Log in

Relevant bibliographies by topics / Gestalt theory / Journal articles

To see the other types of publications on this topic, follow the link: Gestalt theory.

Journal articles on the topic 'Gestalt theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Gestalt theory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

McLeod, Lee. "The Self in Gestalt Therapy Theory." British Gestalt Journal 2, no. 1 (January 1, 1993): 25–40. http://dx.doi.org/10.53667/tgam4862.

Full text

Abstract:

"ABSTRACT The two fundamental elements of Gestalt theory - Gestalt's 'metapsychology' - are, first, the assertion that all human behaviour may be understood in terms of figure formation and destruction and, second, the identification of the self with those parts of the figure formation /destruction process involving contact. The Gestalt self, then, is contact. This concept of the self derives from Gestalt's existential refusal to countenance division between mind, body and world, and is, therefore, essential to Gestalt therapy's holistic and relational nature. This argument is based on an interpretation of Paul Goodman's second volume of Gestalt Therapy:Excitement andGrowth in the Human Personality (195 I), which Fritz Perls' later theory of the ""five layers of neurosis"" contradicts by implying a 'core' rather than a contact self. In one way or another, the Polsters, Lamer, Hycner, Friedman, Tobin, and Yontef all also undermine or distort 'self as contact' and, therefore, in some sense weaken Gestalt's holistic and relational stance, a stance essential to Gestalt therapy's continuing integrity. Key words: Self, contact, figure formation, Gestalt therapy, relational Gestalt, Goodman, Perls, Lamer, Yontef."

APA, Harvard, Vancouver, ISO, and other styles

2

Klotz, Sebastian. "Musical Affordances and the Gestalt Legacy: enriching music perception." Gestalt Theory 45, no. 1-2 (August 1, 2023): 65–84. http://dx.doi.org/10.2478/gth-2023-0014.

Full text

Abstract:

Summary In the current cognitive theory of music, concepts of Gestalt psychology are referred to in various ways. For example, neurocognitive models of music perception address the formation of auditory Gestalts as a stage in the formation of meaning. However, this view runs counter to central premises of Gestalt psychology of Carl Stumpf’s school, which precisely did not describe Gestalts as synthesized phenomena. Nevertheless, it is argued here, borrowing from Gestalt concepts can promote current non-reductionist positions. They conceptualize musical perception not in the ways of information theory, but of phenomenology and action theory. Here the theory of affordance developed by J.J. Gibson in close collaboration with his wife Eleanor J. Gibson stands out. It was explicitly introduced into musicological research by Eric Clarke, but without reference to its Gestalt psychological roots. The article explores theories of musical affordance with the help of further methodological tools, which can be assigned to the philosophical schools of direct realism and constructivism. They open up the possibility of a non-cognitivist and non-representational perspective on musical perception. It turns out that Gestalt psychological concepts also have a catalytic effect on the expansion of our understanding of musical perception in this constellation, although this connection has hardly been visible so far.

APA, Harvard, Vancouver, ISO, and other styles

3

Metz-Göckel, Hellmuth. "Gestalt Theory." Dialogue and Universalism 25, no. 4 (2015): 21–36. http://dx.doi.org/10.5840/du201525482.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

AMESCUA, GUADALUPE. "Autism in Gestalt Theory Towards a Gestalt Theory of Personality." Gestalt Review 3, no. 3 (January 1, 1999): 226–38. http://dx.doi.org/10.2307/44394127.

Full text

Abstract:

Abstract For us, who work with children and adolescents, it is very important to have a developmental Gestalt theory, as well as a Gestalt approach to psychopathology. Based on the theory of contact and the self, I consider autism as a contact and boundary problem in which the child is caught right at the boundary. Thus, we can think of a Gestalt approach to autism. As a result of my experience with autistic children, I present an explanation of the development of the child utilizing a Gestalt perspective.

APA, Harvard, Vancouver, ISO, and other styles

5

Chidiac, Marie-Anne. "To infinity and beyond . . . the hot seat: musings on twenty-eight years of changes in the Gestalt approach to groups." British Gestalt Journal 20, no. 1 (June 1, 2011): 42–52. http://dx.doi.org/10.53667/nqib1924.

Full text

Abstract:

"Abstract: This article is a reflection on the changes in our practice of groups in Gestalt as evidenced by the two editions of Beyond the Hot Seat – the original 1980 edition (Feder and Ronall, 1980) and the new 2008 ‘revisited’ edition (Feder and Frew, 2008). The last thirty years have seen exciting developments in the Gestalt approach to groups, not only in our move away from Perls’ hot seat but in the spread of Gestalt in groups to social and organisational settings. What is the definition of a group in Gestalt? Can we have a developmental model of groups based on Gestalt theory? What are the key challenges of group facilitation? These are some of the questions tackled in this article along with a touch of speculation around Gestalt’s future challenges in terms of group work. Key words: groups, group work, field theory, systems thinking, organisational consulting."

APA, Harvard, Vancouver, ISO, and other styles

6

Akat, Reyhan, and Birgül Çakıroğlu. "Gestalt Theory and Gestalt Principles in Religious Structures." International Journal of Sciences 3, no. 08 (2017): 126–39. http://dx.doi.org/10.18483/ijsci.1402.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Moore, Patrick, and Chad Fitz. "Gestalt Theory and Instructional Design." Journal of Technical Writing and Communication 23, no. 2 (April 1993): 137–57. http://dx.doi.org/10.2190/g748-by68-l83t-x02j.

