Relevant bibliographies by topics / Corrective emotional experience

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers
  5. Reports

Academic literature on the topic 'Corrective emotional experience'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Corrective emotional experience"

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Mccarthy, Megan E. "Corrective emotional experience revisited." International Journal of Psychoanalysis 91, no. 5 (October 2010): 1272–75. http://dx.doi.org/10.1111/j.1745-8315.2010.00345.x.

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Haynal, André E. "Corrective Emotional Experience Remembered." American Journal of Psychoanalysis 71, no. 3 (August 5, 2011): 207–16. http://dx.doi.org/10.1057/ajp.2011.19.

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Bridges, Michael R. "Activating the corrective emotional experience." Journal of Clinical Psychology 62, no. 5 (2006): 551–68. http://dx.doi.org/10.1002/jclp.20248.

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Wallerstein, Robert S. "The Corrective Emotional Experience: Is Reconsideration Due?" Psychoanalytic Inquiry 10, no. 3 (October 1990): 288–324. http://dx.doi.org/10.1080/07351690.1990.10399609.

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Miller, Jule P. "The Corrective Emotional Experience: Refelections in Retrospect." Psychoanalytic Inquiry 10, no. 3 (October 1990): 373–88. http://dx.doi.org/10.1080/07351690.1990.10399612.

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Nina W. Brown. "Facilitating a Corrective Emotional Experience in Group Therapy." Group 40, no. 3 (2016): 223. http://dx.doi.org/10.13186/group.40.3.0223.

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Miller, Michael L. "Validation, Interpretation, and Corrective Emotional Experience in Psychoanalytic Treatment." Contemporary Psychoanalysis 32, no. 3 (July 1996): 385–410. http://dx.doi.org/10.1080/00107530.1996.10746959.

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Palvarini, Paolo. "Is the Concept of Corrective Emotional Experience Still Topical?" American Journal of Psychotherapy 64, no. 2 (April 2010): 171–94. http://dx.doi.org/10.1176/appi.psychotherapy.2010.64.2.171.

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Jacobs, Theodore J. "The Corrective Emotional Experience — Its Place in Current Technique." Psychoanalytic Inquiry 10, no. 3 (October 1990): 433–54. http://dx.doi.org/10.1080/07351690.1990.10399617.

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Pines, Malcolm. "Group Analysis and the Corrective Emotional Experience: Is It Relevant?" Psychoanalytic Inquiry 10, no. 3 (October 1990): 389–408. http://dx.doi.org/10.1080/07351690.1990.10399613.

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Dissertations / Theses on the topic "Corrective emotional experience"

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Brännström, Helena, and Åsa Lundbäck. "Corrective emotional experience : förändringsmekanism i psykoterapi." Thesis, Umeå universitet, Psykoterapi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121311.

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Corrective emotional experience (CEE) innebär att patienten känslomässigt upplever och erfar nya och mer adaptiva sätt att möta tidigare, olösta konflikter i en trygg relation. Denna studie syftar till att undersöka och tydliggöra vad ”corrective emotional experience” består i och vilka metoder som kan skapa sådana erfarenheter. Vad händer i patienten, vilka interventioner använder terapeuten för att möjliggöra CEE för patienten, samt vilka indikationer finns för dessa interventioner? Som metod för detta examensarbete genomfördes en systematisk litteraturstudie. Via databassökning identifierades 16 kliniska studier om CEE från de senaste 15 åren. Studierna som hade måttlig (3 studier) till svag (13 studier) evidensstyrka utgör bas för analysen. Resultaten visade bl a på att CEE är viktigt för att patienten ska kunna förändra maladapativa mönster och att terapeuten har en avgörande roll i att erbjuda en trygg relation. Vikten av terapeutens förmåga till intersubjektivitet, ”bonding”, att kunna vara en trygg bas samt att anpassa sig efter patientens anknytningsmönster är kunskap som framkommer i denna studie. Slutsatser som kan dras av studien är att CEE är en viktig förändringsmekanism i psykoterapi. Mer forskning omkring CEE behövs dock för att ytterligare påvisa vad som är verksamt och varför, förslagsvis med särskilt fokus på psykoterapeutens uppdrag att bygga relation och allians.
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Yang, Yin-Jen, and 楊尹甄. "The intervention and effects of the technique of “Corrective Emotional Experience” by the Interpersonal Conflict-solving Group." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/00447480753556477915.

