Dissertations / Theses on the topic 'Psychotherapy integration'

Psychotherapy has developed from four foundational schools of psychoanalytic, cognitive behavioural, humanistic, and transpersonal psychology, and it has been estimated (Karasu 1986; Corsini 1995) that over 400 systems of psychotherapy have evolved. However, empirical studies (Asay & Lambert 1999) suggest that the quality of the therapeutic relationship, regardless of system, is the major influence on therapeutic outcome. These professional factors, and other economic and social influences (Norcross & Newman 1992), engendered a psychotherapy integration movement and a burgeoning of integrative approaches and publications. This movement, formalised by SEPI in 1982, is described currently by three main routes to integration (Safran and Messer 1997), which offer little guidance and leave several issues unresolved (Hollanders 2000b). This PhD thesis presents a new organising framework by which psychotherapy integration can be understood, described and developed. It consists of three dimensions I call constructive, complicit and contiguous integration, and it forms the connecting principle for the published works. The works cover over six years of qualitative inquiry into psychotherapy integration using a heuristic research strategy (Moustakas 1990), which incorporated interpretative phenomenology, case studies, reflexive action and writing as component methods. The new organising framework redefines the current topography of psychotherapy integration and provides an innovative tool for aspiring integrationists. Constructive integration repositions the existing routes to integration and is illustrated by articles on games and projective identification, relationship in organisations, Jung and object relations, and countertransference. Complicit integration emphasises how higher-order integrative approaches simplify the current complexity of psychotherapy. This is exemplified by articles on Clarkson's relational framework in Kleinian psychotherapy and brief dynamic therapy. Contiguous integration reflects how psychotherapy relates to the world at large. Freud's anthropology, Bion's group theories and Jung's collective unconscious are examples of this dimension. I present four articles on organisational and social artefact to further illustrate this dimension. Finally, I present an article on psychotherapy integration itself, which describes these dimensions and the innovative framework they form. I then highlight why this PhD thesis represents a significant and original contribution to knowledge.

The integrated psychotherapy model (IPM) is an insight-oriented, integrative therapeutic approach that weaves psychoanalytic, cognitive-behavioral, and humanistic approaches into a treatment methodology. This model is new and untested; therefore, its therapeutic effectiveness is unknown. The purpose of this study was to measure the treatment effectiveness of IPM using Bell's Object Relations and Reality Testing Inventory, the Constructive Thinking Inventory, and the Working Alliance Inventory. Participants in the study included 19 undergraduate psychology students volunteering for extra credit and 11 clients of counseling psychology graduate students. This quasi-experimental, pretest-posttest, nonequivalent group study involved 9 sessions of IPM for the treatment group and 9 classes in a general psychology course for the comparison group. An analysis of covariance using the pre-post testing of object relations and reality testing, productive and unproductive thinking, and working alliance measured changes in these constructs and determined the therapeutic effectiveness of IPM. Results revealed that there were no differences between the experimental and comparison groups. Although no significant differences were demonstrated when comparing pre and post testing, this study demonstrated that 9 sessions of IPM did not harm those who underwent the treatment; this finding is positive given the need for further research to potentially validate the IPM as a new and effective integrative model for psychotherapy. It is recommended that a similar study be repeated with more seasoned IPM therapists, a longer treatment period, and the focus of change on client symptoms.

This thesis addresses perceived gaps in the Western fields of somatic and depth psychology around the phenomena of higher consciousness. Using hermeneutical methodology, higher states of consciousness are explored through the phenomenological lens of the Kundalini awakening experience. Personal accounts, psychological literature, and clinical data weave together to frame deeper insight into Kundalini awakening, which allows the field of psychology to advance its understanding of cultural attitudes around psychopathology by learning to host a client's experience of Kundalini awakening symptomology in a clinical setting without pathologizing the experience as psychosis or as arising out of psychological disorder. Through the study of ancient traditions as well as contemporary science and psychology, knowledge of universal experiences of higher consciousness can enhance a psychotherapist's breadth of vision and have profound effects on the therapeutic encounter, potentially enhancing naturally occurring organismic trends toward increased coherence.

An assertion that psychotherapy is an independent science and a self-authority on human mind and behaviour has uprooted its connection with philosophy and religion. In practice, the scientist-practitioner model of psychotherapy, a seemingly dualistic model, prefers determinism of science to free will of choice in humans. In particular, the model does not see reason and emotion as co-conditioning causes of human behaviour and suffering within the interdependent aggregates of self, other, and environment. Instead, it argues for wrong reasoning as the cause of emotional suffering. In Western thought, such narrative began at the arrival of scripted language and abstract thought in Greek antiquity that has led psychotherapy to think ignorantly that emotions are un-reasonable therefore they are irrational. Only rational thinking can effectively remove un-reasonable emotions. This belief creates confusion between rational theory and rational method of studying change in emotion because of the belief that science cannot objectively measure emotions. As a result, rational epistemologies that are ignorant of moral and metaphysical issues in human experience have multiplied. These epistemologies not only construct an unchanging rational identity, but also uphold the status of permanent self-authority. Fortunately, recent developmental psychology and cognitive neuroscience research have quashed such ideas of permanent self-identity and authority. Buddhist theory of Interdependent Arising and Conditional Relations sees such identity and authority as arisen together with deluded emotional desires of greed and hatred. These desires co-condition interdependent states of personal feeling and perception (metaphysics), conceptual thinking and consciousness (epistemology) and formation of (moral) emotion and action within the context of self-other-environment matrix. Moral choices particularly highlight the intentional or the Aristotelian final cause of action derived from healthy desires by valued meaning makings and interpretations. Theravada formulation aims to end unhealthy desires and develop the healthy ones within the matrix including the client-clinician-therapeutic environment contexts. Theravada treatment guides a tripartite approach of practicing empathic ethics, penetrating focus and reflective understanding, which integrates ecologically with Western rational analysis. It also allows scientific method of studying change in emotion by applying the theory of defective desires. In addition, interdependent dimensions of thinking and feeling understood from Theravada perspective present a framework for developing theory and treatment of self disorders. Thus, Theravada treatment not only allows scientific method of studying change in emotion and provides an interdependent theory and treatment but also ecologically integrates with Western rational analysis. Moreover, Theravada approach offers an open framework for further development of theoretical and treatment models of psychopathology classified under Western nomenclature.

An assertion that psychotherapy is an independent science and a self-authority on human mind and behaviour has uprooted its connection with philosophy and religion. In practice, the scientist-practitioner model of psychotherapy, a seemingly dualistic model, prefers determinism of science to free will of choice in humans. In particular, the model does not see reason and emotion as co-conditioning causes of human behaviour and suffering within the interdependent aggregates of self, other, and environment. Instead, it argues for wrong reasoning as the cause of emotional suffering. In Western thought, such narrative began at the arrival of scripted language and abstract thought in Greek antiquity that has led psychotherapy to think ignorantly that emotions are un-reasonable therefore they are irrational. Only rational thinking can effectively remove un-reasonable emotions. This belief creates confusion between rational theory and rational method of studying change in emotion because of the belief that science cannot objectively measure emotions. As a result, rational epistemologies that are ignorant of moral and metaphysical issues in human experience have multiplied. These epistemologies not only construct an unchanging rational identity, but also uphold the status of permanent self-authority. Fortunately, recent developmental psychology and cognitive neuroscience research have quashed such ideas of permanent self-identity and authority. Buddhist theory of Interdependent Arising and Conditional Relations sees such identity and authority as arisen together with deluded emotional desires of greed and hatred. These desires co-condition interdependent states of personal feeling and perception (metaphysics), conceptual thinking and consciousness (epistemology) and formation of (moral) emotion and action within the context of self-other-environment matrix. Moral choices particularly highlight the intentional or the Aristotelian final cause of action derived from healthy desires by valued meaning makings and interpretations. Theravada formulation aims to end unhealthy desires and develop the healthy ones within the matrix including the client-clinician-therapeutic environment contexts. Theravada treatment guides a tripartite approach of practicing empathic ethics, penetrating focus and reflective understanding, which integrates ecologically with Western rational analysis. It also allows scientific method of studying change in emotion by applying the theory of defective desires. In addition, interdependent dimensions of thinking and feeling understood from Theravada perspective present a framework for developing theory and treatment of self disorders. Thus, Theravada treatment not only allows scientific method of studying change in emotion and provides an interdependent theory and treatment but also ecologically integrates with Western rational analysis. Moreover, Theravada approach offers an open framework for further development of theoretical and treatment models of psychopathology classified under Western nomenclature.

