exemplary knowledge resources, which should inform humanity conscious education policy, curriculum orientation and content as well as knowledge transmission dynamicsin modern African classrooms, and beyond. Sample philosophical, humanning and epistemological ideals that mark indigenous African musical arts formulations as a soft science of sublime humanity and societal management, are outlined. They remain contemporaneously valid and viable for cognitive as well as respectful advancementinto Africa-sensed classroom education practice that is conscientious about developing sound-humanity as well as equitable society through affirmative classroom education. The researched and discerned uniquely African creative formulations, experiential theory as well as purposive transmission modalities furnish the resource paradigms that have been applied and tested as contemporaneously efficacious in the threedifferent proactive education sites cited in the paper. The cumulative research and practical experimentations have enabled the design as well as knowledge content of model curricula for culture-sensed musical arts education in modern African Primary and Secondary education.

Reinstating the soft science of african Indigenous musical arts for humanitysensed Contemporary education and Practice

The paper argues that the philosophical, theoretical and performative principles as well as proactive humanity intentions, which frame indigenous African heritage in the musical arts (synergy of music, dance, drama and material properties) furnish exemplary knowledge resources, which should inform humanity conscious education policy, curriculum orientation and content as well as knowledge transmission dynamicsin modern African classrooms, and beyond. Sample philosophical, humanning and epistemological ideals that mark indigenous African musical arts formulations as a soft science of sublime humanity and societal management, are outlined. They remain contemporaneously valid and viable for cognitive as well as respectful advancementinto Africa-sensed classroom education practice that is conscientious about developing sound-humanity as well as equitable society through affirmative classroom education.The researched and discerned uniquely African creative formulations, experiential theory as well as purposive transmission modalities furnish the resource paradigms that have been applied and tested as contemporaneously efficacious in the threedifferent proactive education sites cited in the paper. The cumulative research and practical experimentations have enabled the design as well as knowledge content of model curricula for culture-sensed musical arts education in modern African Primary and Secondary education.

How does client expressed emotional arousal relate to outcome in experiential therapy for depression?

ABSTRACTExperiential empirically supported treatments for depression assume that both arousal and experiencing of emotion are necessary for good treatment outcomes. The current study examined the importance of emotional arousal and experiencing to outcome during 32 experiential therapies for major depression. Experiential theory assumes that arousal is important to outcome because it facilitates further emotional processing. The relative contribution of emotional arousal and experiencing was examined within phases of therapy. Two main hypotheses were explored. (1) We hypothesized that arousal would indirectly predict outcome mediated by experiencing and (2) we hypothesized that experiential therapy would increase emotional arousal across therapy. Both hypotheses were supported. The present findings therefore support experiential theory concerning the importance of both emotional arousal and experiencing to good outcome in experiential treatment of depression.

Teoria da Aprendizagem Experiencial no Ensino de Empreendedorismo: Um Estudo Exploratório

Experience in the process of entrepreneurial learning has been considered relevant. One of the understanding possibilities of this experience is the theory of experiential learning that has as prerequisite to the use of concrete experience in teaching-learning process. This article aims to discuss the six propositions of experiential theory in the context of entrepreneurship education, aiming to respond how teachers perceive the characteristics of experiential learning at entrepreneurship education. It is a border issue, yet without convergence of empirical findings and feasible for an exploratory study. Therefore, it was conducted an exploratory research, qualitative, that used interviews with experts as a procedure for data collection. Sixteen entrepreneurship professors of the city of Sao Paulo were interviewed. By the discourse analysis of the interviewees it is clear that the experience is essential to teach entrepreneurship: several theory features were perceived as existing in the process of teaching entrepreneurship and also some limitations, such as the lesson times, the willingness of the student for tasks outside the school environment, curriculum planning and teacher preparation. Academically, this article contributes with a step to understanding a theme that lacks studies and, in practice, with teachers who seek explanations on the specific didactics for teaching entrepreneurship.