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碩士
高雄醫學大學
心理學研究所
99
Intervening in the Interpersonal Conflict-Solving Group to understanding the experiences and the causing effects of interpersonal coping models by applying the technique of “Corrective Emotional Experience” is the basis of this research. Observations and data were collected by interviewing individual members from an Interpersonal Conflict-Solving Group, recording of all data of the interview during the process of the group counseling were organized in a narrative and analytic way. There were five adult female participants who were the subjects of this research, who were recruited by a volunteer from a patients association in southern Taiwan. They spent twenty hours joining the group counseling over ten weeks, and the group counseling took them two hours per session. After the group counseling finished, the researcher invited the participants to be interviewed individually to understand how they were affected as an individual. Three participants agreed to this part of the research. The result of this research shows that all of the subjects’ interpersonal conflicts include internal and external forms, and that the same causes of conflicts are perception, expectation and communication. The subjects’ personalities, attitudes, roles or different values have effects which made them create different reactions; it is to note that conflict is of course almost certain with the lack of communication. However, the conflicts bring certain negative effects, including moral inferiority, unreasonableness and much expense. For the subjects, conflicts also offer them opportunities to re-examine their actions. From the conflicting experience, they learned that the maladapted interpersonal coping models are deeply influenced by the interaction in their primary families, and the influence involves physical and mental adaptations and the relationships of interactions. By combining narrative with “Corrective Emotional Experience” techniques within group counseling, subjects are able to visit their own past experiences easier and feel deeply accepted and empathized with. Subjects also re-examine their own blind spots and maladapted interpersonal coping models through feedback from session leaders and fellow participants as they address their grief, resulting in the discovery of more flexible interpersonal coping models.
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Siřínek, Jan. "Scéničnost v psychoterapii." Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-383771.

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Mgr. Jan Siřínek, The Scenic Principle in Psychotherapy Abstract This dissertation explores the effectivity of a targeted application of body/drama- oriented therapy in the act of inducing a corrective emotional experience. The term scenic- symbolic principle is introduced and meant to 1) ascribe symbolic significance to people, objects, or parts intrinsic to the therapy room; 2) enable these as roles for dramatization; and 3) employ the symbolic significance of physical contact and body motion. Therapeutic schools that use the scenic-symbolic principle are summarized. Detailed attention is given to Pesso Boyden System Psychomotor (PBSP) therapy, in which the scenic-symbolic principle serves as the central instrument in achieving a corrective emotional experience. After examining the theoretical concepts and intervention procedures of PBSP, this paper describes an experiment, in which 40 persons were randomly distributed between experimental and control groups (N = 20 for each group). The goal of the experiment was to achieve a change in attitude towards a job, task, or duty that the subjects were facing, in an effort to reduce negative emotions. While intervention in the experimental group was enriched by using the scenic-symbolic principle, both groups demonstrated significant improvement (pe < 0.001; pc...
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Book chapters on the topic "Corrective emotional experience"

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Christian, Christopher, Jeremy D. Safran, and J. Christopher Muran. "The corrective emotional experience: A relational perspective and critique." In Transformation in psychotherapy: Corrective experiences across cognitive behavioral, humanistic, and psychodynamic approaches., 51–67. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13747-004.

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Farber, Barry A., Arthur C. Bohart, and William B. Stiles. "Corrective (emotional) experience in person-centered therapy: Carl Rogers and Gloria Redux." In Transformation in psychotherapy: Corrective experiences across cognitive behavioral, humanistic, and psychodynamic approaches., 103–19. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13747-007.

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Sharpless, Brian A., and Jacques P. Barber. "Corrective emotional experiences from a psychodynamic perspective." In Transformation in psychotherapy: Corrective experiences across cognitive behavioral, humanistic, and psychodynamic approaches., 31–49. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13747-003.

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Grant, Donald E. "Healing Noose Scars: Cultural Empathy and Corrective Emotional Experiences." In Black Men, Intergenerational Colonialism, and Behavioral Health, 221–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21114-1_7.

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Castonguay, Louis G., Dana L. Nelson, James F. Boswell, Samuel S. Nordberg, Andrew A. McAleavey, Michelle G. Newman, and Thomas D. Borkovec. "Corrective experiences in cognitive behavior and interpersonal–emotional processing therapies: A qualitative analysis of a single case." In Transformation in psychotherapy: Corrective experiences across cognitive behavioral, humanistic, and psychodynamic approaches., 245–79. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13747-013.

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Fried, Deborah. "Corrective Emotional Experience." In Encyclopedia of Psychotherapy, 551–55. Elsevier, 2002. http://dx.doi.org/10.1016/b0-12-343010-0/00063-5.

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Sharpless, Brian A. "How to Assess the Impacts of Interventions." In Psychodynamic Therapy Techniques, edited by Brian A. Sharpless, 72–82. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190676278.003.0007.

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Whenever individual psychodynamic techniques are applied, it is important to quickly assess their proximal clinical impacts. Therefore, this chapter focuses on helping clinicians identify the many, and sometimes subtle, signs that an intervention was either corroborated or disconfirmed. Common examples of both sets of patient signs are included. Some characteristic indicators of corroboration include the generation of new and emotionally rich clinical material. Signs of disconfirmation may include the patient verbally rejecting the intervention, stalled free association, or an alliance rupture. However, clinical context is important to consider, as indicators may vary greatly across patients and according to their relative location on the supportive–expressive continuum. Finally, the concept of a corrective emotional experience is discussed as another possible clinical impact. Clinical criteria for an in-session corrective emotional experience are proposed.
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Ecker, Bruce. "Erasing Problematic Emotional Learnings." In Neuroscience of Enduring Change, 273–99. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190881511.003.0011.

