Theory Of Intersubjectivity Research Articles

The Helper or the Help: Co-Transference Between Black Female Therapists and White Clients

This paper examines how the identities of Black female therapists and their White clients may contribute to enactments stemming from what this author calls a Black Nanny-White Charge co-transference. The roots of the Black Nanny-White Charge co-transference can be traced to the intergenerationally transmitted roles both therapist and client have inherited from the racial oppression Black women have been subjected to in the United States, the historic role Black women have played in caring for White children, and the experience many middle-class and wealthy White children have had of being cared for by a Black woman. Though much of the literature on racial dissimilarity between therapists and clients features White therapist-BIPOC client dyads, drawing on psychoanalytic theories of intersubjectivity and the framework of intersectionality, this paper explores the unique, mostly unconscious features of the dynamic interactions between Black female therapists and their White clients. The meta psychoanalytic theory of intersubjectivity allows for recognition of a racialized co-transference among White clients working with Black female therapists and helps avoid the potential pitfalls that could forestall mutual recognition. The author coins the term nurture hesitancy to describe the reluctance Black female therapists may experience when engaging White clients. Using two clinical vignettes, the author illustrates how the developmental achievement of mutual recognition between Black female therapists and White clients demands resolution of the Black Nanny co-transference and nurture hesitancy.

THE I AND WE: STUDIES IN THE THEORY OF RECOGNITION (BY AXEL HONNETH)

This review discusses Axel Honneth’s theory of recognition, which is further developed in his book The I in We: Studies in the Theory of Recognition. All parts of The I in We will be discussed through the lens of Honneth’s theory of intersubjectivity. The main task primarily consists in an exploration of the theoretical underpinnings and the evolution of Honneth’s theory of recognition, initially found in Part I, “Hegelian Roots.” Subsequently, a substantial analysis of The I in We in the chronological order will be performed, to situate the notion of recognition within a broader context of Honneth’s text.

Honneth as a Reader of Sartre. On the Limits of the Honnethian Interpretation of Sartre’s Paradigm of Recognition

After tracing the way in which Honneth interprets Sartre’s theory of intersubjectivity and seeing how it is essentially based on the consideration of Being and Nothingness, this article aims to discuss some of the theses of the Sartrian paradigm of recognition that emerge in the Critique of Dialectical Reason, in particular those relating to the “groupe en fusion”, that elude the Honnethian interpretation. It can be concluded that Sartre’s last philosophical work is decisive in the effort to conceptualise recognition, because it offers a more articulate and complex understanding of the social world.

The process of developing a model of video interaction guidance within one educational psychology service

ABSTRACT Video Interaction Guidance (VIG) is a relationship-based, strengths focused intervention based on theories of intersubjectivity and attachment. Originally developed within family work, the evidence investigating the application of VIG within different relationships and settings is growing. Educational psychologists (EPs) are amongst practitioners who are electing to train in VIG and apply it in practice. This study sought to investigate how a VIG model of delivery has been developed within one educational psychology service (EPS). A case study design was implemented in which seven members of the EP team, all of whom are VIG trained, were interviewed and the data were thematically analysed. Findings illustrate the participants’ perceptions of factors and the infrastructure that have influenced the development of a VIG model of delivery at the service level, and which factors have sustained it over time. Implications for EP services, EP practice, and future research are considered.

‘Boys, too, can be objects of desire’: Psychic and Erotic Domination in Eliza Clark’s Boy Parts (2020)

The present paper aims to analyze the psychic nature of the female protagonist in Eliza Clark’s Boy Parts (2020), as well as her relationships with other characters. For this purpose, I will use psychoanalyst Jessica Benjamin’s theory of intersubjectivity. Benjamin’s intersubjectivity “reorients the conception of the psychic world form a subject’s relations to its object toward a subject meeting another subject”. For my analysis, I will focus on concepts such as recognition, a process of identification with the other, and destruction, a process which allows the individual to go beyond identification with the other and, consequently, to perceive them as a separate self. In Eliza Clark’s Boy Parts, Irina is a photographer who specializes in takes explicit pictures of “interesting”-looking men. The offer of an exhibition at a gallery in London triggers a tailspin of self-destructive behavior partly centered around Irina’s relationship with her best friend, Flo. The analysis of Irina’s psyche and her bonds with Flo and other characters will lead us to conclude that the aforementioned theories provide us with an enriching ground for uncovering the intricacies and what lies at the core of Irina’s psychic nature.