Full text

Abstract:

Research on the visual presentation of instructions (and other texts) tends to be repetitious, unsystematic, and overly complex. A simpler yet rich approach to analyzing the visual dimension of instructions is Gestalt theory. Gestalt principles of proximity, closure, symmetry, figure-ground segregation, good continuation, and similarity provide a powerful approach to making instructions more inviting and consistent, as well as easier to access, follow, and understand. This article applies six Gestalt principles to a badly designed instruction to show what improvements result when Gestalt theory is considered in instructional design.

APA, Harvard, Vancouver, ISO, and other styles

8

Komura, Hiraku, Toshiki Nakamura, and Masahiro Ohka. "Investigation of Tactile Illusion Based on Gestalt Theory." Philosophies 6, no. 3 (July 22, 2021): 60. http://dx.doi.org/10.3390/philosophies6030060.

Full text

Abstract:

Time-evolving tactile sensations are important in communication between animals as well as humans. In recent years, this research area has been defined as “tactileology,” and various studies have been conducted. This study utilized the tactile Gestalt theory to investigate these sensations. Since humans recognize shapes with their visual sense and melodies with their auditory sense based on the Prägnanz principle in the Gestalt theory, this study assumed that a time-evolving texture sensation is induced by a tactile Gestalt. Therefore, the operation of such a tactile Gestalt was investigated. Two psychophysical experiments were conducted to clarify the operation of a tactile Gestalt using a tactile illusion phenomenon called the velvet hand illusion (VHI). It was confirmed that the VHI is induced in a tactile Gestalt when the laws of closure and common fate are satisfied. Furthermore, it was clarified that the tactile Gestalt could be formulated using the proposed factors, which included the laws of elasticity and translation, and it had the same properties as a visual Gestalt. For example, the strongest Gestalt factor had the highest priority among multiple competing factors.

APA, Harvard, Vancouver, ISO, and other styles

9

Kalivas, J. "Gestalt Theory and Psychiatry." Journal of the Royal Society of Medicine 82, no. 11 (November 1989): 696. http://dx.doi.org/10.1177/014107688908201134.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Roubal, Jan, and Gianni Francesetti. "Field Theory in Contemporary Gestalt Therapy Part Two: Paradoxical Theory of Change Reconsidered." Gestalt Review 26, no. 1 (April 1, 2022): 1–33. http://dx.doi.org/10.5325/gestaltreview.26.1.0001.

Full text

Abstract:

ABSTRACT Conceptualization of change processes presents a significant source of therapist’s self-support in demanding clinical situations. Three perspectives on understanding the process of change used in Gestalt therapy are set forth in a systematic way: mono-personal, bi-personal, and field theory. Changes in psychotherapy in clinical practice, conceptualized from a field theory perspective, are addressed in order to support both the growing edge of contemporary Gestalt therapy and to add a Gestalt therapy contribution to the current emphasis on field theory in psychotherapy. The Paradoxical Theory of Change, as the leading theoretical concept for Gestalt therapy theory of change, is reconsidered from a field theory perspective, and the consequences for clinical work are addressed.

APA, Harvard, Vancouver, ISO, and other styles

11

Safitri, Sabilla Irwina, Dwi Saraswati, and Esa Nur Wahyuni. "Teori Gestalt (Meningkatkan Pembelajaran Melalui Proses Pemahaman)." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 5, no. 1 (May 11, 2021): 23. http://dx.doi.org/10.30736/atl.v5i1.450.

Full text

Abstract:

Abstrak: Teori Gestalt memandang bahwa pembelajaran tidak hanya tentang rangsangan dan respon tetapi lebih pada pemahaman tentang suatu masalah yang mampu menarik kesimpulan baru yang berwawasan. Pencetus teori Gestalt termasuk Max Wetheimer, Wolfgang Kohler dan Kurt Kofka. Dalam teori Gestalt terdapat beberapa hukum yaitu hukum kedekatan, hukum ketertutupan dan hukum kesamaan. Diantara prinsip pembelajaran Gestalt adalah pembelajaran melalui wawasan (pemahaman), pembelajaran merupakan reorganisasi dari pengalaman, pembelajaran akan lebih berhasil bila sesuai dengan minat siswa. Sedangkan prinsip persepsi Gestalt termasuk prinsip kontinuitas dan hubungan figur-ground. Kekuatan teori Gestalt adalah anak mampu membangun suatu masalah menjadi pengetahuan atau pemahaman baru, namun teori Gestalt ini juga memiliki kelemahan, yakni teori Gestalt tidak bisa diterapkan pada maeri-materi tertentu.Kata Kunci: Teori Pembelajaran, Gestalt, Pemahaman. Abstract: Gestalt theory views that learning is not only about stimuli and responses but rather about understanding a problem faced which is able to draw new insightful conclusions. Gestalt characters include Max Wetheimer, Wolfgang Kohler and Kurt Kofka. In Gestalt theory, there are several laws, namely the law of closeness, the law of closure and the law of equality. Among the principles of Gestalt learning is that learning through insight (understanding), learning is a reorganization of experiences, learning will be more successful when it comes to interests. Meanwhile, the principles of Gestalt perception include the principle of continuity and Figure-ground relationship. The strength of Gestalt theory is that children are able to reconstruct a problem into new knowledge or understanding, however in the Gestalt theory has also the weaknesses that the gestalt theory cannot be applied to certain materials.Keywords:Learning Theory, Gestalt, Comprehension

APA, Harvard, Vancouver, ISO, and other styles

12

Kılıç, Ahmet Göktuğ, and Ümit Parsıl. "Perspective of Gestalt Theory and Art Education." Journal of Pedagogy and Education Science 3, no. 01 (October 16, 2023): 1–12. http://dx.doi.org/10.56741/jpes.v3i01.445.