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This chapter examines how the effectiveness and unification of psychotherapy are advanced by neuroscientists’ findings on memory reconsolidation, the brain’s innate mechanism for profound unlearning. Research relevant to psychotherapy is reviewed and mapped unambiguously into a clinical methodology of transformational change, the therapeutic reconsolidation process (TRP), applicable to all symptoms arising from memory contents. The TRP is defined as a set of experiences required by the brain, allowing implementation by any suitable experiential techniques, without dictating particular forms of therapy. Detection of TRP fulfillment in published case studies from diverse therapy systems suggests that the TRP provides psychotherapy unification and, functioning as both a specific and a common factor, may be responsible for transformational change occurring in any therapy sessions, which would confirm and advance the “corrective experience” paradigm. A coherence therapy case example serves to demonstrate TRP implementation, and research priorities are suggested.
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Levenson, Hanna, Lynne Angus, and Erica Pool. "Viewing Psychodynamic/Interpersonal Theory and Practice Through the Lens of Memory Reconsolidation." In Neuroscience of Enduring Change, 300–327. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190881511.003.0012.

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In this chapter, the case is made that the procedure for memory reconsolidation (MR) is compatible with the strategies and interventions of modern psychodynamic psychotherapy. In particular the concept of the corrective emotional experience (CEE) is seen as integral to the MR process. A measure (the Narrative-Emotional Processing Coding System [NEPCS]) was used to code transcripts from a case being seen in Time-Limited Dynamic Psychotherapy. Results indicate that the NEPCS was able to track key shifts consistent with the MR process and CEE. One implication of this work is that psychodynamic therapists might be able to use an MR framework intentionally to foster enduring change more effectively and efficiently.
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Stricker, George, and Jerry Gold. "Assimilative Psychodynamic Psychotherapy." In Handbook of Psychotherapy Integration, edited by John C. Norcross and Marvin R. Goldfried, 207–27. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190690465.003.0010.

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Assimilative psychodynamic psychotherapy maintains a relational psychodynamic focus and methodology but assimilates interventions from other orientations seamlessly when it might help to facilitate treatment for the patient. In order to understand the potential value of these interventions drawn from other orientations, accommodation is necessary. This is done by means of an expanded three-tier model. The importance of the therapeutic relationship, particularly with regard to providing a corrective emotional experience, and the value of self-understanding is stressed. An illustrative case is presented, research summarizing the equivalent efficacy of psychodynamic psychotherapy is presented, and directions for future development are suggested.
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Conference papers on the topic "Corrective emotional experience"

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Akopov, Garnik V. "CONTEMPLATION: THE RATIO OF CONSCIOUS AND UNCONSCIOUS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact010.

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"In psychological science, the concept of contemplation is not included in the most important categories of psychology, such as activity, consciousness, personality. The dictionary meanings of the term “contemplation” are ambiguous. In psychology, in addition to the categorical analysis of contemplation (S.L. Rubinstein) and its attribution to fundamental concepts (A.V. Brushlinsky), there are also interpretations of contemplation, which are synonymous to intuition (A. Bergson) and meditation (V.F. Petrenko, Han F. De Wit), insight (preconceptual thinking - T.K. Rulina), mystical states (W. James, P.S. Gurevich). Contemplation, unlike intuition, meditation and insight, does not have a previous reportable history. In our studies, contemplation is considered as an unconscious mental phenomenon that exists in the forms of a process, state, and also the properties of an individual (contemplative personality). Not coinciding with the processes of attention, memory, perception, thinking, etc., contemplation, however, is activated on their basis. The difference lies in the uncontrollability of this process, since its contents are not presented to consciousness. Therefore, contemplation is also different from dreams, experiences, intentions and other internally substantive mental phenomena. Despite the fact that consciousness does not have access to the content of contemplation (access-consciousness), the process itself is realized by man. In this we see the difference between contemplation as unconscious activity and Freudian understanding of the unconscious. Other differences are: involuntary entry and random exit from the state of contemplation; emotional equipotentiality of contemplation, i.e. the invariability of the emotional background of contemplation from the beginning to the exit from it. In ontogenesis, contemplation is most clearly represented in infancy, in youth, and in old age, as well as during periods of age and other life crises. Reminiscences of students record the age range from 11 to 17 years as the most saturated with contemplation; least at the age of 6-8 years (L.S. Akopian). Contemplation as an unconscious activity periodically replaces purposeful activity, contributing to the maturation, correction, transformation of the person’s life meanings in their micro-, meso- and macro-macro dimensions. Contemplation also fulfills the function of partially liberating oneself from an excess of affairs, concerns, plans, aspirations, and other forms of conscious activity. The development of practice-oriented forms of actualization of contemplation will expand the range of psychotherapeutic methods."
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Reports on the topic "Corrective emotional experience"

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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