The Digital Age has brought to light emerging individual, social, and cultural changes that impact how mental health practitioners should approach psychotherapy. As techno-humanistic values permeate society, this thesis explores how online identities have been and can be integrated into the psychotherapeutic process through three primary stages of therapy: diagnosis, assessment, and treatment. Utilizing a hermeneutic methodology, this research explores and defines content spanning the digital world; artificial intelligence; virtual, mixed, and augmented realities; what an online identity is; and how online identities develop individually and collectively. Two overarching research findings emerged: (1) the blurring of online and offline realities and (2) that online identities have their own social and cultural context. Within these findings, new suggested clinical applications of how to incorporate online identities into diagnosis, assessment, and treatment modalities are proposed, most notably through the author's original contribution of the Virtual Identities Integration Therapy Model.

An assertion that psychotherapy is an independent science and a self-authority on human mind and behaviour has uprooted its connection with philosophy and religion. In practice, the scientist-practitioner model of psychotherapy, a seemingly dualistic model, prefers determinism of science to free will of choice in humans. In particular, the model does not see reason and emotion as co-conditioning causes of human behaviour and suffering within the interdependent aggregates of self, other, and environment. Instead, it argues for wrong reasoning as the cause of emotional suffering. In Western thought, such narrative began at the arrival of scripted language and abstract thought in Greek antiquity that has led psychotherapy to think ignorantly that emotions are un-reasonable therefore they are irrational. Only rational thinking can effectively remove un-reasonable emotions. This belief creates confusion between rational theory and rational method of studying change in emotion because of the belief that science cannot objectively measure emotions. As a result, rational epistemologies that are ignorant of moral and metaphysical issues in human experience have multiplied. These epistemologies not only construct an unchanging rational identity, but also uphold the status of permanent self-authority. Fortunately, recent developmental psychology and cognitive neuroscience research have quashed such ideas of permanent self-identity and authority. Buddhist theory of Interdependent Arising and Conditional Relations sees such identity and authority as arisen together with deluded emotional desires of greed and hatred. These desires co-condition interdependent states of personal feeling and perception (metaphysics), conceptual thinking and consciousness (epistemology) and formation of (moral) emotion and action within the context of self other-environment matrix. Moral choices particularly highlight the intentional or the Aristotelian final cause of action derived from healthy desires by valued meaning makings and interpretations. Theravada formulation aims to end unhealthy desires and develop the healthy ones within the matrix including the client-clinician-therapeutic environment contexts. Theravada treatment guides a tripartite approach of practicing empathic ethics, penetrating focus and reflective understanding, which integrates ecologically with Western rational analysis. It also allows scientific method of studying change in emotion by applying the theory of defective desires. In addition, interdependent dimensions of thinking and feeling understood from Theravada perspective present a framework for developing theory and treatment of self disorders. Thus, Theravada treatment not only allows scientific method of studying change in emotion and provides an interdependent theory and treatment but also ecologically integrates with Western rational analysis. Moreover, Theravada approach offers an open framework for further development of theoretical and treatment models of psychopathology classified under Western nomenclature.

This study documents an integrated mind/body approach to art therapy in the treatment of complex trauma and proposes a conceptualization of the process of neural integration of traumatic memory through art therapy. The researcher used a phenomenologically informed approach in a single case study design, culling data from 18 art therapy sessions with a child suffering from complex trauma. Using a data matrix, the researcher correlated verbalizations regarding somatic states and emotions with four categories of visual symbolizations. Emergent themes included seeking attachment repair; exposing attachment ruptures; experiencing traumatic memory as kinesthetic motoric process; dissociative coping mechanisms; behavioral control problems; and affect dysregulation. The researcher proposes a conceptualization of the neural integration of traumatic memory, mapping 12 associated neural and art processes. Outcomes subjectively documented include: better behavioral control; reduced somatic numbing; and improved affect regulation. Implications for the fields of art therapy and traumatology are discussed.

This study focused on Viktor E. Frankl's major concepts and the therapeutic techniques which emerge from his theory of logotherapy. The purpose of this study was threefold: (a) to examine the philosophy and human nature as set forth by logotherapy, (b) to explore the relevance of logotherapy to Taiwanese culture and (c) to inquire what contributions logotherapy could make to the mental health of the Taiwanese community abroad and in the United States. In order to achieve these purposes, a survey was conducted to investigate the compatibility between logotherapy and traditional Chinese philosophies, Confucianism and Taoism. The survey suggested that logotherapeutic orientation was helpful and relevant to cross-cultural counseling. Its holistic worldview made it easier for cultural integration. The survey also supported that there were closed relationship and compatibility between logotherapy and traditional Chinese philosophies. The will to meaning, the basic tenet of logotherapy, has also been a central motivation in the Taoist and Confucian way of life. All three philosophies have shared understanding of human freedom and responsibility. They have also shared the techniques which were employed in the case studies to effect the cure. Guidelines for counselors involved in cross-cultural counseling and psychotherapy were developed from the survey and presented in a practitioner's guide to logotherapy. The procedures and techniques were applied with great caution for they could have been counter-productive if not applied appropriately. A further research and validation of the techniques are needed.

This study is based on heuristic methodology and looks at counsellor/therapists’ experience of integrating Christian faith with their clinical practice. The researcher overtly includes her own material and documents her own internal process as part of the research journey. Some of this is achieved by the inclusion of portions of creative writing. The literature review covers a wide field, looking at the relationship between spirituality and counselling from both historical and contemporary writers. It includes both US and UK material and representation from both secular and Christian sources. It examines the ethics and the practicalities of integrating faith with practice. Interview material is presented from twenty-two practitioners, together with that of three named academics in the field. Initially three exemplars are described in their entirety, as representatives of different groups of counsellors within the whole sample. Four major themes of interest emerged from the academic interviews. These themes were: a) Attention to the spirituality of the counsellorb) Support for the counsellor working with the spiritual dimensionc) The effect of context, culture and language of the counsellingd) The effect of client’s spirituality on the counselling process. Material from all interviewees is discussed using these themes, in relation to the literature. Specific unmet needs of the practitioners are identified. Major findings were that although counsellors with a Christian faith generally agree with the concept of their spirituality being an integral part of their work, there is variation in the level of attention paid to this. The availability of support for this integration is often problematic. Most counsellors desired more ‘safe space’ to explore the issue. Following the heuristic process, a model linking the psychological and spiritual perspectives emerged. This has enabled the researcher to further reflect on her own integration journey. It has since been used in workshops to facilitate other practitioners in reflecting on their individual integration. Recommendations for further research are made. The limitations of the research are noted.

This thesis examines the impact on child and adolescent psychotherapists within CAMHS of the introduction of routine outcome measures (ROMs) associated with the Children and Young People’s Improving access to Psychological Therapies programme (CYP-IAPT). All CAMHS therapists working within a particular NHS mental health Trust1 were required to trial CYP-IAPT ROMs as part of their everyday clinical practice from October 2013-September 2014. During this period considerable freedom was allowed as to which of the measures each therapist used and at what frequency. In order to assess the impact of CYP-IAPT ROMs on child psychotherapy, I conducted semi-structured interviews with eight psychotherapists within a particular CAMHS partnership within one NHS Trust. Each statement was coded and grouped according to whether it related to initial (generic) assessment, goal setting/monitoring, monitoring on-going progress, therapeutic alliance, or to issues concerning how data might be used or interpreted by managers and commissioners. Analysis of interviews revealed greatest concern about session-by session ROMs, as these are felt to impact most significantly on psychotherapy; therapists felt that session-by-session ROMs do not take account of negative transference relationships, they are overly repetitive and used to reward / punish the therapist. Measures used at assessment and review were viewed as most compatible with psychotherapy, although often experienced as excessively time consuming. The Goal Based Outcome Measure was generally experienced as compatible with psychotherapy so long as goals are formed collaboratively between therapist and young person. There was considerable anxiety about how data may be (mis)used and (mis)interpreted by managers and commissioners, for example to end treatment prematurely, trigger change of therapist in the face of negative ROMs data, or to damage psychotherapy. Use of ROMs for short term and generic work was experienced as less intrusive and contentious.

