Ability For Self-reflection Research Articles

To know or not to know? Mentalization as protection from somatic complaints.

Somatization processes are usually associated with a lack of insight or with emotional unawareness, especially in adolescents where the ability for self-reflection is beginning to mature. However, the extent to which different levels of insight explain variations in somatization remains understudied. This study aimed to evaluate whether high-level emotional awareness (comprehension) but not low-level awareness (only attention) is needed to psychologically cope with suffering, thus leading to lower somatization. Specific predictions were: 1) High attention along with High comprehension will be associated with significantly lower frequency of somatic complaints than other combinations (Low attention and Low comprehension, or High attention but Low comprehension); 2) In absence of comprehension, no attention will be more optimal than attention only, because only-attention might work as an amplificatory of suffering without the possibility of processing it. Self-reports of meta-cognitive processes, somatization, and control variables were obtained from 264 adolescents from a non-clinical population (54.5% female; aged 12–18, M = 14.7, SD = 1.7). In line with expectations, results revealed significant differences in the effects of insight positions on somatization: Attention+Comprehension (M = 4.9, SE = 0.9) < Nothing (M = 7.1, SE = 0.3) < Only attention (M = 8.9, SE = 0.7). Compared to Nothing, Attention+comprehension was associated with significantly reduced somatic complaints (B = -2.2, p = 0.03, 95% CI -4,1 to 0.2). However, Only attention was associated with increased somatic complaints compared to the other two conditions (B = 1.8, p = 0.03, 95% CI 0.2 to 3.4; B = 4, CI 95% 1.6–6.3, p = 0.001, respectively). This highlights the role of higher-order awareness (i.e., comprehension or clarity) in the processing of suffering and stresses its value in the adaptive coping of emotional distress.

Forms and Figures of the Sensitive: The Question of Science and Technology

Figure is the idea one has of the world, whereas form is the totality of determinations, it is the essence in its phenomenal manifestation. Human knowledge takes three forms, that is, ordinary, scientific and philosophical. In the ordinary form men can have knowledge without recourse to particular wits; in scientific form knowledge is organized and disciplined and seeks to establish constant relations between phenomena, in the last instance, in the philosophical form knowledge has the characteristic of offering ultimate explanations to all phenomena. The split between science and philosophy that began in the seventeenth century with Descartes's dissociation between the thinking/self, the ego cogitans, and the material thing, the extended Res, creates a tragic problem in science: science is not known, does not have the self-reflective ability. This drama also concerns philosophy, which, no longer being empirically nourished, suffered the agony of the philosophy of nature and the failure of the philosophy of life; There was as much extralucidity in Husserl when he diagnosed the crisis of scientific knowledge as metaphysical delusion, stratospheric evasion in the idea of transcendental ego. This study is articulated in three points 1) figures and forms of sensitive2) science, technique and technology and 3) Cultural meaning of technologies.

Self-reflectivity: a moment of professionalization in psychotherapy training.

The required basic skills of European psychotherapists were published by the European Association of Psychotherapy in 2013. One of these abilities is self-reflection. To mentalize oneself, to reflect on what circumstances and experiences in the past and present have led to the present desires, thoughts and convictions is an essential prerequisite for professional work in the psychosocial field. With the help of the thematic analysis a data set of 41 self-reflection reports of students is analysed at the end of the training. Since the training should be evaluated and if necessary optimized, it should be examined which elements of the online preparation course make the selfreflection ability visible. The analysis of the students’ texts gives a clear indication of existing self-reflection skills. It was surprising that for some students, besides the great importance of self-awareness lessons, affective integration into the blended learning program was an essential impulse for self-reflection.

