This article presents an initial account of a 6-month process with a group of undergraduate students, in an educational environment, which explored the possibilities of archetypal group dream work and the incorporation of embodied activities to explore dream imagery. This work incorporated activities based in psychophysical actor training and aligns itself to an archetypal post-Jungian perspective for dream work. We suggest here that the model developed for this inquiry appears to have positive effects for the dreamer and for other participants. The main benefit of the practice is its capacity to evade ego's defenses and generate psychic movement in the dreamer. This model for group dream work still needs to be tested in a clinical environment, which is the recommendation for further research.
El presente artículo se propone justificar la relevancia de analizar el vínculo entre la identidad y la auto-autoría. Entendiendo la identidad, con base en las propuestas de Giddens (1997) y Ricoeur (1996), como una construcción narrativa realizada a partir de una reflexión del individuo sobre su propia biografía. En concordancia con el abordaje de Baxter Magolda (2004), entendemos la auto-autoría como la capacidad del individuo de dar sentido a sus experiencias basándose en sus propios valores y creencias. Así, argumentamos sobre las ventajas de esta integración para entender a los jóvenes, y tratamos de mostrar que el análisis de las creencias epistemológicas del individuo es fundamental para comprender la construcción de su identidad entendida como un proceso reflexivo.
This paper presents the results of a research about cognitive development and identity construction of psychology students. The key concepts in this work are: a) Identity, assumed as an individual's narrative construction based on a reflexive analysis of his own biography; b) Self-authorship, understood
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