The aim of this thesis was to explore the experience of “self” within the clinical context of adult survivors of childhood trauma. Childhood trauma in this study referred to a range of childhood experiences of emotional and physical assault, including encounters with various kinds of abuse and neglect. The focus was on the experience of a sense of disintegration and dislocation, associated to aspects of self being in conflict. This was explored from theoretical perspectives of Jungian analytic psychology, as well as art therapy.Answers were sought to the questions of how claywork, as a form of art therapy, may facilitate the integration of the self and contribute to the development of a healing dialogue with feared and hated aspects of self. Grounded in Jungian theory, integration of the self was conceptualised as a movement towards “differentiating wholeness”. The study took the form of a phenomenological-hermeneutic case study. One participant’s experience of making and discussing a clay sculpture in a therapeutic setting according to Edwards’ method, was analysed thematically. It was concluded that the potential of claywork in therapy to facilitate the integration of the self is related to three aspects. Firstly, claywork in therapy may promote a concrete personification of feared and hated aspects of self, which may enable the maker to view these aspects from a distance, and learn to understand them in a new way. Secondly, claywork in therapy may facilitate the safe ‘unearthing’ of repressed feelings as well as hidden aspects of the personality. Thirdly, claywork’s potential to mediate symbolic functioning was shown to be an important aspect of the integration process. These findings confirmed and extended existing theory regarding the usefulness of claywork in psychotherapy with adult survivors of childhood trauma. Brief recommendations for future research were provided.

This research investigates the researcher’s experience of the integration of art making within sensorimotor psychotherapy as they relate to the resolution of attachment trauma. The heuristic method of research inquiry was employed in which the researcher was the subject in the research. The basis for the research was an increasing awareness of attachment trauma present in her life history. A review of the literature yielded that a large body of research had been published on attachment theory, trauma, and art therapy. There existed at the time of the research inquiry a lack of literature exploring the utilization of art making in sensorimotor psychotherapy. Data was gathered in the form of artworks created during individual psychotherapy with a psychologist certified in sensorimotor psychotherapy and in the form of post-session reflective writings. The artworks and post-session writings were analyzed. Themes that substantiated the research inquiry emerged. Multiple meanings were derived from this research. A primary meaning was the recognition that the therapeutic alliance coupled with art making and sensorimotor psychotherapy provided a secure environment for integration of attachment trauma. Further research is warranted. There is a potential for development of methodology for incorporating art making into sensorimotor psychotherapy for clients with whom the process is merited. Future iterations of the developed protocol might include replications of the study and modification and expansion of the protocol. The protocol could be employed for processing other types of trauma. Additionally, there is a need for more art therapists who are concurrently trained in sensorimotor psychotherapy.

Inledning: ISTDP-metoden har en växande evidensbas. Metoden kräver högre grad av aktivitet och direkthet från terapeutens sida jämfört med klassiskt psykodynamiskt förhållningssätt. Syftet med denna studie är att fördjupa kunskapen om psykoterapeutstuderandes upplevelser av att lära sig och arbeta med ISTDP parallellt med andra utbildningsinslag. Frågeställningar: Fokuserar på psykoterapeutstuderandes upplevelser av lära och integrera ISTDP-metoden med andra psykodynamiska arbetssätt. Metod: Kvalitativ intervjustudie med psykoterapeutstuderande som utbildats i ISTDP under psykoterapeututbildningen. Resultat: Upplevelserna av ISTDP-momentet skiljer sig mellan intervjupersonerna, som beskriver en ambivalens: dels uppskattning över att ha lärt sig metoden, dels utmaningen i att vara aktiv, uppmärksam och samtidigt tänka ut lämpliga interventioner. Initial osäkerhet avtog med ökad erfarenhet och gav större mod och trygghet i terapeutrollen. Metoden upplevs underlätta tydlighet, fokus och ångestreglering i patientarbetet. ISTDP-momentet gavs stort utrymme vilket begränsade utrymmet för andra ämnen. Diskussion: Denna studie visar på svårigheter förknippade med att lära sig en metod där arbetssättet skiljer sig från övriga utbildningsmoment. Studien belyser vikten av balans mellan utmaning och trygghet i lärsituationen med hänsyn taget till studenternas tidigare kunskaper och begränsade erfarenhet. Faktorer som gynnar respektive hämmar lärandet diskuteras.
Introduction: ISTDP, a method with a growing evidence base, requires a greater degree of activity and directness from the therapist than the classical psychodynamic approach. The purpose of this study is to gain knowledge of psychotherapy students' experience of learning ISTDP in parallel with other educational features. Questions: Focus on psychotherapy students' experience of learning ISTDP and integrating it with other ways to work in psychodynamic therapy. Results: Interviewees describe ambivalence: on one hand an appreciation of having learned the method, on the other the challenges of being active, attentive, and finding appropriate interventions. Growing experience led to greater courage and sense of security in the therapist role. The method was perceived to facilitate clarity, focus, and regulation of anxiety in patient work. Discussion: This study demonstrates the difficulties involved when learning a method where working ways differ from those taught in other courses. The study underlines the importance of a balance between challenge and security in the learning situation, considering the students' previous knowledge and limited. Factors that promote and impede learning are discussed.

Existerande skolstrider, överlappande skolteorier samt vetskapen att erfarna psykologer arbetade integrativt var anledningarna till att Örebro Universitet, 2002, startade ett Psykologprogram med integrativ psykoterapiinriktning. Den grupp som examinerats från programmet har ännu inte studerats utifrån hur de beskriver sitt arbetssätt, deras föreställningar om psykoterapiintegration och hindrande faktorer för integration av terapiskolor samt hur de tolkar evidensbegreppet. Studien är en tvärsnitts enkätstudie med kvantitativa och kvalitativa frågor som syftar till att besvara dessa frågeställningar. Ett tillgänglighetsurval resulterade i 70 stycken deltagare. Deltagarna anger sitt arbetsätt som i huvudsak integrativt. En förvirring kring hur och när integration ska ske samt en snäv tolkning av hur evidensbegreppet definieras finns i gruppen. Vi föreslår att framtida integration bör guidas av evidensbaserad praktik.
Existing school conflicts, overlapping schooltheories and knowledge that experienced psychologists were working integrative were reasons why Örebro University, in 2002 started a Psychologist Program with an integrative psychotherapy approach. The graduated from this program have not yet been studied based on how they describe their practices, their beliefs about psychotherapy integration and impeding factors for the integration of therapy schools and how they interpret the concept of evidence. The study is a cross-sectional questionnaire study with quantitative and qualitative questions designed to answer these questions. An availability sample resulted in 70 participants. Participants indicates their practices as substantially integrative. A confusion about how and when the integration will take place, and a narrow interpretation of how evidence is defined is present in the group. We suggests that future integration should be guided by evidencebased practice.

Psychotherapy represents a diverse and controversial field. It is characterised by an excessive proliferation of various psychotherapeutic approaches accompanied by the sectarian attitudes of a majority of psychotherapists. In response to these, the psychotherapy integration movement was established. Within this movement three ways of psychotherapy integration have emerged, namely, theoretical integration, common factors approach and technical eclecticism. Methodological issues of theoretical integration are the focus of interest in this thesis. The current methodological recommendations in this area seem to be very limited. A specific method of assimilative integration has been proposed and the necessity of the existence of metatheoretical congruence between theories to be integrated has been emphasised. Both of these recommendations are in need of further elaboration and extension. In order to clarify some of these methodological issues, the current "state of the art" of theoretical integration is explored by comparatively analysing existing integrative theories. In this way, their similarities and differences are revealed with the unveiling of some aspects of the integrative assimilation that was used in their creation. On the basis of these findings some guidelines for future theoretical integration are proposed that might prompt further theoretical and empirical research in this area.