Interkulturelle Kompetenztrainings für Ehrenamtliche in der Flüchtlingsarbeit auf dem Prüfstand. Studie zu den konzeptionellen Grundlagen und zum Crashkurstrend in der Freiwilligenqualifizierung

The themes of flight and migration determine the public discourse more than ever before. Not only practical assistance is required, just as evident is the challenge for each individual in the personal interaction. Every encounter takes place in a cultural overlapping situation and is thus extraordinary. The new presence of the theme demands everyone’s cultural self-location and reflection on categories of strangeness and familiarity. Intercultural competence gains a new status and a special marketability in the whole range: own and foreign cultural knowledge, self-reflection ability, change of perspective, knowledge of foreign languages. This is accompanied by a change in perception and an appreciation of the preconditions of cultural hybrids. The article examines to which theoretical concepts of interculturality refer the measures of renowned, state-subsidized institutions. The used concept of culture plays a role here, questions of quality assurance and effectiveness as well as the adequacy of theory and methods for the target group. In order to cope with the complexity of super-diverse societies, an interdisciplinary research perspective is needed. Therefore, both sources of interculturalism and cultural studies as well as sociology and political science are included.

Effects of integrating mobile technology-assisted peer assessment into flipped learning on students’ dance skills and self-efficacy

ABSTRACTDance courses aim to not only intensify learners’ dance skills, but also cultivate their personal dancing features, self-confidence, self-reflection ability, creative power, appreciation ability, to name just a few, in order to attain much higher level artistic performance. In the present study, an approach which integrates mobile peer assessment into flipped learning is proposed. Moreover, a 9-week experiment was conducted to explore the effects of the approach on students’ dance skills, self-efficacy, and learning satisfaction. The results indicated that the students learning with the integrated mobile peer assessment and flipped learning approach had better dance skills than those learning with the conventional flipped learning approach and traditional instruction. In terms of self-efficacy, the students learning with the conventional flipped learning approach outperformed those learning with the proposed approach and traditional instruction. In terms of learning satisfaction, the conventional flipped learning approach outperformed the traditional instruction. Discussion and suggestions are provided accordingly. It is suggested that teachers who want to incorporate flipped learning into dance courses may decide whether to combine peer assessment according to the teaching objectives.

FROM FLIRTING TO SEX REASSIGNMENT: ADOLESCENTS’ ALTERNATIVE PRACTICES OF SELF-PRESENTATION ON VKONTAKTE SOCIAL MEDIA WEBSITE

The paper considers the problems of construction of alternative self-representations in adolescence using a Vkontakte website case study. Special attention is paid to types of alternative self-representations of adolescents and factors that contribute to that. The study is based on the data of in-depth interviews (N = 96) analyzed with Atlas. ti software. Goals, tools and audience for each type of alternative self-representation are identified. A social portrait of the adolescent who constructs his/her alternative self-representation on the Vkontakte website is provided. The following aspects correlate with the type of alternative self-representation: (a) relationships with parents; (b) social networking safety literacy; (c) ways to construct virtual self-presentation; (d) need for self-presentation, and (i) ability of self-reflection. The author makes an assumption that the type of virtual self-presentation of adolescents who have problems with gender and sex identity is strongly shaped by technological features of the Vkontakte website (heterosexual matrix).

Teaching resident physicians the power of implicit bias and how it impacts patient care utilizing patients who have experienced incarceration as a model.

Over 2 million adults in the United States are incarcerated and over 650,000 return to the community each year. This disparate population is known to have an elevated burden of chronic disease and lower socioeconomic status. Medical residency training about care of incarcerated or previously incarcerated patients is significantly lacking in the United States. Curriculum can be developed and implemented in residency programs to help physicians learn how to work with this population, be sensitive to their unique needs, and achieve positive health outcomes. This article describes a method for "educating the educators" based on a workshop presented at a peer-reviewed national conference during the fall of 2016. Attendees participated in exercises addressing assumptions, expectations, bias, and worldview and increased their ability for self-reflection when interacting with patients who are or have experienced incarceration. In this session, strategies were identified that engaged the patient with the goal to aid in patient retention and compliance. Future steps include development of a formal curriculum for training in this area, incorporation into existing community medicine rotations or electives, and establishment of structured transition clinics where residents can be exposed to this population on a more regular basis and improve their overall health outcomes.