Maximizing Mentorship Relationships: Leveraging Intersubjective Theory for Productive Interactions

Mentorship is a dynamic and transformative relationship where an experienced individual, known as the mentor, gives guidance, assistance, and expertise to a much less experienced individual, called the mentee, to assist them in broadening their view and professionally. This study explores the application of the intersubjective theory in maximizing mentorship relationships for extra-effective interactions. Intersubjectivity theory emphasizes the importance of understanding the subjective views and perspectives of each mentor and mentee to cultivate greater significant and powerful mentorship dynamics. By delving into the nuances of intersubjective communication and understanding, this research aims to offer insights and techniques that can be used to boost mentorship studies and results. Through an aggregate of theoretical evaluation and realistic implications, this study offers a new perspective on how intersubjective ideas can be leveraged to optimize mentorship interactions in diverse professional and academic settings. In conclusion, the integration of intersubjective concepts into mentorship practices can revolutionize the manner we method mentoring relationships, transferring the point of interest from hierarchical and directive models closer to greater collaborative and egalitarian frameworks. By embracing the standards of intersubjectivity, mentors can foster a lifestyle of shared knowledge and empowerment, wherein both mentors and mentees are valued as equal partners in the pursuit of private and professional development.

Analysis of Ways to Optimize the Teaching of High School Ideological and Political Courses from the Perspective of Intersubjectivity

The theory of intersubjectivity advocates the educational mode of equality, interaction and dialogue of "two subjects", which changes the educational mode of subject and object, and has an important role in optimizing the ideological and political teaching in high school. Optimizing the teaching path of high school ideological and political course based on intersubjectivity is helpful to promote the comprehensive development of students, improve teachers' teaching ability and enhance the effectiveness of ideological and political education. We should break through the concept level and construct the intersubjective teaching mode. Enrich the content level to realize the unification of theory and practice; Promote innovation at the mode level and build a bridge of two-way interaction between teachers and students.

Norm critique and the dialectics of Hegelian recognition

Abstract This article examines the relevance of Hegel’s theory of recognition within educational theory and practice in relation to the development of a non-affirmative theory of education. The article argues that Hegel’s theory of recognition can serve as a fruitful starting point for articulating an educational theory that can contribute to the subject’s open-ended formation in modern society. To start with, the article surveys the connection between Hegel’s educational thought and his concept of recognition. Against this backdrop, the article singles out how Hegel’s theory of recognition provides a compelling theory of intersubjectivity that calls attention to the role of norms in personal development and the construction of the social world. In continuation of a non-affirmative principle, it is argued that Hegelian recognition underlines, first, that the subject’s formation can fruitfully be an open-ended and dynamic process and, second, that in order to underpin this process it is necessary to critically assess norms and norm-generating practices within an educational context.

Using Game Theory to Analyze the Interaction between Teachers and Students in the Teaching of Civics in College Courses

Abstract In this paper, firstly, on the basis of Marx’s theory of intersubjectivity, we use the concept of teachers and students as the main body of each other to construct the interactive teaching mode and mechanism of teachers and students in Civics courses and actively explore the path and prospect of interactive teaching of Civics in courses in the new era. Then we use the pure strategy game in game theory to determine the performance production function, and then we use Nash equilibrium to obtain the teacher utility function and student utility function on the basis of the performance production function so as to further construct the game model of teacher-student behavior in the teaching process of Civics courses, and analyze the teacher-student interaction in the Civics of higher education courses by using the game model. The results show that in the pure strategy game analysis of teacher-student behavior, 0.3872 teachers will choose to reduce teaching inputs, while the other 0.6128 teachers will choose to reduce teaching inputs to “almost no” or “very little”, i.e., the optimal choice strategy is “no” or “very little”, i.e., the optimal choice strategy is “no” or “very little”. The optimal choice strategy is “no reduction in instructional inputs”. In the Nash equilibrium analysis of teacher-student behavior, the equilibrium value of the teacher-student behavior game is (42.22% and 64.59%), and teachers and students need to continuously improve their behavioral strategy choices in order to achieve the maximum utility value of each other. This study improves the quality of teaching and ultimately achieves the objective of Civic Education.