This study examines the manifestations of the integration of somatic, transpersonal, and Western psychology in the context of actual psychotherapeutic process. Two main research questions were explored: “What are the characteristics of the integration of somatic, transpersonal, and Western psychotherapeutic processes?” and “Do the lived experiences of the participating therapists reveal an overarching theory that may describe the integration of somatic, transpersonal and Western psychology in the context of the process of psychotherapy?”. Data was collected from interviews with 8 licensed psychotherapists trained in somatic and transpersonal work who integrate these areas of expertise in their clinical work. The data was analyzed using a grounded theory (Charmaz, 2006) method, guided by principles of integral inquiry (Braud, 1998). The integration of these frameworks allowed the data to include applications of different research designs as well as participants’ alternative ways of knowing. This study resulted in a model that describes a possible integration of somatic, transpersonal, and Western psychotherapeutic processes as well as the characteristics of that integration. The model is based on four coexisting components. The first component describes two ways in which integration was identified: a mindful awareness of the multidimensional nature of inner experience, and therapeutic exploration of content relating to somatic, transpersonal, and Western psychologies. The second describes the therapist's personal and professional psycho–spiritual–somatic journey, as well as the attitude she holds toward the client. The third describes the process that allows integration to occur, and the fourth describes the outcomes of this work. These four components expand and deepen the existing literature on somatic, transpersonal, and Western psychotherapies, and are the foundation for a suggested working model concerning the actual practice of integrative psychotherapy.

Malgré l’histoire très récente de la psychologie et des psychothérapies (environ un siècle), le 21ème siècle aura connu une explosion du nombre de psychothérapies. Nous pouvons en dénombrer près de 450 à ce jour (S. Ionescu, 2000). Pour éviter le syndrôme de la tour de Babel où, devant la multiplicité des approches et des langages, la communication était devenue impossible, la nécessité d’intégrer ces différentes approches devient évidente. Quelle serait cette approche intégrative et à partir de quelles influences théoriques cette intégration serait possible ? Un courant intégratif a fait irruption dans le monde des psychothérapies à la fin du 20ème siècle, les thérapies cognitives dites de la troisième voie. L’objectif est ainsi d’intégrer les thérapies dites de la troisième voie dans une approche théorique articulée à partir des éléments comparés. La méthodologie de ces différents modèles psychothérapeutiques est essentiellement comparative. Ce travail a pour vocation de présenter une approche pratique (thèse professionnelle et théorique) permettant d’articuler les différents points communs des thérapies de la troisième voie, intégrant les approches humanistes, constructivistes, phénoménologiques et cognitives. Pour terminer ce travail, en conclusion, une mise en perspective sera réalisée à partir de la théorie du chaos et des systèmes dynamiques complexes non-linéaires. L’hypothèse est qu’un évitement émotionnel peut inscrire l’individu dans une trajectoire chaotique, à partir du postulat que les individus fonctionnent dans une dynamique (existentielle) complexe non-linéaire
Despite the very recent psychology and psychotherapy (about a century) history, the 21st century has seen an explosion in the number of psychotherapies. We can count nearly 450 to date (S. Ionescu, 2000). To avoid the syndrome of the tower of Babel, where before the multiplicity of approaches and languages, communication was impossible, the need to integrate these different approaches becomes evident. What would this integrative approach from theoretical influences what this integration possible? An integrative stream broke into the world of psychotherapy in the late 20th century, cognitive therapies called the Third Way. The objective is to integrate the so-called Third Way in an articulated from the elements compared theoretical approach therapies. The methodology of these different psychotherapeutic models is essentially comparative. This work aims to present a practical approach (professional and academic thesis) for articulating the different common therapies of the third way, integrating humanistic approaches, constructivist, phenomenological and cognitive. To complete this work, in conclusion, a perspective will be made from chaos theory and complex nonlinear dynamic systems. The hypothesis is that emotional avoidance may register the individual in a chaotic trajectory, starting from the premise that individuals operate in a dynamic (existential) complex non-linear

This qualitative study addresses the lived experience of participants in a specific somatic psychotherapy practice, relational somatic psychotherapy (RSP). The RSP approach is a biologically based, interpersonal exploration of consciousness and self-awareness through authentic relationship (Hilton, 2007). Following an Interpretive Phenomenological Analysis (IPA) methodology, this study analyzes interviews focused on how participants experienced the somatically based psychodynamic healing modality of RSP through group relational dynamics. This study is grounded in depth psychology in that participants in RSP work with the unknown, repressed energy of the body in order to make behavioral and emotional energetic patterns conscious. It is grounded in somatic psychology in that the focus of exploration is in present moment experiences of the body. Thus, the assumption of this study is that the integration of both traditions creates an embodied approach to psyche. Themes that emerged from this study suggest that awareness is transformed through embodied relational experiences. These themes helped articulate that embodied relational experiences in psychodynamic group process supported individuals in integrating the dissociated parts of themselves into consciousness, suggesting that embodiment practices experienced in the context of authentic relationship help to integrate psyche and soma. Such experiences seem to integrate previous unconscious, implicit memory systems into healing and empowering embodied self-awareness.

The purpose of this study was to analyze the extent to which a sample of Swedish psychotherapists used techniques and interventions that are not part of the methods that they have been trained in. i.e. to what extent do they have an integrated approach in their professional activities. The hypothesis is that most psychotherapists in Sweden do not work strictly with just one psychotherapeutic orientation, but that they use techniques and methods from other orientations, which would be consistent with international research results in this field. Participants were recruited by mailed letters to a sample of authorized Swedish psychotherapists of all potential orientations. The letters contained an information paper and a questionnaire.

The general aim of this study was to determine the experiences of a sample of terminally ill patients in using spiritually focused psychotherapy. This was a qualitative study conducted to a sample of 2 terminally ill patients from hospice in Grahamstown, South Africa. The research was conducted in 3 phases: an initial in-depth interview conducted to determine the participants' level of spirituality as well as the extent to which their terminal illnesses had affected their functioning. This was followed by a minimum of 6 spiritually focused therapy (SFT) sessions as a second phase of the research. To determine the participants' experiences of SFT, 2-3 in-depth interviews were conducted during the 3m phase of the research study. The research revealed that a belief in a higher power helps terminally ill patients cope better with their illness and that social disconnectedness is related to HIV / AIDS stigma. It also revealed that terminal illness is co-morbid with other psychiatric symptoms such as depression, evokes existential concerns, results in a change in the level of spirituality and affects the whole family. Participants blamed themselves for their illness, but found that engaging in the process of forgiveness of self and others brought about psychological healing for them. They experienced SFT as a coping resource that assisted them to deal with the fear of death as well as increased insight into the development of psychopathology and spiritual blockages. It is recommended that a comprehensive and holistic assessment during intake be undertaken so that where spiritual needs are available, therapy can be spiritually augmented to ensure that such needs/ struggles are addressed.
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This qualitative phenomenological study explored the experiences of people with relational trauma in NeuroAffective Relational Model (NARM), a somatically based psychotherapy. Utilizing an interdisciplinary approach of depth psychotherapy, neuroscience, attachment, and somatic therapy, the literature review examined the multifaceted impact of relational trauma and the mechanisms of implicit memory and somatic psychotherapy. The literature review also presented verbal and nonverbal therapeutic actions that theoretically support processes of change for the psychotherapy patient. Although much has been written theoretically about the psychotherapy patient’s experience, there has been scant qualitative research from the perspective of the psychotherapy patient.

The researcher conducted interviews with six individuals who had been in NARM therapy to contribute to our understanding of the experience of the somatic, cognitive, emotional, and relational processes in the clinical dyad. The research participants included four females and two males, ranging in age from 30 to 63 years old. Using Giorgi’s phenomenological method, interview transcripts were analyzed. Essential constituents were made explicit, and a refined structural description synthesizing the NARM patients’ common experience was developed.