Explore the University Volunteer Services in the Collaboration and Practice of CSR-HRM

The university promotes and deepens the study of curriculum and service, improve students' self-reflective ability and civic behavior ability, through better curriculum, education and service practice, expand social influence. This study examines the participation of 110 participants in civil society participation in service learning at Open University, drawing on the development of events in collaboration with CSR-HRM, explore the impact of adult continuing learning. The main research methods of this paper are literature analysis. Participants were interviewed in depth and supported by structured questionnaires, the impact of the behavior process. Conclusions: through the application of these practices, participate in CSR-HRM collaboration to prove your own existence and value, and continue to complete the university curriculum decision, multiple administrative experience and the ability to reflect are important, civic behavior and ability innovation with sustained care and cooperation, to enhance the creativity and value of managers in human resource management (especially process dynamics) embedded in CSR, as a reference for the future development of organizational managers to promote corporate social responsibility decision-making.

The subjective well-being of first-year tertiary students during an induction programme

ABSTRACTThis article describes the perceptions of first-year students’ subjective appraisal of ttheir wellbeing before, during and after participation in an induction programme at a higher education institution (HEI). Twenty-two first-year students participated in focus group discussions (FGDs) and semi-structured individual interviews. Thematic and interpretative analyses suggested shifts in the students’ levels of well-being: high before, low during, and increased after the induction programme. Low levels of well-being were linked to experiences of fear, feeling disrespected, and disillusionment with university life, leaders, and a perceived loss of autonomy, independency and social-relatedness. An increase in well-being was associated with social integration, support, the ability for self-reflection and perspective taking. Wellbeing is a relational and collective matter which is embedded in broader contexts. Therefore, historical legacies of oppression and inequality should be challenged through constructive debate, involving previously neglected voices intentionally; and creating opportunities for the expression of students’ needs and growth potential

Teaching resident physicians to work with the previously incarcerated patient.

Over 2 million adults in the United States are incarcerated and over 650,000 return to the community each year. This disparate population is known to have an elevated burden of chronic disease and lower socioeconomic status. Medical residency training about care for incarcerated or previously incarcerated patients is significantly lacking in the United States. Curriculum can be developed and implemented in residency programs to help physicians learn how to work with this population, be sensitive to their unique needs, and achieve positive health outcomes. This article describes a method for "educating the educators" based on a workshop presented at a peer-reviewed national conference during the fall of 2016. Attendees participated in exercises addressing assumptions, expectations, bias, and worldview and increased their ability for self-reflection when interacting with patients who are or have experienced incarceration. In this session, strategies were identified that engaged the patient with the goal to aid in patient retention and compliance. Future steps include development of a formal curriculum for training in this area, incorporation into existing community medicine rotations or electives, and establishment of structured transition clinics where residents can be exposed to this population on a more regular basis and improve their overall health outcomes.

ANALYSIS OF EDUCATIONAL VALUESIN ISLAMIC HISTORICAL LITERACY

This research is intended to reveal the educational values in the historical literacy, entitled “Salahuddin Al Ayyubi dan Perang Salib III” written by Alwi Alatas. The educational values exploring the notion of moral, awareness and religion values can be transformed into Islamic History subjects in Madrasah such as Aqidah Akhlaq, Al-Qur’an Al-Hadith, Shariah and Islamic history. Seemingly the same as moral and awareness values, religion values comprise pious, ubudiyah and muamalah that are appropriate to voice the character building as the spirit of curriculum 2013. As the result, it is expected that the learner’s perspectives on their religion history can be explored. Categorized as Islamic historical genre, this novel does not only promote the awareness on the historical place, language, events, narratives, concept, research skill, contention and contestability. This literacy can familiarize the learners with moral judgement and the ability of self reflection by making connection that relates the past with the self and the world today.