Full text

Abstract:

The perspective of art education is discussed in the context of Gestalt perception theory, and its necessity is emphasized. Undeniably, the Gestalt principle of perceptual organization and the concepts of perceptual illusion play an active role in forming motor skills and representing different points of view by activating perceptual processes such as creative and multidimensional thinking in art. Gestalt theory occupies an essential place in educational research. The Gestalt theory of perception supports holistic learning. In this sense, the goals to be achieved in art education are also crucial for the student. In visual perception, the cognitive orientation of the individual towards stimuli may vary from person to person. Approaching the same inspiration from a different angle can lead to misinterpretations of the trigger and affect learning. Although the reflections of Gestalt theory influence this view, it is considered the acceptance on which cognitive approaches are based. The basic understanding of thinking that underlies Gestalt learning theory accepts this fact and supports this fact with its underlying features. Cognitive thinking activities and perceptual orientations have an indirect effect on Gestalt theory. At the same time, the Gestalt theory and the resulting psycho-perceptual intuition have been evaluated and applied by many scientists and thinkers. Developed and presented theoretically by Max Wertheimer, Kurt Kofka, and Wolfgang Köhler, Gestalt theory led to the emergence of a new vision of visual perception in art education. Perceptual psychology, especially in the theories of Wertheimer, Kofka, and Köhler, offers a different perspective when approaching visual perception through illusion. In addition, the fact that Gestalt theory supports the learning and teaching process with a holistic learning approach has led to the openings from the perspective of art education and didactic in the context of visual perception because repeated learning in art education gains a new meaning and can develop positively if it is supported by holistic learning what you understand usually more meaningful and lasting. Finally, the research aims to explore the perspective of art education by highlighting the basic principles of Gestalt theory.

APA, Harvard, Vancouver, ISO, and other styles

13

Sapriel, Lolita. "Can Gestalt Therapy, Self Psychology and Intersubjectivity Theory be Integrated?" British Gestalt Journal 7, no. 1 (June 1, 1998): 33–44. http://dx.doi.org/10.53667/qlsf7218.

Full text

Abstract:

"Abstract: This article continues a dialogue within the Gestalt community regarding the usefulness to Gestalt therapists of two psychoanalytic theories: self-psychology and intersubjectivity theory. Their relevance has been recently recognised in the writings of Lynne Jacobs, Richard Hycner, John Wheway. Specifically: (1) how these three theories understand, articulate or mediate the client's subjective errperience, (2) why intersubjectivity theory can be fully integrated with Gestalt therapy; (3) how Gestalt therapy's methodology of 'bracketing' is inconsistent with field theory; (4) what intersubjectivity theory offers Gestalt therapy as an altemative to the phenomenological method; (5) why self-psychology, while sharing the view of the centrality of subjective experience, cannot be integrated with Gestalt therapy. Key words: intersubjectivity theory. self-psychology, Gestalt therapy, field theory, self object, transference, co-transference, organising principle, dialogue, inclusion, phenomology, empathy, perspective realism."

APA, Harvard, Vancouver, ISO, and other styles

14

Fauzi, Achmad, Netrawati, and Yeni Karneli. "PENERAPAN TEORI GESTALT DALAM PEMAHAMAN PEMBELAJARAN SISWA DI SEKOLAH." Algebra : Jurnal Pendidikan, Sosial dan Sains 2, no. 1 (March 28, 2022): 33–37. http://dx.doi.org/10.58432/algebra.v2i1.71.

Full text

Abstract:

Teori Gestalt memandang bahwa pembelajaran tidak hanya tentang rangsangan dan respon tetapi lebih pada pemahaman tentang suatu masalah yang mampu menarik kesimpulan baru yang berwawasan. Pencetus teori Gestalt termasuk Max Wetheimer, Wolfgang Kohler dan Kurt Kofka. Dalam teori Gestalt terdapat beberapa hukum yaitu hukum kedekatan, hukum ketertutupan dan hukum kesamaan. Diantara prinsip pembelajaran Gestalt adalah pembelajaran melalui wawasan (pemahaman), pembelajaran merupakan reorganisasi dari pengalaman, pembelajaran akan lebih berhasil bila sesuai dengan minat siswa. Sedangkan prinsip persepsi Gestalt termasuk prinsip kontinuitas dan hubungan figur-ground. Kekuatan teori Gestalt adalah anak mampu membangun suatu masalah menjadi pengetahuan atau pemahaman baru, namun teori Gestalt ini juga memiliki kelemahan, yakni teori Gestalt tidak bisa diterapkan pada maeri-materi tertentu. ABSTRACT Gestalt theory views that learning is not only about stimuli and responses but rather about understanding a problem faced which is able to draw new insightful conclusions. Gestalt characters include Max Wetheimer, Wolfgang Kohler and Kurt Kofka. In Gestalt theory, there are several laws, namely the law of closeness, the law of closure and the law of equality. Among the principles of Gestalt learning is that learning through insight (understanding), learning is a reorganization of experiences, learning will be more successful when it comes to interests. Meanwhile, the principles of Gestalt perception include the principle of continuity and Figure-ground relationship. The strength of Gestalt theory is that children are able to reconstruct a problem into new knowledge or understanding, however in the Gestalt theory has also the weaknesses that the gestalt theory cannot be applied to certain materials.