The research identified 11 constituents that comprise the essential structure of the lived embodied experience of being in NARM therapy. They include (a) the patient connects to his inner experience of emotions, thoughts, and sensations; (b) the therapist finely attunes to the patient; (c) the therapy experience is present focused; (d) the body and its expressions and sensations are tracked and incorporated; (e) images facilitate the patient’s process; (f) the patient’s movements are enacted and processed; (g) the patient experiences a new embodied authentic sense of self; (h) the patient’s personal resources are highlighted; (i) metaphor supports the patient’s process; (j) the therapy experience is titrated; (k) relational patterns are explored.

The study suggests the value and efficacy of a resource oriented, integrative, psychobiological therapeutic approach which supports affect regulation for patients exploring implicit and explicit processes of self that were shaped by relational trauma. The research indicates that a holistic divergent discourse supports organization, integration and individuation

Key words: relational trauma, somatic psychotherapy, implicit memory, depth psychology

This research builds upon and explores an enigmatic set of experiences which theorists in the Object Relations tradition have characterised as regression to dependence, a return to a primitive, pre-verbal relational process presenting in some clients in psychotherapy. This research is a study of the concept of regression to dependence, its manifestation within the psychotherapy process, and facilitation within the therapeutic relationship. The Psychoanalytic theoretical positions on regression to dependence are explored, together with the Relational/Developmental perspective which recognises regression and its importance within psychotherapy. This exploration seeks to understand the experience of regression to dependence, how regression to dependence can be effectively worked within Integrative Psychotherapy, and makes recommendations for Integrative practitioners and theorists related to effective facilitation of clients, showing how the Relational/Developmental approach can effect repair. The study employs a qualitative methodology. A heuristic study was undertaken in which eleven practicing psychotherapists were interviewed and data was collected via semi-structured interviews. Most participants were interviewed twice, with a view to collecting data on both their personal experience as a client in psychotherapy and also their experiences as practitioners when working with clients who were experiencing regression to dependence. The transcripts from these interviews were analysed for emergent themes. The themes are discussed in the context of and with reference to the Psychoanalytic theoretical position and the Relational/Developmental perspective. An account is offered of how these experiences have come to be understood as recollecting difficulties in early infantile relationships. Reflections are made on the essence and qualities of a therapy that can facilitate regression to dependence in order to promote healing. Recommendations are made for the practice of Integrative Psychotherapy and the training of Integrative Psychotherapists in order to prepare them for this work. These recommendations for therapists include; having sufficient preparation, knowledge and understanding to be able to recognise and work with a regressive process emerging in the client; having an understanding of the need to facilitate this process for some clients; and to be aware of the need for particular adaptations in the therapeutic stance in some circumstances, and the difficulties which may arise. Recommendations are also offered regarding the support needed for the therapist whilst working with this process, which include the need for ongoing personal therapy, and supervision. The researcher’s personal story is an intrinsic part of the research, and as an integral part of this study is in accordance with the heuristic and autoethnographic styles, and with the practice of Integrative Psychotherapy, where the use of self is seen as a crucial clinical tool in the therapeutic process. Throughout this study reflexivity has been used regarding the personal experiences of the researcher as client, therapist and researcher.

This qualitative study was designed to investigate Asian Indian counselors’ lived experiences of integrating Indian/Eastern and Western counseling approaches in India and their perceptions of the adequacy of training provided to them. Scholars have documented the growing disillusionment with applicability of Western theories in India (e.g., Misra & Paranjpe, 2012) and argued how insights of traditional Indian origin can contribute to the understanding of psychological issues (e.g., Arulmani, 2007). However, several challenges in training programs for counselors and psychologists in India have been noted (Dalal, 2008). Also, there is a lack of empirical research on the integration of Indian/Eastern and Western approaches. To fill this gap in the literature, I conducted a phenomenological study with counselors in India. The participants (N = 8; age range: 25-52 years) all identified as female counselors working in a metropolitan/urban area in India with clinical experiences ranging from eight months to 20 years. Individual interviews with each participant and follow-up interviews with two of them were conducted. The interpretive phenomenological analysis (IPA; Smith & Osborn, 2008) method was followed for data collection and analysis. Peer debriefing, member check, and external audit were conducted. Results from this study provide insights into how counselors adapted Western counseling theories to the Indian context, incorporated indigenous concepts in counseling, attempted to integrate Indian/Eastern and Western approaches, experienced challenges in counseling and training, and suggested ways to overcome these challenges. Implications for clinical practice, training, and policy are discussed.

Therapists and theorists have documented the advantages and disadvantages that humour can have on the therapeutic process, but there has been a paucity of empirical research. Most research has been anecdotal, has come from America, and has focused on clients in psychiatric settings, groups or families. The aim of this study was to investigate the effects of humour in individual therapy. I had a particular interest in intersubjective views of humour as 'heightened affective moments', which have the potential to create transformation (Beebe & Lachmann 1994). Semi-structured interviews were conducted separately with eight experienced therapists practising from an integrative perspective, to explore their thoughts and feelings about humour in therapy from their experiences as therapists with clients, and as clients themselves. A grounded theory method was implemented to create theoretical categories, which included density of patterns, and variations to explain the processes and effects of humour in therapy. Findings indicated that therapists performed an assessment process regarding the appropriateness of using or responding to humour, and identified a number of different ways in which humour could enhance or hinder the therapeutic process. In terms of enhancing the therapeutic process participants reported that when humour was used or responded to appropriately it facilitated trust and bonding, changing perspective, self forgiveness, naming the unspoken relationship, expressing disavowed thoughts and feelings, appreciation and joy. In terms of hindering the therapeutic process participants