Prompting Reflections for Integrating Self-Regulation into Teacher Technology Education

Background Technology represents a major topic in educational research. Nevertheless, a gap in the research remains concerning how teachers can bring technology into the classroom. This study focuses on the technological pedagogical content knowledge (TPCK) framework, which aims to consolidate the multidisciplinary professional knowledge related to technology, pedagogy, and content that teachers need so that they can teach and students can learn effectively using technology tools. Purpose The goal of the present study was to investigate the value of modification reflection prompts (“think ahead”) as a complementary reflective framework during the teacher preparatory program, beyond the more traditional judgment reflection prompts (“think back”). In particular, we examined how preservice science teachers may capitalize on learning from modification prompts versus judgment prompts versus both (“think back” and “think ahead”), compared with learning from generic prompts (“stop and think”) based on the IMPROVE model oriented to TPCK. We examined these four treatments’ effects on preservice teachers’ actual design of science lessons and development of their own self-reflection abilities. Participants Participants were 199 first-year preservice science teachers in their preparatory programs at a university in central Israel. Research Design We created a quasi-experimental opportunity for four groups of preservice science teachers to systematically contemplate ready-made TPCK-oriented lesson designs. Each used one of four different reflective methods (the independent variable): modification, judgment, combined modification+judgment, or generic prompts. Then we examined the differential contribution of these treatment methods to the two dependent variables: (1) preservice teachers’ skills for designing actual science lessons and (2) their judgment-type and modification-type self-reflection ability regarding the planning, monitoring, and evaluation phases of their lesson-design process. Data Collection and Analysis Data were scored by coding schemes and were analyzed by multivariate analysis of variance and follow-up analyses of variance with repeated measures. Findings Results indicated that preservice teachers who contemplated a combination of both judgment and modification reflections in treatment improved more in their lesson-design skills and in their self-reflection ability (of both types at the three phases), compared with preservice teachers who contemplated only a single type of reflective prompt (generic or only judgment or modification). Lasting effects (after a semester without the IMPROVE model, prompts, or TPCK focus) revealed that the combined approach continued to significantly outperform the single approaches. Recommendations The current study reinterprets the instructional-reflective framework of teacher education programs to include modification reflection too as a means of developing preservice teachers’ capacity to integrate technology in their lesson designs.

The Clinical Implications and Neurophysiological Background of Useing Self-Mirroring Technique to Enhance the Identification of Emotional Experiences: An Example with Rational Emotive Behavior Therapy

Many patients have difficulty recognizing their own emotions. The aim of the ABC framework of Rational Emotive Behavior Therapy (REBT) is to help patients identify the emotions (the C) connected to dysfunctional thoughts (B) in critical situations and inferences (the A). Today, new audiovisual recording techniques can provide patients with a “mirror”, where they can view their own emotions and way of thinking. A videotape of a patient’s face during the session and the subsequent analysis of emotional sequences can help patients gain awareness of their emotions. In this case, they do not use their self-reflective abilities, related to the limbic system, that are frequently impaired in patients affected by psychopathologies. Instead, patients use their automatic and intuitive abilities related to the Mirror Neurons system that are usually used to understand the thoughts and emotions of others. In this paper, we describe the application to the ABC framework of REBT to a new video-based protocol based on this theoretical perspective: the self-mirroring technique. We record patients while they are recalling an emotionally significant episode of their life. Immediately after, we record their faces while they are looking at their own image on the screen. Then, we show them the effects of seeing their own emotions in action. The aim is to improve patients’ ability to recognize their own emotions.

