A Pilot Study of Emotions of Writing in L2: Unpacking the Felt Sense of an EFL Writer

This study explores one EFL writer’s emotional aspects towards writing in second language (L2) through verbalizing her felt sense using the Thinking at the Edge (TAE) approach. Data collected include the participant’s autobiography of learning English, TAE-based reflective worksheets, and an individual interview. To analyze the data, thematic analysis (Boyatzis, 1998) in a qualitative method was employed. The findings reveal that the participant showed difficulty in expressing herself clearly in English and remained apprehensive about using English words and expressions properly. However, she realized the importance of English writing, which has promoted her creating a sense of confidence and writing proficiency. This study indicates that the findings obtained by the TAE approach will enhance the importance of seeking learners’ psychological engagement with writing in L2 in a qualitative manner

Emotional Studies of Second Language Writing: Focusing and TAE Methods

Emotions regarding second language (L2) writing have been examined using qualitative methods. Current research has explored how L2 learners present emotions about experiences and specific events through writing using qualitative approaches. However, such investigations have only explored the learners’ emotions through the lens of the textual level. Emotions involve complex feelings and sense, and equally, the writers have unspeakable feelings. To better understand the feelings that can be difficult to articulate, the Focusing (Gendlin, 1978) and Thinking At the Edge (TAE) (Gendlin & Hendricks, 2004) methods can be applied to emotional studies of L2 writing as an innovative tool. This paper focuses primarily on emotional studies of L2 writers. It reviews the author’s pilot study of Japanese EFL (English as a foreign language) writers, and their felt sense of writing in English employing TAE methods. Finally, this paper provides research implications for emotions in L2 writing

The Clinical Significance of Repeating Conversation Drawing

カンバセーション・ドローイング（以下Conv‒D）とは、声を出さずに線や形などを一筆程度で交互に描き合うペアワークであり、フォーカシング指向アートセラピーのワークの一つである。Conv‒Dについてはセラピーで用いられることの意義やメリットが示唆されているが、筆者が調べた範囲ではConv‒Dを扱った研究は発表されていない。そこで本研究は、臨床導入に先立ってConv‒Dを連続的に行うことでどのような効果が期待できるのかを検討することを目的として、大学院生を対象にConv‒Dを2回、連続的に実施した。各回の終了時に行ったシェアと1か月後の個別インタビューの内容についてThinking at the edge（以下TAE）による解釈を行った。そして、TAEによって得られたパターンをもとにしてConv‒Dを連続的に行うことによる心的変化を体験課程理論を基に考察した。これによって、Conv‒Dを連続的に行うことで絵を描くという象徴化行為を通した『気持ち』の変容、他者との相互作用による『気持ち』の変容、他者が象徴化することによる自身の『気持ち』の変容がみられた。今後、Conv‒Dの臨床的な効果が期待されよう。Conversation Drawing (Conv-D) is a Focusing-Oriented Art Therapy exercise done in a pair where each take turns to draw lines and shapes alternatively without talking. The benefits and clinical significance of Conv-D has been suggested but insofar as the author examined, no research studies exist to date to demonstrate its effects. Therefore in this study Conv-D was carried out twice to graduate student for the purpose of considering what effects can be expected by repeating Conv-D. After each of the two sessions, sharing among the pair was recorded and an individual interview was conducted and recorded approximately one month after the sessions. These recordings were interpreted using Thinking at the Edge (TAE). The patterns interpreted from TAE were then considered in light of the theory of Experiencing. Through such considerations, the changes in feelings observed were thought to be effects of symbolization, interaction, and symbolization by the other. Therapeutic effects of Conv-D can thus be expected and the author looks forward to future clinical research using Conv-D

Introduction to Nazokake-Focusing Work : Crossing a Situation and an Expression in "the Crux of It"

本論は、筆者が考案したなぞかけを用いたフォーカシング「なぞかけフォーカシング」を紹介する。導入では、 (1) 日本独自の言葉遊びである「なぞかけ」について、特にカケ・トキ・ココロという3つの構造をもった三段なぞと呼ばれるものについて説明し、 (2) 状況についてのメタファーとして機能するハンドル表現の特徴と、 (3) その意味を問いかけるアスキングの機能について示した上で、 (4) なぞかけとフォーカシングの構造の間の共通性について理論的に検討した。次に、そのような理論的知見を参照しながら作成した「なぞかけフォーカシング簡便法」について紹介し、その実践例を提示した。考察では、 (1) なぞかけフォーカシングの手順が、フォーカシングのプロセスを特徴づける「交差」と「浸り」を生じさせるために、どのように機能しているのかについて論じ、 (2) “その心は”というなぞかけのアスキングと通常のアスキングの中の“What\u27s the crux of it?”という応答との比較と、その訳語としての妥当さについて検討し、 (3) フォーカシングにおける「問いかける」というプロセスと、なぞかけフォーカシングのもつ特徴の共通性についてのさらなる論考を行った。最後に、なぞかけフォーカシングを心理療法的応答の「稽古」として利用することの意義について、今後の展望を示した。This paper introduces Nazokake-Focusing which the author has developed. As an introduction, four points are discussed: 1) Nazokake, a Japanese classic wordplay riddle, is explained with its three-step structure, Kake-Toki-Kokoro (Sandan-Nazo); 2) Characteristics of how handle-expressions functions as metaphor for a situation and; 3) the functions of asking for the meaning of handle-expression are discussed; 4) the commonality between the structures of Nazokake and of Focusing is theoretically articulated. Based on these theoretical discussions, the paper then introduces the practice of Nazokake-Focusing Work and presents a session report. Finally, the paper discusses: 1) how Nazokake-Focusing steps function to give rise to "crossing" and "dipping" which characterize the Focusing process; 2) how "kokoro", the asking step of Nazokake-Focusing, functions as the English asking question "what\u27s the crux of it" in the original form of Focusing; 3) more thoughts on the commonality between the processes of asking in Focusing and Nazokake-Focuisng Work. Finally, the author presents perspectives on the use of Nazokake-Focusing in psychotherapy, particularly on its use as a pre-therapy exercise