APA, Harvard, Vancouver, ISO, and other styles

15

Mahdavinejad, Mohammadjavad, Nasim Gholami Rostam, and Sepide Mahdavi. "The Role of the Gestalt Theory in Understanding Persian Architectural Masterpieces, Case Study: Fin-Garden of Kashan." International Journal of Management and Sustainability 2, no. 1 (March 8, 2013): 1–13. http://dx.doi.org/10.18488/journal.11/2013.2.1/11.2.1.13.

Full text

Abstract:

Gestalt theory is one of the most effecting theories. This theory has been used in different fields but until now it is not used about Iranian architecture. Absence of researches about Iranian architecture according to gestalt theory, making analysis shows more up. So present research meantime of explaining gestalt theory and it’s connection with landscape architect means proceed to gestalt theory in this field. The fundamental research questions are: What concepts can be explained according to gestalt? does we able to analyze the historical gardens via this theory? What dimensions will be emphasized more based on gestalt theory about analysis of historical garden? What are the advantages and disadvantages of this theory? To answer these questions, in field theory the research methodology: ”logical reasoning” and in field analysis samples; the research methodology “the diffusion of using combination strategies” are used. After reviewing gestalt theory and expressing the theoretical concepts, concepts related to this theory, in a sample like “Fin-Garden” in Kashan is putting to the analysis. Studies show that, although many years have passed from gestalt theory, they are useful and can be used for landscape architecture and it can unclear aspects of Iranian landscape architecture and putting on recognition.

APA, Harvard, Vancouver, ISO, and other styles

16

Lee, Robert G. "Gestalt and Shame: The Foundation for a Clearer Understanding of Field Dynamics." British Gestalt Journal 4, no. 1 (June 1, 1995): 14–22. http://dx.doi.org/10.53667/zrfe5506.

Full text

Abstract:

"Abstract: The Gestalt model inherently incorporates an understanding of shame dynamics in its analysis of contact processes. Shame is a field variable, a ground condition modulating the contact shame-support polarity, when functioning optimally, allows the person to be at the edge and to venture beyond oId organisations of the field - i.e. to grow. Conversely, with severe or persistent lack of support (e.g., severe or sustained abuse, neglect, or loss}, shame becomes internalised and integrated into basic beliefs about the 'self' and the possibilities of contact with others. These fixed gestalts (Perls' introjects) which have been learned in a particular field then become blueprints with which to interpret experience and guide behaviour in general, restricting flexibility. Restoring flexibility means facing the shame that holds the fixed gestalts in place. This can only happen in the context of a relationship. One of the chief processes of therapy then becomes supporting awareness of shame in the present field, between therapist and client. Keywords: Gestalt, Gestalt therapy, Field theory, shame, support, contact processes, shame bind, introject, figure and ground."

APA, Harvard, Vancouver, ISO, and other styles

17

Parlett, Malcolm. "Reflections on Field Theory." British Gestalt Journal 1, no. 2 (December 1, 1991): 69–81. http://dx.doi.org/10.53667/pmap3094.

Full text

Abstract:

"COMMENTARY: The following is an edited version of a plenary lecture given at the 4"" British Gestalt Conference in Nottingham in July 1990. I introduce the basic features and history of field theory and suggest that it provides a foundation for Gestalt therapy theory and practice. Five basic principles of field theory are explored. I then argue that the models of knowledge and knowing embodied in field theory form part of the emerging epistemology that characterizes many new areas of inquiry - e.g., holistic medicine and ecology. In the second half of the lecture I apply field theory thinking to a discussion of the ""Self' in Gestalt therapy and to the mutual effects on one another of two (or more) persons relating together. I focus on some new ways to think about the psychotherapy ""field"" of therapist and patient and end by discussing the importance of ""presence."" Keywords: Field theory, Gestalt therapy, new epistemology, psychotherapy relationship, the Self, presence."

APA, Harvard, Vancouver, ISO, and other styles

18

Musyafa’ah, Nurul, and Muhammad Afthon Ulin Nuha. "Gestalt Psychological Theory on Learning Arabic in The Metaverse Era." Abjadia : International Journal of Education 7, no. 2 (December 30, 2022): 187–200. http://dx.doi.org/10.18860/abj.v7i2.18269.

Full text

Abstract:

This research is intended to: 1) describe the understanding of gestalt theory; 2) understand the experimental results of gestalt theory; 3) know the application of gestalt theory in learning Arabic. The researcher uses a descriptive qualitative approach by suggesting some understanding of gestalt theory from several experts and its application in learning Arabic. The data collection methods used by researchers are observation, questionnaires, interviews, and documentation studies. In analyzing qualitative data, the researcher analyzed books or articles related to gestalt theory, opinions from experts in the world of Arabic language education and theories in learning, and suggestions and criticisms addressed in the research. The results of this study are: 1) Gestalt is a psychological theory that argues that particular objects or events will be viewed as an organized whole; 2) Gestalt theory is determined based on experiments conducted by the figures of this theory on several objects, the results of which show the same conclusion, namely that insight is an essential factor in the development of a person's psychological symptoms; 3) Gestalt theory is quite relevant to be applied in the teaching and learning process of Arabic to help students in developing their scientific insight. The formal finding from this research is that the gestalt theory is one of the psychological theories that base knowledge development on insight. In its application, this theory can also be applied in the learning and teaching process of learning Arabic.