Tolerance and recognition

Even though “toleration” and “recognition” designate opposing attitudes (to tolerate something, implies a negative stance towards it, whereas recognition seems to imply a positive one), the concepts do not constitute mutually exclusive alternatives. However, “toleration” is often associated with liberal universalism, focusing on individual rights, whereas “recognition” often connotes communitarian perspectives, focusing on relations and identity. This paper argues that toleration may be founded on recognition, and that recognition may imply toleration. In outlining a differentiated understanding of the relationship between toleration and recognition, it seems apt to avoid an all-to-general dichotomy between universalism and particularism or, in other words, to reach beyond the debate between liberalism and communitarianism in political philosophy.The paper takes as its starting point the view that the discussion on toleration and diversity in intercultural communication is one of the contexts where it seems important to get beyond the liberal/communitarian dichotomy. Some basic features of Rainer Forst’s theory of toleration and Axel Honneth’s theory of the struggle for recognition are presented, in order to develop a more substantial understanding of the relationship between the concepts of toleration and recognition. One lesson from Forst is that toleration is a normatively dependent concept, i.e., that it is impossible to deduce principles for toleration and its limits from a theory of toleration as such. A central lesson from Honneth is that recognition – understood as a basic human need – is always conflictual and therefore dynamic.Accordingly, a main point in the paper is that the theory of struggles for and about recognition (where struggles for designates struggles within an established order of recognition, and struggles about designates struggles that challenge established orders of recognition) may clarify what is at stake in conflicts concerning toleration and its limits. At the same time, Honneth’s theory of the need for recognition seems to be a source for the kind of argumentative justifications that a just toleration are dependent on, according to Forst.Another important point in the paper is that toleration (pace Forst) is a practice or attitude that implies taking a stance, but in a differentiated way, and that this presuppose a reflective distance towards one’s own positions. To be tolerant means saying “yes” to something (the beliefs and practices that one endorses), saying “no” to something (the intolerable), but also being able to say “no, but…” to something (that which is tolerated). Intolerance means saying “no” without justifiable reasons, whereas misguided tolerance means accepting something without justifiable reasons – both attitudes may be taken to indicate that one lacks proper understanding of the reasons for holding the viewpoints that one actively endorses.In discussing of Honneth’s theory of recognition, I argue that an ability to take a stance in a differentiated way is seminal, if struggles for and about recognition are to unfold productively. In all spheres of mutual recognition (primary, secondary and tertial groups), the potential for conflicts seems to rely on an unavoidable tension between identification with the other and identification of the other as another. This is the reason why recognition – in Honneth’s sense – seems to imply toleration, or at least is reliant on the same kind of self-reflective distance and ability to differentiate that is constitutive of toleration according to Forst.Finally, I argue that the concept of “communal values” that Honneth refers to in the context of “solidarity” cannot be taken to designate a set of substantial values that are constitutive of community, but rather that important forms of recognition take place in a social space and shape cultural codes that are both the results of and the subjects of conflict. Thus while “culture” is conflictual and complex, “value pluralism” – including diversity of beliefs and practices – may be productive. In this context, toleration is not about avoiding or resolving conflict, but about establishing the conditions for productive conflicts, enabling an ongoing creation and reappraisal of values.

Toleranse og anerkjenning eller: &lt;br&gt;Kva vil det seia å verdsetja mangfald?

Even though “toleration” and “recognition” designate opposing attitudes (to tolerate something, implies a negative stance towards it, whereas recognition seems to imply a positive one), the concepts do not constitute mutually exclusive alternatives. However, “toleration” is often associated with liberal universalism, focusing on individual rights, whereas “recognition” often connotes communitarian perspectives, focusing on relations and identity. This paper argues that toleration may be founded on recognition, and that recognition may imply toleration. In outlining a differentiated understanding of the relationship between toleration and recognition, it seems apt to avoid an all-to-general dichotomy between universalism and particularism or, in other words, to reach beyond the debate between liberalism and communitarianism in political philosophy.The paper takes as its starting point the view that the discussion on toleration and diversity in intercultural communication is one of the contexts where it seems important to get beyond the liberal/communitarian dichotomy. Some basic features of Rainer Forst’s theory of toleration and Axel Honneth’s theory of the struggle for recognition are presented, in order to develop a more substantial understanding of the relationship between the concepts of toleration and recognition. One lesson from Forst is that toleration is a normatively dependent concept, i.e., that it is impossible to deduce principles for toleration and its limits from a theory of toleration as such. A central lesson from Honneth is that recognition – understood as a basic human need – is always conflictual and therefore dynamic.Accordingly, a main point in the paper is that the theory of struggles for and about recognition (where struggles for designates struggles within an established order of recognition, and struggles about designates struggles that challenge established orders of recognition) may clarify what is at stake in conflicts concerning toleration and its limits. At the same time, Honneth’s theory of the need for recognition seems to be a source for the kind of argumentative justifications that a just toleration are dependent on, according to Forst.Another important point in the paper is that toleration (pace Forst) is a practice or attitude that implies taking a stance, but in a differentiated way, and that this presuppose a reflective distance towards one’s own positions. To be tolerant means saying “yes” to something (the beliefs and practices that one endorses), saying “no” to something (the intolerable), but also being able to say “no, but…” to something (that which is tolerated). Intolerance means saying “no” without justifiable reasons, whereas misguided tolerance means accepting something without justifiable reasons – both attitudes may be taken to indicate that one lacks proper understanding of the reasons for holding the viewpoints that one actively endorses.In discussing of Honneth’s theory of recognition, I argue that an ability to take a stance in a differentiated way is seminal, if struggles for and about recognition are to unfold productively. In all spheres of mutual recognition (primary, secondary and tertial groups), the potential for conflicts seems to rely on an unavoidable tension between identification with the other and identification of the other as another. This is the reason why recognition – in Honneth’s sense – seems to imply toleration, or at least is reliant on the same kind of self-reflective distance and ability to differentiate that is constitutive of toleration according to Forst.Finally, I argue that the concept of “communal values” that Honneth refers to in the context of “solidarity” cannot be taken to designate a set of substantial values that are constitutive of community, but rather that important forms of recognition take place in a social space and shape cultural codes that are both the results of and the subjects of conflict. Thus while “culture” is conflictual and complex, “value pluralism” – including diversity of beliefs and practices – may be productive. In this context, toleration is not about avoiding or resolving conflict, but about establishing the conditions for productive conflicts, enabling an ongoing creation and reappraisal of values.

