The essence of process-experiential : emotion-focused therapy

Process-Experiential/Emotion-Focused Therapy (PE-EFT; Elliott et al, 2004; Greenherg et al, 1993) is an empirically-supported, neo-humanistic approach that integrates and updates person-centered, Gestalt, and existential therapies. In this article, we first present what we see as PE-EFT's five essential features, namely neo-humanistic values, process-experiential emotion theory, person-centered hut process-guiding relational stance, therapist exploratory response style, and marker-guided task strategy. Next, we summarize six treatment principles that guide therapists in carrying out this therapy: achieving empathic attunement, fostering an empathic, caring therapeutic bond, facilitating task collaboration, helping the client process experience appropriately to the task, supporting completion of key client tasks, and fostering client development and empowerment. In general, PE-EFT is an approach that seeks to help clients transform contradictions and impasses into wellsprings for growth

Financial Statecraft: No Longer Limited to the Incumbent Powers (SWP 62)

Traditional analyses of financial statecraft typically assume the term refers to major powers exercising influence over weaker states by such means as foreign aid blandishments or banking system sanctions. Newer scholarship highlights the subtler political influence advanced capitalist democracies also wield through their centrality to global monetary and financial markets and governance networks. Not surprisingly, rising powers are keen to expand the venues through which they too can support their larger foreign policy visions through tapping into state levers of control over cross-border currency, credit, and investment flows, as well as tilting international regulatory reforms toward their preferences. The article concludes with a comparison of United States’ and China’s financial statecraft capabilities and recent actions. &nbsp

Engineering Design in Scientific Inquiry

The Engineering Design in Scientific Inquiry (EDISIn) Project addresses the engineering preparation of secondary science teachers by embedding engineering design into a science course for single-subject STEM education majors (future secondary teachers), and developing a sequence of lesson plans and annotated video for faculty who seek to embed engineering design in their science courses. While undergraduate laboratories are rich with designed experimental apparatus, it is rare that students themselves play a role in designing and producing artifacts in the service of scientific inquiry. Our expectation is that (1) existing science courses offer opportunities for students to engage meaningfully with engineering practices, by solving design challenges that emerge in the construction of scientific ideas; and (2) doing so can capitalize on existing curricula that science education has developed, facilitating the adoption of engineering design into preservice teacher education. As part of NSF’s Improving Undergraduate STEM Education (IUSE) funding program, this proposal is part of a broader effort to transform undergraduate science education, preparing students to be innovators and leaders in STEM

To improve the future profit expectations of the Nissan stamping plant

The process of thought applied to establish a thesis topic has been one of non-acceptance of the situations on face value. As such the future profitability of the Nissan Stamping Plant has been considered. A mental model has been established in the authors mind that a definite problem exists within this area. This has led to the formulation of a framework that can be used to handle the problem of low profits that will eventually lead to the closure of the operation. Status-Quo has remained within the operations for almost 25 years, but now changes in Government Legislation pose threats. This leads to the question of how can the profits be improved. The framework was built around a philosophy of continual search for the truth. The scientific method has been applied to understand the theories of a single or double loop response whilst proceeding through the Plan, Do, Check, and Action cycle

Empathy

After defining empathy, discussing its measurement, and offering an example of empathy in practice, we present the results of an updated meta-analysis of the relation between empathy and psychotherapy outcome. Results indicated that empathy is a moderately strong predictor of therapy outcome: mean weighted r = .31 ( p < .001; 95% confidence interval: .28 –.34), for 59 independent samples and 3599 clients. Although the empathy-outcome relation held equally for different theoretical orientations, there was considerable nonrandom variability. Client and observer perceptions of therapist empathy predicted outcomes better than therapist perceptions of empathic accuracy measures, and the relation was strongest for less experienced therapists. We conclude with practice recommendations, including endorsing the different forms that empathy may take in therapy

Emotion-focused therapy

Emotion-Focused Therapy is an integrative, humanistic, empirically-supported approach; it emerged from the Person-Centered tradition and in particular its experiential branch (i.e., late Rogers and Gendlin). It integrates active process-guiding therapeutic methods from gestalt therapy and focusing within the frame of a person-centred relationship, but gives emotion a central role in therapy as a source of meaning, direction and growth. In this chapter we describe the core assumptions and values of EFT, EFT emotion theory and practice principles, and some of the main kinds of therapeutic work in EFT (“markers and tasks”). We conclude with a summary of EFT emotion change principles and a brief case exampl

Tinkering with Theoretical Objects: Designing Theories in Scientific Inquiry

The EDISIn Project (Engineering Design in Scientific Inquiry), taught in an undergraduate teacher preparation program, is investigating where engineering design opportunities emerge within contexts of scientific inquiry, with implications for how science teachers might productively engage in engineering design in their science courses without compromising on either the science or the engineering. In some inquiries, the opportunities for engineering were obvious, particularly with respect to novel experimental designs and in developing physical representations of models. In other inquiries, however, the investigations were either largely theoretical or the experimental designs were readily developed without a need for deliberate attention to design practices. However, in these inquiries we notice commonalities between how students iteratively construct and manipulate theoretical objects in pursuit of scientific explanations and theories, and how they construct and manipulate physical objects. In particular, we call attention to playful, iterative, goal-oriented activities that have strong parallels to tinkering within the engineering design literature. In this paper, we provide an analysis of one student’s “idea tinkering” as she constructed a model of color mixing. We consider how literature from engineering education might be leveraged to support playful, iterative construction of theories in science - not only for its role in supporting the design of physical objects, but also theoretical objects

Research on humanistic-experiential psychotherapies

In this chapter we focus on research published since our previous reviews (Greenberg, Elliott & Lietaer, 1994; Elliott, Greenberg & Lietaer, 2004), which covered research published between 1978 and 2001, plus additional earlier research on humanistic-experiential psychotherapy (HEP) outcome that we have been able to track down. A key element of the chapter is a meta-analysis of nearly 200 HEP outcome studies (through 2008) and a survey of the use of the approach with different client groups. In addition, we offer a meta-synthesis of qualitative research on these therapies (cf. Timulak, 2007), and provide a narrative review of recent quantitative research on change processes in HEPs. We conclude by reviewing and integrating the literature reviewed and discuss policy implications

“All Students are Brilliant”: A Confession of Injustice and a Call to Action

The two of us (AR and LAE), in our teaching, research, and work with teachers, advocate for responsive teaching—an approach that seeks out and builds on the productive “seeds of science” in what our students say and do and assumes that “all students…are brilliant.” This pedagogical approach requires a commitment to listening to and intellectually empathizing with students’ scientific ideas