APA, Harvard, Vancouver, ISO, and other styles

19

Müller, Bertram. "Isadore From’s Contribution to the Theory and Practice of Gestalt Therapy." British Gestalt Journal 4, no. 2 (December 1, 1995): 121–28. http://dx.doi.org/10.53667/ueyf9187.

Full text

Abstract:

"Editor's Note: This article is a slightly revised version of the speech given by the author at the European Gestalt Congress in Paris, May 1992, which focussed on '40 Years of Gestalt Therapy'. Isadore From died in 1994, two years after this lecture was deliverd. The lecture was also reproduced in Studies in Gestalt Therapy, No. 2, 1993 and is reprinted here, with amendments, by agreement with the author and with the kind permission af Margherita Spagnuolo Lobb, Director of lstituto di Gestalt, Siracusa, Italy and Editor of Studies in Gestalt Therapy."

APA, Harvard, Vancouver, ISO, and other styles

20

Kubon-Gilke, Gisela. "Gestalt Theory and Socioeconomic Analyses." Gestalt Theory 44, no. 3 (December 1, 2022): 303–16. http://dx.doi.org/10.2478/gth-2022-0015.

Full text

Abstract:

Summary The analysis of social and economic phenomena has a long Gestalt-theoretical tradition but is currently seen rather as a niche subject. In this article, recent important approaches are presented that explicitly or implicitly refer to Gestalt-theoretical considerations. The particular relevance of narratives is pointed out. In addition, further analytical challenges are discussed.

APA, Harvard, Vancouver, ISO, and other styles

21

Harris, John Bernard. "A Gestalt Approach to Learning and Training." British Gestalt Journal 8, no. 2 (December 1, 1999): 85–95. http://dx.doi.org/10.53667/itjg5561.

Full text

Abstract:

"Abstract: This paper looks at a number of factors relating to learning and training from a Gestalt perspective. I argue that the links between therapy and pedagogy are important. More specifically, 1 show the basis of a Gestalt theory of growth and learning using ideas drawn from Gestalt therapy theory, and develop this in terms of both the theory and practice of training. Key words: Gestalt therapy, growth, contact, learning, facilitation, training."

APA, Harvard, Vancouver, ISO, and other styles

22

Stuart N. Simon, LCSW. "Applying Gestalt Theory to Coaching." Gestalt Review 13, no. 3 (2009): 230. http://dx.doi.org/10.5325/gestaltreview.13.3.0230.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Jones, Alun. "Gestalt therapy: theory and practice." Nursing Standard 6, no. 38 (June 10, 1992): 31–34. http://dx.doi.org/10.7748/ns.6.38.31.s37.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Behrens, Roy R. "Art, Design and Gestalt Theory." Leonardo 31, no. 4 (1998): 299. http://dx.doi.org/10.2307/1576669.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Guberman, Sh A. "Computer Vision and Gestalt Theory." Soviet Review 26, no. 1 (April 1985): 87–104. http://dx.doi.org/10.2753/rss1061-1428260187.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Ash, Mitchell G. "Max Wertheimer and Gestalt theory." Journal of the History of the Behavioral Sciences 42, no. 3 (2006): 279–80. http://dx.doi.org/10.1002/jhbs.20173.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Philippson, Peter. "Drive Theory in Gestalt Therapy." British Gestalt Journal 13, no. 2 (December 1, 2004): 87–91. http://dx.doi.org/10.53667/amjo5496.

Full text

Abstract:

"Abstract: This paper explores the place of drive theory in Gestalt therapy, and how its neglect in favour of a 'dialogic relational' approach has led to the disembodying of the therapy and loss of holism. I suggest how this came about, and what needs to be recovered for a fully holistic therapy. Key words: drive, holism, dialogue, body, sexuality."

APA, Harvard, Vancouver, ISO, and other styles

28

Yontef, Gary, and Friedemann Schulz. "Dialogue and experiment." British Gestalt Journal 25, no. 1 (May 1, 2016): 9–21. http://dx.doi.org/10.53667/rpae1714.

Full text

Abstract:

"Abstract: This paper discusses the compatibility of Martin Buber’s dialogic method and active Gestalt therapy interventions, which are called experiments. The authors trace a brief history of the distinction between different psychotherapy systems which focus on the therapeutic relationship on the one hand or on active behavioural interventions on the other. They submit Gestalt therapy as a modality that integrates these seeming polarities, and they discuss the theoretical and practical consistency between the dialogic method, Gestalt therapy’s change theory (‘the paradoxical theory of change’), the phenomenological method, and Gestalt therapy experiments. It is the authors’ opinion that Gestalt therapy experiments do not aim for preset behavioural goals, but that they are in complete alignment with Gestalt therapy’s dialogic attitude. A definition of the term Gestalt therapy experiment is given, and its different uses are illustrated. The concept of resistance is examined in light of Gestalt therapy’s treatment philosophy. Indications as well as cautions regarding the use of Gestalt therapy experiments are outlined and different types of experiments, including specific examples, are provided. Key words: Gestalt therapy, dialogic method, experiments, paradoxical theory of change, contact, awareness."

APA, Harvard, Vancouver, ISO, and other styles

29

Lind, Erik. "Gestalt theory and phenomenological method in Gurwitsch and Merleau-Ponty." Phenomenology, Humanities and Sciences 2, no. 2 (June 22, 2022): 216–28. http://dx.doi.org/10.62506/phs.v2i2.125.