Reflektavimo kompetencijos struktūra socialinio darbo studentams atliekant praktikas

Šiaulių valstybinės kolegijosSveikatos priežiūros fakultetoSocialinio darbo katedraM. K. Čiurlionio g. 16a, LT-76228 ŠiauliaiTel. (8 41) 52 41 66El. paštas:r.bubnys@svako.lt&#x0D; &#x0D; Straipsnyje atskleidžiami reflektavimo kompetencijos komponentai, išryškėję socialinio darbo studentų profesinėje praktikoje. Faktorinės analizės rezultatai leidžia teigti, kad socialinio darbo studentų reflektavimo kompetenciją sudaro refleksijos apie mokymąsi ir mokymuisi, savirefleksijos ir refleksijos mokantis bei kritinio mąstymo ir problemų sprendimo, patirties analizės ir mokymosi iš patirties gebėjimai. Tyrimo metu išryškėjo, kad socialinio darbo studentai praktikose sėkmingai taiko tris patirties reflektavimo kompetencijos gebėjimus – reflektavimą mokantis (ko?), apie mokymąsi (ką?) ir mokymuisi (kam?). Menkiausiai studentų įgyti savirefleksijos gebėjimą sudarantys įgūdžiai yra išgyvenamų emocijų atpažinimas ir valdymas bei kritinis mąstymas ir problemų sprendimas.Pagrindiniai žodžiai: aukštoji mokykla, reflektavimo gebėjimai, reflektavimo įgūdžiai, reflektavimo kompetencija, socialinio darbo praktika, studentas.&#x0D; &#x0D; THE STRUCTURE OF REFLECTION COMPETENCY DURING SOCIAL WORK STUDENTS’ PRACTICESRemigijus Bubnys&#x0D; SummaryThe article discloses structural components of reflection competency, which distinguished themselves during social work students’ professional practice. The results of factor analysis allow stating that the structure of social work students’ reflection competency encompasses reflection on learning and for learning, self-reflection and reflection in learning as well as abilities of critical thinking and problem solving, experiential analysis and learning from experience. It was found during the research that during the practice social work students successfully applied three abilities of reflection on experience competency: reflection in learning, on learning and for learning. Students’ least mastered skills making up the self-reflection ability are recognition and management of lived emotions, critical thinking and problem solving.Key words: social work practice, reflection competency, reflection abilities, student, higher education institution&#x0D; &#x0D;

Beyond the diagnostic traits: a collaborative exploratory diagnostic process for dimensions and underpinnings of narcissistic personality disorder.