Forms and transformations of empathy: Subtleties and complexities of empathic communication

ABSTRACT The role of empathic understanding and responsiveness is central to therapies anchored in self psychology and intersubjectivity theory. The process of achieving and communicating empathic understanding, however, is complex and multiply determined. Understanding on a theoretical level the rationale for employing an empathic mode of observation and response does not necessarily mean that one knows how to do so effectively. To help bridge this gap between theory and practice, the author offers a series of concrete, experience-near suggestions or principles for enhancing empathic understanding and responsiveness. Starting with Kohut, several writers have stated their belief that empathic resonance is a skill that can be developed through training and learning. The author references these previous efforts and adds to them here by defining several choice points and subtleties of how we respond that can make empathic communication more effective. These suggestions emerged from the process of training and supervising mental health professionals in all disciplines and thus are presented as a resource not only for clinicians, but also for teachers and supervisors.

A Feminist Approach to the Hours

The author Michael Cunningham was born in Ohio in 1952, graduated from Stanford University, and now lives in New York. It was once praised by the Los Angeles Times as "one of the most outstanding writers of our time." He won the Pulitzer Prize and Faulkner Prize for the publication of his work The Hours. The adapted movie of the same name also won an Oscar. Therefore, many scholars try to explain and interpret The Hours from different angles. The most common of these are the analysis of works and films from the aspects of gender theory, inter-subjectivity theory, bisexual homosexuality theory and the inheritance and development of Mrs. Dalloway. This thesis takes Michael Cunningham's novel The Hours as the research object, and the struggle of the three female images in the novel is mainly through the female subjective consciousness and female survival in the feminist perspective. The Hours of Three Women's struggle, loss, liberation and sublimation. A positive meaning of The Hours is that we can use this to rediscover the period from the beginning of female liberation to the present, and the call to experience feminism has returned from radical to calm and sincere thinking. In The Hours, the protagonist showed the initial fierce resistance and self-liberationism, while maintaining a strong individual independence, while showing strong anxiety and confusion in self-identity, this change is after In the era of feminism, after the individual seeks independence, it is difficult to seek the refraction of the emotion of identification. loneliness.

“It’s Like we Have Our Own Rhythm”. Music Therapeutic Affect Regulation in a Case Study of a Traumatized Patient in Mental Health Treatment

This article explores how music therapy can contribute to the treatment of individuals with affect regulation challenges related to relational traumatic experiences. Affect regulation was investigated through a case study of music therapy with a man with complex post-traumatic stress disorder. The case represents clinical work in a psychiatric hospital, on a ward for ambulatory treatment of people with severe mental illness and substance abuse challenges. Based on theories of communicative musicality, intersubjectivity and traumatology, an analysis of transcripts of music therapy improvisations and verbal interaction is presented and discussed. The method used in the study is an abductive explanatory thematic analysis grounded in hermeneutic interpretation of data. The two main themes emerging from the analysis are “Musical interaction as co-regulation” and “Music as a creative (re)source” with the subthemes “Musical interventions serves as a regulation tool”, “A process from regulation to relationship, “Musical self-agency” and “Music therapy as an experimental playground”. Further studies on affect regulation in clinical music therapy are warranted.

Psycholinguistic and cognitive-semiotic dimensions of constructing fear in horror films: A multimodal perspective

This article addresses an integrative psycholinguistic and cognitive-semiotic perspective on constructing fear in English horror films. At the heart of constructing fear in horror film is the filmmakers’ presumption that viewers can potentially share their joint intention with the filmmakers, can share joint attention, and, as a result, share joint emotion. Drawing on the theory of intersubjectivity, fear in horror films emerges as the result of joint attention between filmmakers and viewers. Fear is viewed as a multimodal construct resulting from the synergistic integration of verbal, nonverbal, and cinematic semiotic resources via audial and visual modes. Each semiotic resource contributes to meaning-making by employing elements specific to horror films. The verbal system contains interjections, descriptive words, emotion-laden words, pleas for help, and violation of the sentence structure. The nonverbal elements include a contorted face, screaming, chaotic gestures, shaking, or stupor. The cinematic resource possesses the meaning-making potential to highlight various aspects of filmic fear through close-ups and middle close-ups, camera angles, dim light, and non-linear disturbing music. The meanings constructed by semiotic elements interact through cross-mapping, contributing to the formation of multimodal blends, which emerge in conceptual integration. Multimodal blends of fear in horror films include two-/three-component, non-parity, and consecutive patterns. From the viewers’ perspective, fear in horror films is perceived as a whole entity with a different level of intensity: from anxiety to horror. The experiment results show that the main indicators of fear for both males and females are pleas for help, voice and facial expressions, and music and close-up. However, while watching horror films, males feel interested more, while females experience negative emotions of fear, disgust, and tension.