The plural self: An interdisciplinary approach

The paper presents a case study in the interdisciplinary comparison of psychology and a related non-psychological intellectual tradition. Specifically, it will aim to bring into dialogue conceptions of the self in contemporary psychology and Christian theology and look at the growing body of work that brings the two perspectives into dialogue. It will be suggested that it is helpful to distinguish different kinds of psychological theory, such as representational and experiential theories, as the experience of a unitary self can exist alongside representational self-pluralism, and also to distinguish different theological traditions according to what assumptions they make about the origin of the soul. Neither tradition is monolithic in its approach. What at first appears to be a debate between psychology and theology can actually be found within both disciplines.

Empirical study on customer satisfaction influencing factors of industry application products based on experiential level theory

The rapid development of industry application products has greatly influenced society. It has become essential for some telecommunication companies to focus on customer satisfaction with industrial products used by the government and enterprise customers. Following the review of a previous study of customer satisfaction and with the help of experiential level theory, this article attempts to establish a Satisfaction Factors Model for researching customer satisfaction with industry applications. We chose a product named “Mobile Monitor” and investigated the emotional satisfaction of 127 users and company leaders from different walks of life, and showed that 7 of the product's features affected the customers' overall emotional satisfaction. Lastly, this paper points out management implications of this application based on quantitative results. It presents a preliminary exploration program for customer satisfaction research in this specific field. The empirical research on a specific product based on experimental level theory may serve as a reference for other companies that desire to carry out similar surveys in future.

Automatic data-processing equipment of moon mark of nail for verifying some experiential theory of Traditional Chinese Medicine.

Doctors who practice Traditional Chinese Medicine (TCM) diagnose using four methods - inspection, auscultation and olfaction, interrogation, and pulse feeling/palpation. The shape and shape changes of the moon marks on the nails are an important indication when judging the patient's health. There are a series of classical and experimental theories about moon marks in TCM, which does not have support from statistical data. To verify some experiential theories on moon mark in TCM by automatic data-processing equipment. This paper proposes the equipment that utilizes image processing technology to collect moon mark data of different target groups conveniently and quickly, building a database that combines this information with that gathered from the health and mental status questionnaire in each test. This equipment has a simple design, a low cost, and an optimized algorithm. The practice has been proven to quickly complete automatic acquisition and preservation of key data about moon marks. In the future, some conclusions will likely be obtained from these data; some changes of moon marks related to a special pathological change will be established with statistical methods.

Considerations in the design of WBL settings to enhance students’ employability

Purpose– A central aim of higher education is employability, in order to enable graduates to act in dynamic working environments. Internships as the prevalent work-based learning (WBL) settings offer such an opportunity during the studies; they are commonly used and broadly researched as interventions to improve students’ skills and competences. The purpose of this paper is to examine the influencing factors on students’ skills and competences that lead to employability in WBL settings.Design/methodology/approach– The paper provides a synthesis of relevant international empirical research on beneficial effects of the very common WBL setting, internship, to create a research framework across disciplines.Findings– The current research is characterized by a search for “best practices,” rather than a holistic and systematic view, acknowledging and taking into account different perspectives and their influence. It cannot sufficiently explain why employability in some WBL settings is enhanced more than in others. Therefore, it is necessary to expand the current understanding and evaluation of WBL as an experiential and situated learning experience. It is essential to take promotive factors from the university, the practical partner and the student perspective into account to understand employability enhancement. Based on these findings, a research framework for a holistic perspective on influencing factors of students’ employability is designed.Research limitations/implications– There is no empirical proof for the findings yet. Future empirical research may, therefore, be directed toward empirical testing of the impact of WBL settings.Originality/value– It is possible to infer recommendations for improving WBL settings from the three parties involved by interlinking situated and experiential theory.

Connecting Leadership and Learning: Do Versatile Learners make Connective Leaders?