Narcissistic personality disorder has been challenging to diagnose in psychiatric and general clinical practice. Several circumstances and personality factors related to the nature of pathological narcissism and NPD contribute. NPD is usually a moderately impairing condition, often accompanied by specific capabilities and high level of functioning. Comorbidity of other urgent and recognizable psychiatric conditions, such as mood and substance use disorders or suicidality, can override even significant narcissistic personality functioning. Patients' limited ability to recognize own contribution to problems or impact on other people, their hypersensitivity and defensive reactivity, and compromised ability for self-disclosure, self-reflection, and emotional empathy can make initial evaluations difficult. The aim of this study is to integrate recent clinical and empirical knowledge on the underpinnings of pathological narcissism and narcissistic personality functioning, and distinguish narcissistic self-regulatory patterns that are affecting diagnostic traits. A more flexible, exploratory, and collaborative diagnostic process is proposed that integrates the patients subjective experiences and interpersonal functioning in terms of self-regulation, agency, and traits in a way that is informative and meaningful for both the patient and the clinician.

EPA-1815 – Biographical memory, autonoetic consciousness and the self

Introduction Episodic-autobiographical memory (EAM) is the highest ontogenetic human achievement and is defined as the conjunction of subjective time, autonoetic consciousness and the experiencing self. The EAM system is more susceptible to insults than other memory systems and is predominantly affected in amnesic disorders. Dissociative amnesia is triggered by psychological stress and usually presents with retrograde memory impairment in the EAM domain. Objectives This work's objectives are establishing greater recognition of the changes in the area of personality dimensions, self and autonoetic consciousness, accompanying dissociative amnesia. Aims We review data from own patients with dissociative amnesia or fugue Methods Patients were investigated medically, neuropsychologically and neuroradiologically. Results We found impairments of self and self-referential processing in patients with dissociative amnesia, such as profound loss of personal identity, decreased ability for self-reflection and self projection and anomalous self-face processing. We also identified changes in personality dimensions involving affectivity, perception, cognition (e.g. social cognition) and behavior. Conclusions The observed changes in self and autonoetic consciousness may represent a consequence of amnesia. Studies indicate a right hemispheric bias for higher forms of self awareness. In retrograde dissociative amnesia, we found a hypometabolism in right fronto-temporal areas, suggesting a defective synchronization during retrieval between processing of affectively-loaded personal events and fact-based processing. This synchronization abnormality in our opinion not only leads to a memory blockade, but also to a shrinkage of self and loss of autonoetic consciousness in dissociative amnesic conditions.

Autogenic Training – a self-help technique for children with emotional and behavioural problems

Purpose – The purpose of this paper is to discuss Autogenic Training as an effective therapy for children with behavioural and emotional problems. The technique offers children in therapeutic communities strategies in dealing better with stress- and anxiety-related problems. The resulting increased body awareness and ability for self-reflection can also lead to a better engagement in other forms of therapy, decrease anxieties, reduce levels of frustration, increase self-esteem, decrease the fight/flight feeling and supports the work in therapeutic communities. Design/methodology/approach – International literature and the author's experience are reviewed to provide a better understanding of the technique and its potential in therapeutic communities. The paper explores creative ways of modifying the technique aiming to help children engage in the autogenic process. Findings – The paper concludes that Autogenic Training is an effective therapy and self-help technique for children with emotional and behavioural problems in therapeutic communities. Originality/value – Autogenic Training is well known in other European countries and often used as a first intervention in therapeutic settings for children and adults. There seems to be a clear lack of literature, papers and understanding of the technique in the UK. The paper addresses this deficit.

Concern for Others in the First Year of Life: Theory, Evidence, and Avenues for Research

AbstractConcern for others has been thought to emerge in the 2nd year of life (Hoffman, , , ). Three related ideas underlying this view assume that younger infants cannot distinguish between self and other, cannot experience concern for others, and show self‐distress because they misinterpret others' distress as their own. In this article, we review evidence contradicting these assumptions and propose an alternative view of early empathy development. Specifically, we argue that empathic concern does not depend on self‐reflective abilities and exists during the 1st year of life, manifesting young infants' fundamental social nature. We also touch on avenues for research.