Metaphor and Change in Counseling

Lyddon, William J.; Clay, Alison L.; Sparks, Cheri Lynn

doi:10.1002/j.1556-6676.2001.tb01971.x

Cited by 117 publications

(91 citation statements)

References 36 publications

(39 reference statements)

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“…The participants' opinions about the effects of the use metaphors on counseling process (helping clients to recognize themselves and to increase their awareness, helping clients to identify their problems, client-counselor relations) are parallel with the therapeutic functions of the metaphors in counseling process which stated by Lyddon et al (2001). The therapeutic functions of metaphors are; a) establishing a therapeutic relation with client, b) reaching and symbolizing the feelings of client, c) revealing the implicit or hidden assumptions of client and working with them, d) working on the client's resistance, and e) provision of new perspectives and frameworks of meaning (Lyddon et al, 2001).…”

Section: Extended Abstractmentioning

confidence: 97%

“…The therapeutic functions of metaphors are; a) establishing a therapeutic relation with client, b) reaching and symbolizing the feelings of client, c) revealing the implicit or hidden assumptions of client and working with them, d) working on the client's resistance, and e) provision of new perspectives and frameworks of meaning (Lyddon et al, 2001). …”

Section: Extended Abstractmentioning

confidence: 99%

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Psikolojik Danışman Adaylarının Yapılandırılmış Akran Grup Süpervizyonu Sürecindeki Metafor Kullanımına İlişkin Görüşleri

Atik¹,

Çelik²,

Güç³

et al. 2016

Ege Eğitim Dergisi

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In this study, the opinions of counseling students about the use of metaphors in the structured peer group supervision format, which used in counseling supervision process as a group supervision model, were investigated. The participants of the study were the senior students of the undergraduate program of Psychological Counseling and Guidance. A total of 21 students (13 female, 8 male) participated in this study. The participants were the students who took the course of "Individual Counseling Practicum" and participated in a six-week structured peer group supervision process. A survey form was used as a data collection instrument. The obtained qualitative data were analyzed through following the stages of consensual qualitative research. As a result of qualitative data analysis, the opinions of the participants about the use of metaphors in the structured peer group supervision were clustered under four domains. These domains are; contributions to counselors, impacts on counseling process, difficulties experienced in creating metaphors, and characteristics of the effective metaphors. The findings were discussed in the scope of supervision literature, and the metaphors were recommended as a pedagogical tool in counselor education and supervision process.

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Section: Extended Abstractmentioning

confidence: 97%

Section: Extended Abstractmentioning

confidence: 99%

Psikolojik Danışman Adaylarının Yapılandırılmış Akran Grup Süpervizyonu Sürecindeki Metafor Kullanımına İlişkin Görüşleri

Atik¹,

Çelik²,

Güç³

et al. 2016

Ege Eğitim Dergisi

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“…Clients also use metaphors, and to some extent, it is the sharing of the two sets of metaphors that helps to facilitate change. One of the better characterizations of metaphorically induced change in the counseling process is found in Lyddon et al [24].…”

Section: Understanding the Role Of Metaphormentioning

confidence: 99%

Metaphors to Drive By: Exploring New Ways to Guide Human - Robot Interaction

Bruemmer¹,

Gertman²,

Nielsen³

2007

TOCSJ

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Autonomous behaviors created by the research and development community are not being extensively utilized within energy, defense, security, or industrial contexts. This paper provides evidence that the interaction methods used alongside these behaviors may not provide a mental model that can be easily adopted or used by operators. Although autonomy has the potential to reduce overall workload, the use of robot behaviors often increased the complexity of the underlying interaction metaphor. This paper reports our development of new metaphors that support increased robot complexity without passing the complexity of the interaction onto the operator. Furthermore, we illustrate how recognition of problems in human-robot interactions can drive the creation of new metaphors for design and how human factors lessons in usability, human performance, and our social contract with technology have the potential for enormous payoff in terms of establishing effective, user-friendly robot systems when appropriate metaphors are used.

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“…Una de las características de las metáforas de los profesores es que tienen un gran componente afectivo (Lyddon, Clay, Sparks, 2001;Tobin y Tippins, 1996;Zembylas, 2004). Los aspectos afectivos y sociales son muy importantes para todos los profesores, pero especialmente para los profesores en formación (Hargreaves, 2005), pues están en un periodo en que se están fijando sus estrategias y rutinas de clase.…”

unclassified

Las Emociones en Las Metáforas Personales De Futuros Profesores De Educación Primaria Y De Educación Secundaria De Economía

Mellado

Montaña²,

Borrachero³

et al. 2016

Revista INFAD de Psicología

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In this study personal metaphors related to emotions of future teachers of Primary Teacher Education, Faculty of Education and Secondary Education specializing in Economics Master of Teacher Training School, University of Extremadura are analyzed, during the year 2010/2011. In research conducted adapt the four categories of Leavy et al. (2007). The results indicate that in general metaphors, both teachers and secondary teachers, as many are in the behaviorist / transmissive category. However, the greater number of emotional metaphors fall into the self referred and cognitive / constructivist category, but there are teachers who express metaphors framed in more than one category.KEYWORDS: Metaphors, emotions, teachers, teacher, elementary, secondary, economy. RESUMENEn este estudio se analizan las metáforas personales relacionadas con las emociones de futuros profesores de Maestro de Educación Primaria de la Facultad de Educación y de Educación Secundaria de la especialidad de Economía del máster de Formación del Profesorado de Secundaria de la Universidad de Extremadura, durante el curso 2010/2011. En la investigación realizada adaptamos las cuatro categorías de Leavy et al. (2007). Los resultados indican que en las metáforas generales, tanto en los maestros como en los profesores de secundaria, el mayor número se encuentran en la categoría conductista/ transmisiva. Sin embargo el mayor número de metáforas

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Metaphor and Change in Counseling

Cited by 117 publications

References 36 publications

Psikolojik Danışman Adaylarının Yapılandırılmış Akran Grup Süpervizyonu Sürecindeki Metafor Kullanımına İlişkin Görüşleri

Psikolojik Danışman Adaylarının Yapılandırılmış Akran Grup Süpervizyonu Sürecindeki Metafor Kullanımına İlişkin Görüşleri

Metaphors to Drive By: Exploring New Ways to Guide Human - Robot Interaction

Las Emociones en Las Metáforas Personales De Futuros Profesores De Educación Primaria Y De Educación Secundaria De Economía

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