<p align="center"><strong>Abstract</strong></p><p>Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles translates into versatility in leadership styles. One group of versatile learners reported using a wider range of leadership styles suggesting that learning flexibility may transfer to leadership flexibility. Surprisingly, learners of all types reported utilizing Power and Intrinsic styles of leadership above all others. Implications for leadership development include considering individual differences when crafting leadership programs, matching learning styles to leader training, and the need to move beyond one set of leadership behaviors to increase flexibility in dealing with complex situations. Using a large sample rarely seen in management studies, this paper makes key contributions to the literature. </p>

Two Case Studies on Family Work with Eating Disorders and Body Image Issues

This article highlights the need for clinicians who work with eating disorders and body image problems to address the deeper family issues underlying these symptoms. The authors propose an eclectic approach including family systems, structural and experiential family therapy theory as a guide. The paper begins with an overview of family therapy theories currently used in the treatment of eating disorders, and goes into greater detail about the three theories highlighted in the eclectic model proposed. The authors present two cases with actual case dialogue, demonstrating how they used this composite model. This article has both theoretical and practical implications for clinicians working in the field.

Teaching Politics in the National Parks

Other than trips to government offices, political science has generally not used field experiences as part of the undergraduate curriculum. To illustrate the possibilities of such experiences, we discuss field-based courses and curricular units at three sites. Each uses a national park to teach students about environmental politics and policy issues. The course designs use experiential education theory to define learning objectives and the means to achieve them. We provide evidence from students’ self-reported academic and nonacademic outcomes that is consistent with the expectations of experiential theory. Not surprisingly, course evaluations are high. More important for experiential curricula, students report high levels of motivation in these courses, whether the experience is long or short, whether advertised in advance or not. Though self-selection may explain some of the positive outcomes, two before-and-after surveys suggest that experiential outcomes exceed expectations in interesting ways. In short, students like field experiences, the field experiences motivate them to learn, they learn more effectively, and they enjoy these courses more. Experiential opportunities should play a more important role in the political science curriculum.

Ally Development Through Feminist Pedagogy: A Systemic Focus on Intersectionality

This article utilizes feminist pedagogy to facilitate ally development within counseling students. Counselor educators are challenged to find methods of incorporating competencies for counseling with transgender and lesbian, gay, bisexual, transgender, queer, questioning, intersex, and ally (LGBTQQIA) individuals into curriculum. Through the application of feminist and experiential theories, students engage in a way that challenges traditional pedagogical methods. The intersection of sexual orientation, gender, and race in the classroom can facilitate awareness of the experiences of LGBTQQIA people, thereby promoting skill, advocacy, and ally behaviors in emergent counselors. Suggestions for student engagement in the classroom are presented.

Socio-praxis preferences in teacher preparation for child sexual abuse and its mandatory reporting

Child abuse and neglect, particularly child sexual abuse, is a pastoral care issue that deeply concerns all education professionals. The literature strongly supports specific training for pre-service teachers about child sexual abuse and its mandatory reporting, although few studies identify how such training should be academically structured. Experiential theory suggests that learning, at any age, is greatly enhanced when students experience content in practice, rather than abstractly as lectures or handouts, and that consideration of students’ needs, interests and preferences greatly enhances their engagement and learning outcomes. This study gathers and explores quantitative and qualitative data on the specific preferences that primary and secondary school student-teachers (N = 321) have for a pre-service course on child sexual abuse and mandatory reporting, considering factors, including duration, timing, mode, academic value, size and integration. Results show that student-teachers want more content regarding child sexual abuse than they currently get, they want it to be integrated with early experiential in-school learning, and they want it delivered just before their first block of practice teaching in schools. These findings support pre-service implementation of specific, engaging, socio-praxis learning experiences that accommodate student-teachers’ expressed needs and preferences, and so may be used to guide the planning and configuration of a dedicated course regarding child sexual abuse and its mandatory reporting.