A Análise do Comportamento Clínica nasceu da transposição do modelo experimental do laboratório para a aplicação com humanos, logo, mostra-se comprometida com a ciência desde sua concepção. No Brasil, a Análise do Comportamento Clínica tem uma história particular, ela foi gradualmente construída pelos primeiros estudantes de Análise do Comportamento do país e atualmente é denominada como Terapia Analítico-Comportamental (TAC). Apesar da TAC ser comprometida com a ciência desde sua concepção, uma recente revisão integrativa da produção científica da área foi realizada com o objetivo de aproximar a TAC de uma Prática Baseada em Evidências em Psicologia. Os dados demonstraram que ela carece de evidências empíricas que comprovem sua eficácia, tanto pela quantidade quanto pela qualidade dos trabalhos. Uma vez que o ponto principal de qualquer esforço para definir uma prática como baseada em evidências é começar com uma definição rigorosa da prática, o presente trabalho buscou examinar as definições da TAC descritas por autores de pesquisas empíricas. Para isso foram realizados os seguintes passos: (1) atualização da revisão integrativa da literatura de pesquisas empíricas em TAC realizada por Jan Leonardi em 2016; (2) leitura e levantamento das definições à TAC dada pelos autores nas introduções da literatura empírica levantada; (3) categorização das definições em termos de pressupostos, processos, procedimentos e resultados; e (4) análise crítica das definições dadas pelos autores. Na busca foram selecionadas 24 introduções de textos empíricos e extraídos 141 trechos referentes à definição de TAC, totalizando 265 categorizações. Os dados encontrados mostraram que as definições de TAC utilizadas nas introduções contemplam descrições em termos de procedimento, processo, resultado e pressupostos, mas apenas uma pequena parte das definições abrangeu todas essas categorias. A maior parte das descrições encontradas estão relacionadas a procedimento e, em sua maioria, respostas inespecíficas do terapeuta. A categoria de respostas inespecíficas do terapeuta consiste em descrições de ações do terapeuta de forma que não permite que um leitor bem treinado as reproduza. Os dados mostraram uma descrição pouco precisa da TAC nas introduções e, a partir deles, são discutidas as implicações para o ensino, pesquisa e prática clínica. Por fim, sugere-se possíveis diretrizes para descrições de TAC em introduções de futuras publicações, a saber: (a) apresentar os pressupostos filosóficos e teóricos que embasam a TAC fazendo uma relação direta entre estes e as implicações na compreensão, análise do caso e a prática do terapeuta; (b) descrever os fenômenos, o máximo quanto possível, em termos de processos comportamentais; (c) ao descrever procedimentos padronizados, utilizar nomenclaturas já descritas na literatura e evitar nomenclaturas novas, a não ser que esteja propondo um procedimento inédito; (d) ao descrever respostas do terapeuta, especificar quais respostas devem ser emitidas pelos terapeutas diante de quais antecedentes, e quais as consequências esperadas. Essas diretrizes visam promover uma descrição mais precisa a fim de favorecer avanços na área e viabilizar pesquisas que avaliem a eficácia da TAC
Clinical Behavior Analysis was born from the transposition of the laboratorys experimental model to the application with humans, therefore, it has been committed with science from the beginning. In Brazil, Clinical Behavior Analysis has a particular history, it was gradually constructed by the countrys first students of Behavior Analysis and is currently denominated as Behavioral-Analytic Therapy (TAC). Although TAC has been committed to science since its inception, a recent integrative review of the areas scientific production was carried out with the aim of bringing TAC closer to Evidence Based Practice in Psychology. The data demonstrated that it lacks empirical evidence to prove its efficacy, both regarding the quantity and the quality of the work. Since the main point of any effort to define an evidence-based practice is to begin with a rigorous definition of practice, the present work sought to examine the definitions of TAC described by empirical research authors. In order to do that, the following steps were taken: (1) update the integrative review of the empirical research literature on TAC performed by Jan Leonardi on 2016; (2) read and retrieve the definitions of TAC given by the authors in the introductions of the empirical literature; (3) categorize the definitions in terms of assumptions, processes, procedures and results; and (4) critically analyze the definitions given by the authors. In the review, 24 introductions of empirical texts were selected and 141 excerpts referring to the definition of TAC were extracted, totaling 265 categorizations. The data showed that the definitions of TAC used in the introductions include descriptions in terms of procedures, processes, outcomes and assumptions, but only a small part of the definitions covered all of these categories. Most of the descriptions found are related to procedure and, for the most part, nonspecific responses of the therapist. The category of nonspecific responses of the therapist consists of descriptions of the therapist\'s actions in a way that it does not allow for a well-trained reader to reproduce them. The data showed a description of TAC in the introductions with low precision and, from them, the implications for teaching, research and clinical practice are discussed. Finally, it is suggested possible guidelines for descriptions of TAC in introductions of future publications, namely: (a) to present the philosophical and theoretical assumptions that underpin TAC, establishing a direct relation between them and the implications for the understanding, case analysis and the practice of the therapist; (b) describe the phenomena as much as possible in terms of behavioral processes; (c) to use nomenclatures already described in the literature and avoid new nomenclatures when describing standardized procedures, unless it is proposing an unpublished procedure; (d) when describing the therapist\'s responses, specify which responses should be emitted in relation to what antecedents, and what are the expected consequences. These guidelines aim to promote a more precise description in order to promote advances in the area and to enable researches that evaluate the effectiveness of TAC