Some Issues about the Term "Congruence" and the Solutions Proposed byGendlin

一般に、カール・ロジャーズは、ウィスコンシンでの統合失調症治療プロジェクトを経て、それまで以上にセラピストの「一致」した態度を重視するようになったと言われている。その一方、ユージン・ジェンドリンは、当プロジェクトの重要な論客であったにもかかわらず、「一致」という用語を使うことがごくまれである。本稿では、ジェンドリンが「一致」という用語にどのような間題点を感じ、解決を図ろうとしたのかを、彼の初期の主著『体験過程と意味の創造』の観点から解明する。この解決案により、フォーカシングにおける「ぴったり」という言葉を使う際に陥りがちな誤解を防ぐための留意点を提示する。It is generally said that Carl Rogers came to emphasize the "congruent" attitude of the therapist through the Wisconsin Project. On the other hand, Eugene Gendlin, despite being one of the most important theorists of the project, rarely uses the term "congruence" in his works. In this article, the author clarified how Gendlin saw the term "congruence" as a problem and how he resolved the problem, on the bases of his early primary work Experiencing and the Creation of Meaning. With this clarification, the author sets out to explore how to prevent misuses of the word "match" in Focusing

The creative dance of love and consciousness: an integral, phenomenological inquiry into the experiences of belonging and not-belonging

This is an Integral and Phenomenological Inquiry into the experiences of 'belonging' and 'not-belonging'. Using Wilber's Integral Operating System and its AQAL model as a basis, the inquiry brings together the interior and exterior dimensions of individual and collective experiencing. With an emphasis on embodiment, its approach to method incorporates a Participatory axiology and leans upon Gendlin's philosophy for its interpretative framework. The thesis considers some of the complex individual and social phenomena which are implicit to a sense of alienation and the behaviour of marginalisation, as well as those inherent to the movements of integration, healing and growth. Multiple methodologies combine to integrate evidence which reflects the four quadrants of the AQAL model. Included here is a Case Study of the social dynamics of a Norfolk town and the perceptions of 'marginal' groups within that community. Gendlin's approach of ‘Thinking At the Edge’ is used, as well as individual and group contemplations which contribute to building the overall narrative of the thesis. Discourses of individual and community development, identity and consciousness are considered along with those of attachment, trauma and Gendlin's idea of 'stuck processes'. Even with its inherent risks, in this thesis it becomes clear that the experience of not-belonging is as fundamental and vital to individual and collective development as is that of belonging. Our belonging and not-belonging are two protagonists in a grand narrative. Between them an essentially creative, evolutionary dynamic emerges – a dance between love and consciousness

Experienzielle Kommunikation in der Hochschullehre. Ein Erfahrungsbericht aus der Praxis und Vorstellung eines konkreten Werkzeugs für eine experienziell ausgerichtete Seminargestaltung

Kommunikation, die subjektives Erleben systematisch expliziert, experienzielle Kommunikation also, basiert im Kern auf Gendlins (1998) Begriff des Felt Sense – einer vorsprachlichen Kategorie von Bewusstheit, die etwas Wesentliches (schon) vage ahnt, aber diese Ahnung (noch) nicht in passende Worte fassen kann. Der vorliegende Artikel dokumentiert einen Versuch, im Hochschulsetting praktische Wege und Möglichkeiten für die sprachliche und zielgerichtete Explikation des Felt Sense bereitzustellen. Zunächst werden hierzu die Grundprinzipien experienzieller Kommunikation theoretisch dargelegt und es wird ein prozessdidaktischer Rahmen beschrieben, in dem experienzielle Kommunikation in der Hochschulpraxis gelingen kann. Darauf aufbauend werden erste konkrete Erfahrungen des Autors mit diesem Konzept geschildert. Als Drittes wird ein Anwendungsbeispiel für ein didaktisches Tool skizziert, die experienzielle Kommunikation an der Hochschule systematisch unterstützt. (DIPF/Orig.

フォーカシングにおける交差の機能に関する研究 : 心理療法・メタファー・なぞかけ

関西大

La ricerca partecipata come metodo di valutazione per una didattica enattiva: Un esempio di attuazione in classe

La Didattica Enattiva pone il suo punto di forza nella partecipazione di tutti all'attività didattica, nella co-costruzione di un sapere che unisce cognizioni, azioni ed emozioni, attraverso dialogo ed esperienza condivisa. Proprio in funzione di questa circolarità di feedback e della ricchezza del vissuto personale, la valutazione risulta essere un punto dolente dell'approccio. La Ricerca Partecipata, mostrando numerosi punti in comune con esso, si presta come metodologia di analisi che apporta un substrato teorico e strumentale più solido alla questione valutativa. Viene qui riportato un esempio di lezione, in cui alcune tecniche di ricerca partecipata vengono applicate durante lo svolgimento di attività di Pensiero Contemplativo. Lo scopo è quello di incentivare il dialogo, la conoscenza reciproca tra compagni di classe, nonché l’esplicitazione di conoscenze e vissuti personali legati alla tematica disciplinare trattata, per una visione valutativa più completa. I risultati hanno suscitato l’interesse degli studenti e delle docenti