A View of the Symbolic-experiential Family Therapy of Carl Whitaker through Movie Analysis

AbstractThe movie Ya Sonra is evaluated in respect to the basic concepts and principles of symbolic-experiential family therapy. Carl Whitaker, who called his approach Psychotherapy of Absurdity mainly emphasized the concepts of absurdity, experientiality, and symbolism. Based on the hypothesis that film analysis supports and develops theoretical information, this study aims to reveal the theoretical perspective of symbolic-experiential family therapy, and through the method of film analysis, exemplify the assumptions, perspectives, and emphases of therapy. Emotional deadness, pathology as a symptom of development, the focus person of the problem in the family, marriage greater than its parts, blind marriage, flexibility of roles, the role of therapist, seeing family and client, the objectives of therapy, and the techniques used in therapy are among the theoretical concepts of symbolic-experiential family therapy. To this end, these topics were addressed in the movie Ya Sonra, which is about a woman in her seventh year of marriage who starts to feel that she does not belong in her marriage with her spouse and that she is seen as insignificant by her spouse. Therefore, she becomes identified as the patient in the family. The sensitivity of the spouses increases as the problem becomes more serious, eventually leading her to leave the house. The breakdown of communication between the spouses during the ensuing process finally results in divorce, due to a gradual increase in misunderstandings between the two. The previously described concepts were exemplified through analysis of the film. As a conclusion, it is believed that this study can serve as a resource to specialists by supporting the theoretical information concerning symbolicexperiential family therapy and exemplifying this approach in practice through the method of movie analysis.Keywords: Symbolic-experiential family therapy * Carl A. Whitaker * Film * Family therapyThe background of family therapy resembles an exciting novel. Several models of family therapy abundantly suggest creative ideas and new techniques. The leaders in creativity, such as Minuchin, Ackerman, Whitaker, Haley, and Satir are quite distinct in this field (Carson, 1999). It can be suggested that experiential theories are more prominent in terms of creative ideas. Although it is called non-theoretical experiential therapy, this approach facilitates creative experiences in families. Creative, spontaneous, non-rational is a significant objective of experiential family therapy (Piercy, Sprenkle, Wetchler, & Associates, 1996 as cited in Carson, 1999). According to experiential therapists, This therapy depends on the interactive process of intellectual understanding, metaphoric language, and personal interaction (Keith, 1982, p. 331 as cited in Bermudez, 1997). The main objective here is growth (Neill & Kniskern, 1982; Mitten & Piercy, 1993; Whitaker & Bumberry, 1988 as cited in Bermudez, 1997).Experiential family therapy evolved in the decades following the humanistic psychology movement. At first, founders of the approach were very interested in the structures of treatment based on experience. Certain theorists of experiential family counseling such as Carl Whitaker relied more on their own characters, creativity, and spontaneity in respect to timely and effective responses in their studies with families. The most significant roles adopted by these therapists include the roles of process facilitator and source person (Gladding, 2012). Whitaker appreciates and adopts the absurd aspects of life.One of the experiential theorists who defends the suggestion One can only learn through experience is Carl Whitaker (Whitaker & Bumberry, 1988, p. 73 as cited in Bermudez, 1997). Whitaker was born on a farm in New York in 1912, grew up as a very shy child with only his family in his social circle. Whitaker started to lay the foundations of symbolic-experiential family therapy and its theoretical structure (Martin, 2011). …

Evaluation of contribution application usability for experiential theory

Evaluation of contribution application usability for experiential theory

Mock Board Hearing: Giving Students New Insights Through Experiential Learning

Engaging students in learning the interface of nursing practice with the regulatory role of boards of nursing is a desired learning outcome of baccalaureate education. Kolb's experiential theory was the catalyst to design a teaching method for this content. The innovative learning strategy that mimics simulation techniques used in legal education is the mock proceeding technique. The aspect covered in the script of the mock proceeding was a nurse with a positive drug test. Colleges of law, have utilized mock trial methods to assist their students to engage the complexities of process of trial and administrative law. This is a description of the steps in the process that occurred to allow this learning strategy to occur and discusses some of the outcomes that were noted.