Католик Г.В. Концепція Я дитячого практичного психолога: дисертація на здобуття наукового ступеня доктора психологічних наук за спеціальністю 19.00.07 «Педагогічна та вікова психологія» / Католик Галина Вікторівна. - Київ: Інститут психології імені Г.С. Костюка НАПН України, 2019. - 581 с.
У десертаційному дослідженні запропоновано теоретичне та експериментальне вивчення концепції Я дитячого практичного психолога. Обгрунтовано важливість та актуальність порушеної проблеми, недостатня її наукова розробка, відсутність відповідного концептуального підходу. Зазначено, що все це свідчить не лише про важливість та необхідність подальших досліджень формування професійної концепції Я практичного психолога загалом, а й створення нового концептуального бачення концепції Я дитячого практичного психолога. Остання має унікальну своєрідність та специфіку площини становлення і визначається типом особистісного розвитку та психологічного знання. Проведений детальний теоретичний аналіз вітчизняної та зарубіжної наукової літератури засвідчує, що в прямій постановці проблема формування концепції Я дитячих практичних психологів у системі післядипломної спеціальної освіти в межах професійних спілок не була розроблена, хоча саме вона є головним вузлом, де зосереджено розбіжності між практикою підготовки фахівця та його конкретною професійною діяльністю. У дисертації представлені різноманітні результати дослідження особливостей формування Яконцепції, на основі яких пропонується нове бачення різних структур Я та вводиться поняття концепції Я як інтегративного складного феномену. Детально проаналізовано структуру концепції Я особистості та її складові: когнітивну, емоційно-оцінкову, вчинково-креативну, спонтанно-духовну; запропоновано авторську модель формування концепції Я в онтогенезі; виокремлено первинні передумови формування складових цього феномена, що являють собою ядро подальшого розвитку концепції Я; запропоновано психодинамічний підхід до розуміння формування концепції Я та її модель, починаючи з пренатальних та постнатальних етапів розвитку з урахуванням ментального простору пренатальної самості. Узагальнено та уточнено перелік об’єктивних та суб’єктивних критеріїв ефективності психолога-практика. Зазначено, що зв’язок між особистісним та професійним ресурсом в контексті діяльності дитячого психолога-практика є значно глибшим і більш принциповим, ніж в будь-якій іншій професії. В контексті цього встановлено, що головним серед неспецифічних чинників, які визначають успіх психотерапевтичного впливу, визнано стосунок, що імпліцитно укладається між психологом та його клієнтом і який забезпечує клієнтові корегуючий досвід для інтерналізації та, як наслідок, гармонізацію його власного Я. Здійснено теоретикометодологічне обґрунтування авторського підходу до проблеми формування концепції Я дитячих практичних психологів у системі післядипломної освіти. Вивчено умови формування адекватного образу професії дитячого практичного психолога, проаналізовано процес формування концепції Я в освітньому післядипломному процесі в проекті з психодинамічної інтегративної дитячо-юнацької психокорекції та психотерапії. Побудовано теоретичну модель континуально-ієрархічної структури концепції Я дитячого практичного психолога в контексті інтеграції її особистісної та професійної складових, теоретичну модель становлення професійної складової концепції Я дитячого практичного психолога. Обґрунтовано модель професійного освітнього простору в контексті формування концепції Я дитячого психолога. Створено психодіагностичну програму для первинного психотерапевтичного інтерв’ю з метою проведення професійного відбору фахівців, які мотивовані та здатні оволодіти компетенціями дитячого практичного психолога. Ця програма побудована на основі існуючих в світовому науковому прострі подібних успішних проектів з метою якісного професійного відбору кандидатів для оволодіння системою інтрапсихічних та інтерперсональних взаємодій в напрямку психодинамічної інтегративної дитячо-юнацької психокорекції та психотерапі Розглянуто результати досліджень у західній та східноєвропейській психологічних та психотерапевтичних школах. Проаналізовано теоретико-методологічні дослідження особливостей вітчизняного менталітету, де науковці виокремили певні ментальні архетипові yтвoрeння. Досліджено передумови виникнення та адаптації ще на початку минулого століття психоаналітичного напряму у вітчизняному просторі. Аналізуючи передумови виникнення та інтеграції цього напряму науковці виокремлюють суспільне підгрунтя: культурологічна площина, гуманітарні запити, високий рівень та фундаментальні здобутки природничих наук. Підкреслено, що згідно кроскультурних досліджень характерною особливістю сучасного вітчизняного клієнта є його орієнтація на вирішення та подолання емоційних проблем та неефективних патернів поведінки, опрацювання пережитого травматичного досвіду, масової самоушкоджувальної поведінки серед підлітків та молоді (на зразок суспільних феноменів «синіх китів»), суїцидальних та парасуїцидальних наростаючих тенденцій. Існує запит на суппортивний супровід, що передбачає поступову зміну екзистенційних процесів. При цьому дитячий психолог-практик повинен бути обізнаним в різних ситуаціях та застосуванні науково доведених та коректних технік та прийомів. Важливою у практичній діяльності психолога є інтеграція різних видів психокорекційних та психотерапевтичних впливів, таких як: індивідуальна, групова, сімейна, системна психотерапія тощо, а також диференціація їх при застосовуванні для різних вікових категорій дітей, підлітків та молоді. Досліджено також, що методи психодинамічної парадигми відповідають науково-практичним вимогам. Конкретизовано вимоги до професійної освіти дитячого практичного психолога, у тому числі до її змісту та рівнів, специфічних умов формування професійно значущих якостей, засобів формування його концепції Я, професійної самоідентифікації, а також способів організації професійного середовища, яке би забезпечило становлення практичної складової професійної компетенції. На основі теоретичної рефлексії цих даних збудовано структурну інтегративну тривимірну модель післядипломної психотерапевтичної освіти з напрямку «Психодинамічної інтегративної дитячої та юнацької психокорекції та психотерапії», втілену на практиці у контексті спеціалізованих психотехнічних проектів. Дана освітня модель побудована на наступних принципах: аналізу та синтезу, єдності біологічного та соціального, креативності, рефлексивного релятиві му, єдності експериментальної та генетичної ліній розвитку. Програма передбачає комплексність, інтегративність, послідовність викладу, та передбачає врахування історичного аспекту, теорії розвитку, орієнтацію на застосування теорії на практиці. Освітню програму розроблено згідно вимог отримання Європейського сертифікату з дитячо-юнацької психотерапії. Емпірично досліджено динаміку формування концепції Я дитячого практичного психолога в процесі оволодіння знаннями і навиками психотерапевтичної роботи у освітньому проекті з психодинамічної інтегративної дитячо-юнацької психотерапії. Розроблено і успішно апробовано авторську проективну методику «Візуалізація концепції Я» для виявлення ресурсних та дефіцитарних особистісних зон з подальшим використання її як при психодіагностиці поперечних зрізів, так і при лонгітюдному дослідженні та психотерапевтичних компенсаторних техніках. Використано якісні методи дослідження, в тому числі аналаз сновидінь, аналіз кейсів групової динаміки, аналіз кейсів індивідуальної динаміки в інтрапсихічному та інтерперсональному просторах учасників. Зазначено, що дослідження тривало протягом 16 років з 2001 по 2016 рр. Його структура передбачає формат лонгітюдного дослідження, що здійснювалось в авторських освітніх проектах з психодинамічної інтегративної дитячо-юнацької психокорекції та психотерапії, які проводились нами у містах Львові, Одесі, Києві та Дніпропетровську. Загальна кількість учасників проектів 270 осіб. Дослідження проводилось перед початком освіти на рівні первинного інтерв’ю, задіюючи описану у відповідному розділі даної дисертації психодіагностичну систему, в процесі освітніх семінарів та при завершенні проекту через 5 років, після проходження всього навчального циклу. В проектах навчались професійні практичні психологи, які отримали вже освіту у якомусь із напрямків психотерапії та мали стосунок або бажали його мати у роботі з дитячо-юнацькою категорією клієнтів. Кожна навчальна група налічувала від 22 до 35 учасників. Навчальні семінари відбувались 6 раз на рік по два дні або чотири рази на рік по 3 дні (кількість навчальних годин зберігалась та тематика семінарів теж була сталою). Між семінарами відбувались самозустрічі (підгрупи) учасників з метою відпрацювання та відреагування динамічних та особистісних аспектів, які опрацьовувались на попередніх психотерапевтичних семінарах в рамках освітніх проектів. Результати підгруп протоколювались у вигляді рефлексій та опрацьовувались в контексті лонгітюдного дослідження. Нами було розроблено програму та описано організацію емпіричного дослідження, спрямованого на перевірку теоретичної континуальноієрархічної структури особистісної та професійної складових концепції Я дитячого практичного психолога, як складного психічного явища, що має певні прояви на формально-динамічному рівні, змістовноособистісному й імперативному рівнях; розкрито основні принципи організації та зміст емпіричного дослідження; обґрунтовано репрезентативність вибірки; визначено та описано методичну процедуру дослідження концепції Я дитячого практичного психолога та психологічних властивостей, що супроводжують її прояви. На основі емпіричного дослідження було засвідчено, що розроблений нами концептуальний підхід до багатоступеневої освіти психологапрактика в галузі психодинамічної інтегративної дитячо-юнацької психотерапії та психокорекції, був інтерналізований дитячими психологами по завершенню освітнього циклу в цілісну концепцію Я та на всіх її рівнях. Оскільки було визначено, що головним професійним інструментом дитячого психолога-практика є концепція Я, яка визначається як складний феномен: багатошарова психічна реальність, що включає різні рівні організації психічної діяльності: індивідуальні основи, колективні основи, онтогенетичні основи, соціальні основи та самореферентність, які підлягають рефлексивній експлуатації в терапевтичному стосунку з клієнтом, то формування професійної складової концепції Я первинно полягало в психокорекційно-психотерапевтичному опрацюванні образів його інтрапсихічного простору і наступній професійній рефлексії. Таким чином, ми виходили з того, що професійна складова концепції Я бачиться нами як первинно опрацьована і професійно відрефлексована особистісна концепція Я. Остання, в свою чергу, являє собою інтерналізовані частки різних інтерперсональних взаємодій, що екстеріоризуються у вигляді сукупності уявлень людини про себе і становлять зміст її самопрезентації. Тому на старті, в процесі і по завершенню освіти було проведено психодіагностичні заміри, які давали нам можливості контролю становлення їх особистісної та професійної складових концепції Я. За критерій сформованої концепції Я дитячого психолога було обрано дві опції: перша – професійна самореалізація після завершення проекту та соціалізація в професійному середовищі (наявність професійної практичної діяльності, участь у супервізійних проектах, наявність офіційного робочого місця і т.д.), друга – гармонізація концепції Я в аспектах, що проявляються в конструктивних способах самопрезентації та позитивному самоставленні. В дослідженні було застосовано наступні методики – інтроспекція змістів самосвідомості, метод нарації та рефлексія концепції Я в психотерапевтичному сетінгу засобами авторських проективних технік «Візуалізація концепції Я», проективних методик «Три дерева» та «Лінія життя», аналізу символів регресивних станів та сновидінь, а також шкала Я-концепції Теннессі, шкала самомоніторингу М.