Full text

Abstract:

Neste ensaio, examino as diferentes visões que Gurwitsch e Merleau-Ponty susten-tam sobre a relevância fenomenológica da psicologia da Gestalt. Contra a recusa husserliana desta última em razão de seu suposto “naturalismo,” ambos defendem que a crítica da Gestalt ao atomismo psicológico libera uma perspectiva transcendental no estudo da percepção. En-tretanto, os dois discordam entre si no que diz respeito a qual estatuto fenomenológico deve ser concedido à natureza transcendental da Gestalt. Defendo que o ponto central da diver-gência gira em torno da aplicação do método eidético de Husserl. Enquanto para Gurwitsch as investigações realizadas em linha com a teoria da Gestalt se revelam análises noemáticas, confrontando o sujeito com unidades ideais expressas em asserções eidéticas, Merleau-Ponty é crítico dessa investigação, que lhe parece implicar uma forma de dualismo. Concluo com uma confrontação crítica da leitura que Gurwitsch faz da teoria da Gestalt com aquela feita por Merleau-Ponty, enfatizando a originalidade da caracterização da Gestalt pelo filósofo francês como figura originária do ser pré-objetivo.

APA, Harvard, Vancouver, ISO, and other styles

30

Melnick, Joseph, and Sonia March Nevis. "Gestalt Family Therapy." British Gestalt Journal 8, no. 1 (June 1, 1999): 47–54. http://dx.doi.org/10.53667/uwnw8534.

Full text

Abstract:

"Abstract: This article outlins a theory and methdology for conducting family therapy hrn a Gestalt therapy perspective. We view families through the lenses of field theory, the interactive cycle of experience and system theory. First, we fm on the creation, expression and management of intimacy as a fundamental task of all families. We then describe intimacy as being in large part, a reflechn of the ways in which the family organises itself around the issues of power (influence) and nurturing (support). Last, a case study is presented which demonstrates our approach. Key Words: Gestalt, family therapy, power, intimacy, nurturing."

APA, Harvard, Vancouver, ISO, and other styles

31

Kenofer, Bruce. "Paradoxical themes of development: the case of developmental theory in Gestalt therapy." British Gestalt Journal 19, no. 1 (November 1, 2010): 5–15. http://dx.doi.org/10.53667/rbvs2061.

Full text

Abstract:

"Abstract: John Morss has argued that Gestalt therapy is ‘properly anti-developmental’. He presents a deconstructionist challenge to the integration of developmental theory within Gestalt therapy. I explore the case for and against the integration of developmental theory. The paper teases out some paradoxical themes in Perls, Hefferline and Goodman’s original conception of Gestalt therapy and searches for a developmental theory that is consistent with Gestalt therapy. The process-based theory of self development proposed by Kegan provides one possibility for the resolution of these paradoxical themes. I also address the deconstruc- tionist challenge to the universality of such a developmental theory. Key words: developmental theory, self-development, disembedding, deconstructionist, uni- versality, Kegan, Piaget."

APA, Harvard, Vancouver, ISO, and other styles

32

Lindorfer, Bernadette. "Personality Theory in Gestalt Theoretical Psychotherapy: Kurt Lewin’s Field Theory and his Theory of Systems in Tension Revisited." Gestalt Theory 43, no. 1 (March 1, 2021): 29–46. http://dx.doi.org/10.2478/gth-2021-0002.

Full text

Abstract:

Summary With regard to the dynamics of human experience and behavior, Gestalt theoretical psychotherapy (GTP) relies mainly on Kurt Lewin’s dynamic field theory of personality. GTP is carried out by including a re-interpretation of Lewin’s theory in some aspects of psychotherapeutic practice in relation to critical realism. Human experience and behavior are understood to be functions of the person and the environment (including the other individuals therein) in a psychic field (life space), which encompasses both of these mutually dependent factors. The anthropological model of this approach is, therefore, not mono-personal but, a priori, structural and relational in nature. It does not one-sidedly focus on the “inner components” of a person, but on the interrelation of the individual and a given environment, which affects experience and behavior. After a brief introduction of these basic concepts, this lecture will focus especially on Lewin’s concept of tension-systems, which may be considered as the Gestalt theoretical counterpart of Freud’s drive theory. Further, we define the basic assumptions which underlie GTP and explain how the person moves through her/his life experience in terms of Gestalt psychology.

APA, Harvard, Vancouver, ISO, and other styles

33

BURLEY, TODD. "Minds and Brains for Gestalt Therapists." Gestalt Review 2, no. 2 (January 1, 1998): 131–42. http://dx.doi.org/10.2307/44390669.

Full text

Abstract:

Abstract Gestalt therapy has the luxury of having been developed by individuals who were eager to assimilate and integrate the exciting information and theories circulating in psychological circles in their time. A perhaps unintended consequence has been that Gestalt therapy has evolved in parallel with many of the major contributions in the cognitive and neuropsychological revolution in experimental psychology. As a result, Gestalt theory provides an excellent framework for psychology in general and experimental psychology has been quietly providing validation for many of the basic concepts of Gestalt therapy. This article details some of the important areas of this validation and the evolution of current Gestalt theory.

APA, Harvard, Vancouver, ISO, and other styles

34

Yontef, Gary. "Supervision from a Gestalt Therapy Perspective." British Gestalt Journal 5, no. 2 (December 1, 1996): 92–102. http://dx.doi.org/10.53667/wmxr6823.