N/nature as an impetus for the creation of a sonic experience for babies

This article explores the creation of a sonic experience for babies driven by conceptual notions of Nature at large, as well as the natural dispositions of babies. Using the researcher’s background as an experimental musician on the guzheng, parallels are drawn between contemporary music practices (e.g. John Cage; R. Murray Schafer; Toru Takemitsu) that explore Nature as theme, as well as Chinese perspectives (e.g. Book of Rites, Record of Music; Zhuangzi of Nature). Both speak to the diminution of the dualism of self and other such that one’s experiences could be viewed as interconnected within self and the environment, achieving attunement with Nature to be in a state of spontaneity. Babies seem to exist in such a state of attunement with Nature, where the self is in harmony with the other. Such existence allows one to be in a state of constant receiving and responding to sounds through multiple modalities of the body. According to Colwyn Trevarthen’s theory of innate intersubjectivity, this is fundamental to babies’ intersubjective communication, where babies innately seek attunement. Through the observations of four sonic experience sessions created for babies, the conceptual notions of Nature and its application onto the sessions are presented. These were evident through the artistic choices made in the structure, set and props, music explorations and babies’ engagement. Due to the nature of babies where they exist in spontaneity with the environment, it was noted that despite an experience designed especially for sonic functions, babies’ perceptions were multimodal in nature. The experience of sound was not purely auditory. Babies’ innate need to seek attunement, such as companionship through an imitative other was also significant to the experience. This has implications on the affordances of experiences in infant care environments in childcare settings.

The Relational Revolution in Psychoanalysis and Psychotherapy By Steven Kuchuck. Confer Books, 2021. 198 pp.

The Relational Revolution in Psychoanalysis and Psychotherapy By Steven Kuchuck. Confer Books, 2021. 198 pp.Robin YoungRobin YoungRobin Young, PhD, is a senior member, training analyst, and instructor at the National Psychological Association for Psychoanalysis (NPAP); an assistant adjunct lecturer at New York University (NYU); and founder of an international Loewald reading group. Young has published research on the revised psychoanalytic theories of female development; studied the mother/infant dyad under Lousie Kaplan at NYU; made international and national psychoanalytic presentations; and undertaken private studies with Lew Aron and Jessica Benjamin. She is a member of the International Association for Relational Psychoanalysis and Psychotherapy, and has had a private practice of psychoanalysis and psychotherapy since 1980.Search for more papers by this authorPublished Online:June 2023https://doi.org/10.1521/prev.2023.110.2.229PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations AboutReferencesAron L. (2006). Analytic impasse and the third: Clinical implications of intersubjectivity theory. International Journal of Psycho-Analysis, 87, 349–368. Crossref Medline, Google ScholarBalsam R. H. (2008). The essence of Hans Loewald. Journal of the American Psychoanalytic Association, 56, 1117–1128. Crossref Medline, Google ScholarBenjamin J. (2004). Beyond doer and done to: An intersubjective view of thirdness. Psychoanalytic Quarterly, 73(1), 5–46. Crossref Medline, Google ScholarFerenczi S. (1949). Confusion of tongues between adults and the child. International Journal of Psychoanalysis, 30, 225–230. Google ScholarFreud S. (1912). Recommendations to physicians practicing psycho-analysis. In Strachey J. (Ed. & Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 12, pp. 109–120). London: Hogarth Press, 1957–1974. Google ScholarKuhn T. (1949). The structure of scientific revolutions. Chicago: University of Chicago Press. Google ScholarLoewald H. (1951). Ego and reality. International Journal of Psycho-Analysis, 32, 10–18. Google ScholarMaroda K. J. (2005). Legitimate gratification of the analysts’ needs. Contemporary Psychoanalysis, 41, 371–388. Crossref, Google ScholarRenik O. (1999). Playing one's cards face up in analysis: An approach to the problem of self-disclosure. Psychoanalytic Quarterly, 68(4), 521–539. https://doi.org/10.1002/j.2167-4086.1999.tb00546.x Crossref Medline, Google Scholar Previous article Next article FiguresReferencesRelatedDetails Volume 110Issue 2Jun 2023 Information© 2023 N.P.A.P.PDF download