Full text

Abstract:

"Abstract: This article is an edited version of a chapter entitled 'Experiential Supervish' which appears in the fmhcoming John Wiley & Sons, Inc, title HANDBOOK OF PSYCHOTHERAPY SUPERVISION by C. Edward Watkins, Editor. Gopynght 8 1996 John Wiley & Sons, Inc. Published by permission of John Wiley & Sons, Inc. The article examines quality supervision as an application of the philosophy of Gestalt therapy (e.g. the principles of phenomenology, dialogue and field theory) and how the practice of Gestalt therapy supervision follows from Gestalt therapy principle. Supervision is discussed as creative adjustment and in terms of the Paradoxical Theory of Change and the Dialogic Relationship. Three functions or components of supervision (administrative, educative and consultative) are discussed in terms of the requirements of each function and variations according to the requirements of agency, community and the experience level of the supervisee. Gestalt therapy theory and supervision practices are discussed in reference to each component. Supervision and psychotherapy are compared and the methodology of Gestalt therapy supervision is discussed, including the experiential methad, parallel process, the role of theory in supervision, the sequence of supervision and interferences with supervision. Keywords: Gestalt therapy, supervision, consultation, training, parallel process."

APA, Harvard, Vancouver, ISO, and other styles

35

Stemberger, Gerhard. "Ego and Self in Gestalt Theory." Gestalt Theory 43, no. 1 (March 1, 2021): 47–67. http://dx.doi.org/10.2478/gth-2021-0006.

Full text

Abstract:

Summary The paper presents basic Gestalt theoretical concepts of ego and self. They differ from other concepts in the way that they do not comprehend ego and self as fixed entities or as central controlling instances of the psyche, but as one specific organized unit in a psychological field in dynamic interrelation with the other organized units—the environment units—of this field. On this theme, well-known representatives of Gestalt theory have presented some general and special theories since the early days of this approach that could partly be substantiated experimentally. They illuminate the relationship between ego and world in everyday life as well as in the case of mental disorders. Not only the spatial extension of the phenomenal ego is subject to situational changes, but also its place in the world, its functional fitting in this world, its internal differentiation, its permeability to the environment, and much more. The German Gestalt psychologist Wolfgang Metzger emphasizes the significant functional role that this dynamic plasticity of the phenomenal world and its continuously changing segregation of ego and environment have for human life by designating the phenomenal world as a “Central Steering Mechanism.” In this article, ego and self as part of this field in their interrelation with the total psychological field will be illuminated from the perspective of the thinking of the Gestalt psychologists Max Wertheimer, Kurt Koffka, Wolfgang Köhler, Kurt Lewin, Wolfgang Metzger, Mary Henle, Edwin Rausch, and Giuseppe Galli.

APA, Harvard, Vancouver, ISO, and other styles

36

Fuhr, Reinhard. "Personality Development - A Challenge to Gestalt Therapy." British Gestalt Journal 5, no. 2 (December 1, 1996): 121–28. http://dx.doi.org/10.53667/bdei3562.

Full text

Abstract:

"Abstract: Personality development can be conceived in terms of strengthening one's self-functions and of changing dysfundional habits and patterns of life. Quite another view of personality development is to explore the deeper meanings and ultimate questions of life and to expand and transcend our egoic consciousness. I see the challenge, for today Gestalt therapy in this conflict between change, on the one hand, and tramformation on the other hand, as a professional as well as a political matter. It would help to live this basic conflict creatively if we concentrated our energies (1) on further elaborating the philosophy and epistemology of Gestalt therapy; (2) its theoretical perspectives on human development, health and disease as well as process diagnostics; and (3) on investigating the training concepts for GestaIt therapists for their explicit and implicit learning theories. Key words: epistemology, personality development, change, transformation, spirituality, self-transcendence, learning theory."

APA, Harvard, Vancouver, ISO, and other styles

37

O’Malley, Chris. "Emergent Certainty and the Limits of Uncertainty: Expressing Certainty in a Gestalt Paradigm." Gestalt Review 27, no. 2 (October 2023): 169–87. http://dx.doi.org/10.5325/gestaltreview.27.2.0169.

Full text

Abstract:

ABSTRACT The expression of certainty within a Gestalt clinical praxis has been unhelpfully discouraged. Expressing certainty has been aligned with abuses of power, while maintaining uncertainty has become a shibboleth of Gestalt thinking. This is theoretically unsound and potentially therapist-privileging, contributing to an amoral practitioner neutrality rather than an implicated, ethical responsibility. From a specific clinical encounter in which certainty is expressed, a basis is built to support how a Gestalt access to certainty might be understood and achieved with regard to knowledge and truth, beyond irrelevant imperatives of being right, or of implying permanence. Certainty is conceptualized to befit Gestalt’s field-theoretical paradigm, and the key theory of creative indifference is employed to critique the unipolar prioritizing of uncertainty. With support from Wittgenstein, it is argued that inhabiting certainty can demonstrate commitment and be an authentic manifestation of responsibility in a field paradigm, contributing to an ethical practice and a successful clinical outcome.

APA, Harvard, Vancouver, ISO, and other styles

38

Glicksohn, Joseph, and Chanita Goodblatt. "Metaphor and Gestalt: Interaction Theory Revisited." Poetics Today 14, no. 1 (1993): 83. http://dx.doi.org/10.2307/1773141.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Kevin Carley, CFA, GISC Certified Coach. "Flying Fish, Elephants, and Gestalt Theory." Gestalt Review 18, no. 1 (2014): 80. http://dx.doi.org/10.5325/gestaltreview.18.1.0080.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Carley, Kevin. "Flying Fish, Elephants, and Gestalt Theory." Gestalt Review 18, no. 1 (January 1, 2014): 80–84. http://dx.doi.org/10.5325/gestaltreview.18.1.80.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Koontz, Nicholas A., and Richard B. Gunderman. "Gestalt Theory: Implications for Radiology Education." American Journal of Roentgenology 190, no. 5 (May 2008): 1156–60. http://dx.doi.org/10.2214/ajr.07.3268.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Cutting, J. "Gestalt Theory and Psychiatry: Discussion Paper." Journal of the Royal Society of Medicine 82, no. 7 (July 1989): 429–31. http://dx.doi.org/10.1177/014107688908200719.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Burley, Todd, and M. Catherin Freier. "Character structure: A Gestalt-cognitive theory." Psychotherapy: Theory, Research, Practice, Training 41, no. 3 (2004): 321–31. http://dx.doi.org/10.1037/0033-3204.41.3.321.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Fang, Yuming, Xiaoqiang Zhang, Feiniu Yuan, Nevrez Imamoglu, and Haiwen Liu. "Video saliency detection by gestalt theory." Pattern Recognition 96 (December 2019): 106987. http://dx.doi.org/10.1016/j.patcog.2019.106987.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Sirakaya, Mert. "Gestalt Theory in Education and Practice." Academic Radiology 26, no. 4 (April 2019): e18. http://dx.doi.org/10.1016/j.acra.2019.01.023.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Westheimer, Gerald. "Gestalt theory in 20th-century history." Journal of Vision 23, no. 8 (August 24, 2023): 14. http://dx.doi.org/10.1167/jov.23.8.14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Latner, Joel. "Gestalt Theory and the Natural Approach." British Gestalt Journal 3, no. 2 (December 1, 1994): 81–87. http://dx.doi.org/10.53667/lrdw8595.

Full text

Abstract:

"Abstract: GestaIt therapy's theory is necessarily a distortion of the 'original, undistorted approach' which it articulates, but the alternative to apprehending this approach, directly and intuitively, is at least as fraught with difficulties. Free and holistic functioning is not given to us; only the potentiality for it is. Whether it is realised depends on our constitutions, circumstances and our own efforts. The belief that therapy invariably re-establishes its original approach is a paradisaical one, harking back to a world which never existed. Key words: original approach, free functioning, figure fomation, intuition, learning, ableness, potential."

APA, Harvard, Vancouver, ISO, and other styles

48

Brownell, Philip. "Psychological Testing - A Place in Gestalt Therapy?" British Gestalt Journal 11, no. 2 (November 1, 2002): 99–107. http://dx.doi.org/10.53667/mjoq6680.

Full text

Abstract:

"Abstract: This article provides a brief Gestalt therapy assimilation of the processes associated with psychological testing. It speaks to phenomenology and field theory. It provides examples and advocates the Five Factor Model of assessing personality. It also suggests psychological testing as a bridge to research and a necessary tool in establishing outcome data in support of Gestalt practice. Key words: testing, personality, Five Factor Model, traits, phenomenology, field theory, Gestalt therapy, research, outcomes studies."

APA, Harvard, Vancouver, ISO, and other styles

49

Khoshneshan, Shokofeh, Davood Taghvaei, and Zabih Pirani. "Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman and Gestalt Theories on Problem Solving Styles in High School Students." Journal of Adolescent and Youth Psychological Studies 4, no. 3 (2023): 35–46. http://dx.doi.org/10.61838/kman.jayps.4.3.4.

Full text

Abstract:

Background and Aim: The purpose of this research is to compare the effectiveness of teaching problem solving skills based on Tolman and Gestalt theories on the problem solving styles of high school students. Methods: The current research is applied in terms of purpose and in terms of method, it is a hybrid type of research. The statistical population included all female students of the first year of high school in Hamedan city, the statistical sample size was 75 people (3 groups of 25 people), problem solving skills with the theory of Tolman (1932) and Gestalt (1986), who were selected through the purposeful sampling method. To collect data, the problemsolving questionnaire of Desorilla, Nezo, and Mead-Olivers (2000) was used, and for data analysis, multivariate covariance analysis and Sheffe's post hoc test were used. Results: There is a difference between the effect of teaching problem solving skills based on these theories on students' problem solving styles (i-j=-3.6, P=0.003). The effectiveness of education based on Tolman's theory is higher than Gestalt's theory in all students' problem solving styles (i-j = 1.4, P = 0.0001). Conclusion: These trainings increase the use of positive and rational orientation styles and reduce the use of two negative, avoidant and impulsive orientation styles in students. The effectiveness of education based on Tolman's theory is higher than Gestalt's in all problem solving styles of students.

APA, Harvard, Vancouver, ISO, and other styles

50

Lac, Veronica, and Robin Walton. "Companion animals as assistant therapists: embodying our animal selves." British Gestalt Journal 21, no. 1 (May 1, 2012): 32–39. http://dx.doi.org/10.53667/sksc8214.

Full text

Abstract:

"Abstract: This article introduces the concept of Gestalt Animal Assisted Psychotherapy (GAAP). Clinical vignettes are used to demonstrate how companion animals enhance the therapeutic encounter within a Gestalt framework. The authors highlight the here and now, embodied, experimental and relational aspects of Gestalt therapy theory through their work. Key words: Gestalt, Animal Assisted Psychotherapy, GAAP, embodied, experiment, rela- tional, companion animal, non-verbal, inter-species, co-created."

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!