Intersubjectivity and the Project of a Phenomenology of the Social World

Abstract In this paper, I discuss the guidelines of a phenomenology of the social world in the wake of Alfred Schutz and José Ortega y Gasset. While the latter was not, for a long time, acknowledge as a phenomenologist, the former is a well-known critique of Husserl’s theory of intersubjectivity and of the possibility of grounding a community of transcendental Egos. Both, however, remained faithful to some basic phenomenological tenets, namely, that individual subjectivity has a relational character, the circumstances in which men live are a part of their life, and life is characterized by its openness to the world. On this basis, they both carried out a phenomenological description of social existence, stressing its two main assumptions: 1) there are things that must be taken for granted; 2) habitualities, typical constructions, and systems of relevance are the primary ways of dealing with social events and other fellow citizens. In different ways, they both showed that the traditional objections opposed to phenomenology regarding its capacity to address mundane human existence stemmed from a misunderstanding of its basic tenets and intentions.

Einfühlung – Interpretation – Einverstehende Apperzeption. versuch einer kritischen Erklärung der ersten Ausarbeitung einer Fremdwahrnehmungstheorie Edmund Husserls

"Empathy – Interpretation – (Interpreting) Apperception. Attempts to Explain Husserl’s First Steps Towards a Theory of Intersubjectivity. The aim of this paper is to investigate Husserl’s first steps towards a theory of intersubjectivity and his early attempts to solve the intricate questions pertaining to the constitution of alter ego. The starting point of this investigation is Husserl’s critical examination of the concept of empathy theorized by Th. Lipps and his contention that empathy cannot be a passive and rather quasi-instinctive activity of the ego, but must be grounded in a kind of analogy between my own body and that of the other. This first attempt to explain in phenomenological terms how an ego can be aware of and perceive other thigs as egos is marred by difficulties that force Husserl to constantly rethink the question of the constitution of the alter ego and propose new ways of conceiving the special kind of apperception that opens up the possibility of perceiving the others as alter egos. Keywords: pure ego, alter ego, empathy, embodiment, interpretation, apperception. "

Autotheory: Toward the Embodying of Analytic Framing.

Autotheory is an emerging idea in feminist theory that emphasizes the inevitability of the subjective and embodied personal within any development, understanding, or application of theory. Autotheory offers a way to bring the sexed and gendered body of the analyst back into view in clinical practice and is a possible route to relibidinizing psychoanalytic theory. The embodied part of the "personal" contribution of the analyst will be examined through conceptions of framing and the frame, extending and further conceptualizing ideas prominently addressed within relational and intersubjective theories. Framing activity as a developmental goal for psychoanalytic process is considered in relation to the ways in which autotheoretical texts enact or depict the unceasing interplay of relational experience and theory that forms subjectivity. A clinical vignette describes the experience of framing activity during remote videoconference therapy.

Ambiguously (E)raced: An Intersubjective Exploration of Multiracial Microaggressions and Monoracism Within a Clinical Consultation Relationship

ABSTRACT Racial microaggressions, or slights and insults against a person’s race, are a common experience for people who identify as multiracial. Mistaken identity, excluding, pathologizing, and exoticizing multiracial existence are examples of multiracial microaggressions. Various multiracial social theories provide a framework for understanding multiracial microaggressions as situated within a society that privileges monoracial people above multiracial people. There has been less attention given to the interpersonal dynamics at play when multiracial microaggressions occur. Drawing from Jessica Benjamin’s concepts of complementarity and surrender in a psychodynamic theory of intersubjectivity, this author seeks to understand possible driving forces behind a multiracial microaggression she experienced during a clinical supervision.

Exploring the innovation of Chinese cultural education practice from the perspective of inter-subjectivity theory

The theory of inter-subjectivity, which emphasizes the sharing of equal subjects through communication and interaction, contains a rich educational philosophy. The theory of inter-subjectivity guides the innovation and reform of Chinese cultural education practice, which is an important initiative to enhance students' sense of Chinese cultural identity and contains the logic of theory, action and thought. In the face of the practical difficulties of Chinese cultural education practice in universities, on the one hand, we can promote the intercultural communication of educational subjects by creating cultural environment and improving educational management. On the other hand, we can explore the intercultural common ground of educational subjects by designing practical activities and focusing on cultural knowledge to promote the high-quality development of Chinese cultural education reform in the new era.