Снайдера, шкала технік самопрезентації С.Лі та Б.Куіглі, методика дослідження самоставлення Століна-Пантілєєва, методи спостереження, техніки тренінгової та психотерапевтичної роботи (авторська розробка). Методи аналізу даних містили типологізацію, графічне моделювання, психосемантичну реконструкцію, методи багатовимірної статистики, методи статистичного висновку, методи статистичного аналізу психометричних психодіагностичних характеристик. У висновках дисертаційного дослідження здійснено узагальнення отриманих результатів та запропоновано нове вирішення концепції Я практичного психолога в галузі психодинамічної інтегративної дитячої та юнацької психотерапії, що виявляється в розбудові комплексного концептуального підходу в теорії та практиці освітнього простору. У контексті цього підсумовано, що у дослідженні представлено розроблену концепцію Я дитячого практичного психолога як підґрунтя побудови цілісної моделі динаміки формування концепції Я в онтогенезі: теоретично досліджено динамічні аспекти розвитку концепції Я практичного психолога в онтогенетичному контексті; представлено комплексний підхід до розуміння концепції Я та її функцій; побудовано динамічну модель формування концепції Я в онтогенетичному ракурсі як візуалізації структур формування концепції Я дитячого практичного психолога. Визначено, що концепція Я є екстерналізацією власних інтрапсихічних змістів, що проявляються у вигляді сукупності уявлень людини про себе та генетично закладені в її структуру Я. Описано раніше не досліджувані аспекти загальної структури концепції Я, зокрема, пренатальні та постнатальні ментальні субструктури пренатальної самості, які являються первинними комунікативними бондінґутвореннями та чинять вплив на особистісний та професійний стосунок дитячого психолога-практика з різними категоріями клієнтів. Запропоновано психодинамічний підхід до розуміння формування концепції Я. Виявлено змістові критерії взаємозв’язку психографічних та професіографічних структур у контексті формування концепції Я дитячого практичного психолога, умови формування адекватного образу професії дитячого практичного психолога. Визначено: що з точки зору якості терапевтичного стосунку важливою насамперед є комунікативна компетентність психолога, яку включають як центральну опцію професіограми. Вона означає: здатність психолога до ідентифікації з емоційними запитами дитини-клієнта та її найближчого оточення. Також, обгрунтовано, що основним інструментом професійного впливу є власне Я психолога, його інтерсубєктивний ресурс, тобто те, що становить фундамент його особистісної концепції Я. Головним серед неспецифічних факторів, які визначають успіх психотерапевтичного впливу, визнано стосунок, який імпліцитно укладається між психологом та дитиною-клієнтом та її оточенням, і який забезпечує клієнтові корегуючий досвід для інтерналізації і, як наслідок, гармонізацію його власного Я. Професійну складову концепції Я дитячого психолога-практика пропоновано також визначати як складний феномен: багатошарову психічну реальність, що включає різні рівні організації психічної діяльності: індивідуальні структури, колективні інтерналізовані структури, онтогенетичні та філогенетичні основи, соціальні інтерналізовані інтервенції та самореферентність, професійні компетенції та вчинки, які підлягають рефлексивній експлуатації в психокорегуючому стосунку з клієнтом. Запропоновано модель континуально-ієрархічної структури концепції Я дитячого практичного психолога, у межах якої можливе розуміння її як цілісної конструктури, яка інтегрує множини взаємопов'язаних та взаємодіючих складових. Вона складається з взаємоінтегрованих трьох рівнів - соціально-обумовлених субструктур, що контейнують відповідні їм соціальні патерни: субструктури досвіду, наповнені власними життєвими переживаннями та їх віддзеркаленнями; генетично обумовлені субструктури, що передбачають архетипічні змісти. Це континуально-ієрархічне утворення представляється нами як макросистема, що складається з різнорівневих підсистем та відповідних формально-динамічних, змістовно-особистісних та соціально-імперативних характеристик, які є взаємопроникливими, взаємодоповнюючими, та взаємопов’язаними. Серцевиною цієї цілісності є макроструктура професійної складової концепції Я дитячого психолога, в якій інтегруються найбільш значимі індивідуальні, суб'єктні, особистісні та професійні властивості. З’ясовано теоретико-методологічні аспекти професійної підготовки дитячих психологів-практиків у післядипломному професійному просторі та конкретизовано вимоги до сучасної професійної освіти дитячого психолога у контексті формування його концепції Я, у тому числі до її змісту та рівнів, специфічних умов формування професійно значущих якостей, встановлено особистісні сфери (площини) для психотерапевтичних інтервенцій в процесі освітнього проекту дитячого практичного психолога, засобів гармонізації та професіоналізації його концепції Я, професійної самоідентифікації, а також способів організації професійного середовища, яке би забезпечило становлення практичної складової професійної компетенції фахівця. Зазначено, що це, в першу чергу, опрацювання імпліцитних та експліцитних змістів власної концепції Я та подальша інтерналізація здобутих знань та навиків, в процесі чого відбуваються зміни на формально-динамічному, змістовно-особистісному та соціально-імперативному рівнях. Обґрунтовано логічність провадження в професійний вітчизняний простір психодинамічної дитячо-юнацької психотерапії, як професійного формувального середовища. На основі теоретичної рефлексії та практичного психотерапевтичного досвіду супервізорства розроблено програму післядипломної підготовки фахівців з психодинамічної інтегративної дитячої та юнацької психотерапії та втілено її на практиці у вигляді спеціалізованих психотерапевтичних проектів, у структурі яких задіяно первинне психотерапевтичне інтерв’ю, практичні, теоретичні, волонтерські едукаційні блоки. Пропонована програма передбачає формування концепції Я дитячого практичного психолога, ґрунтується на поділі самої освіти на первинно практичну, яка включає психотерапевтичне опрацювання власного життєвого досвіду, та вторинно теоретичну та волонтерську, що містить засвоєння спеціалізованої психологічної теорії з опорою на здобуту в терапії рефлексію особистісних переживань. The dissertation research suggests the theoretical and experimental study of the self-concept of a child practitioner psychologist. The work substantiates the importance and urgency of the raised problem, the insufficiency of its scientific development, and the absence of the corresponding conceptual approach. It is noted that all before mentioned attests the importance and necessity of further research into the formation of a professional self-concept of a practitioner psychologist in general. It also attests the creation of a new conceptual vision of the self- concept of a child practitioner psychologist. The latter is uniquely peculiar and specific in the context of the formation and is determined by the type of personal development and psychological knowledge. A detailed theoretical analysis of Ukrainian and foreign scientific literature proves that in the direct formulation, in the system of special postgraduate education within professional unions, the problem of the formation of the self-concept of child practitioner psychologists was not developed. Although it is the main point that unites the differences between the practice of training a specialist and his specific professional activities. The dissertation presents various outcomes of studying the features of the formation of the self-concept, based on which a new vision of different structures of the Self is suggested. The dissertation introduces the self-concept as an integrative complex phenomenon. The structure of the self-concept of one’s personality and its components is thoroughly analysed. These are cognitive, emotional-appraisal, behavioural-creative, and spontaneous-spiritual components. The author suggests their model of formation of the self-concept in ontogenesis. The primary prerequisites for forming the components of this phenomenon are identified, which represent the core of the further development of the self-concept; The psychodynamic approach to understanding the formation of the selfconcept and its model has been suggested, starting with the prenatal and postnatal stages of development while taking into consideration the mental space of the prenatal self. The list of objective and subjective criteria of a practitioner psychologist’s efficiency is summarized and specified. It is noted that in the context of the activity of a child practitioner psychologist, the connection between a personal and professional resource is much deeper and more fundamental than in any other profession. In this context, it has been established that among the non-specific factors, the main one determining the success of psychotherapeutic influence, is the relationship implicitly established between the psychologist and his client. Such a relationship provides the client with a corrective experience to internalize and consequently harmonize their self. The author theoretically and methodologically substantialized their approach to the problem of forming the self-concept of child practitioner psychologists in the system of postgraduate education. The author studies the conditions for the formation of an adequate image of the child practitioner psychologist profession. They also analyse the process of the self-concept formation in the postgraduate educational project on psychodynamic integrative child and adolescent psychocorrection and psychotherapy. The theoretical model of the continuumhierarchical structure of the self-concept of the child practitioner psychologist in the context of integrating their personal and professional components and the theoretical model of the formation of the professional component of the self-concept of the child practitioner psychologist was developed. The dissertation substantiates the model of professional educational space in the context of the formation of the self-concept of a child psychologist. A psycho-diagnostic program for the primary psychotherapeutic interview was created. It aims to conduct a professional selection of motivated specialists who are able to master the competencies of a child practitioner psychologist. In order to perform a quality professional selection of candidates for mastering the system of intrapsychic and interpersonal interactions in the sphere of psychodynamic integrative child and adolescent psycho-correction and psychotherapy, this program was based on the successful worldwide projects. The author considers the results of the research in Western and Eastern European psychological and psychotherapeutic schools. The theoretical and methodological researches of the national mentality features, where the scientists singled out certain mental archetypal formations were analysed. The dissertation researches preconditions of occurrence and adaptation of the psychoanalytic sphere in the Ukrainian context at the beginning of the last century. By analysing the preconditions for the emergence and integration of this trend, scientists highlight the social background: the culturological plane, humanitarian needs, the high level and fundamental achievements of the natural sciences. It is emphasized that according to cross-cultural research the characteristic feature of modern Ukrainian client is their focus on solving and overcoming emotional problems and ineffective patterns of behaviour, treatment of traumatic experience, massive self-destructive behaviour among adolescents and youth (such social phenomena as "blue whales"), suicidal and parasuicidal growing tendencies. There is a demand for support which involves the gradual change of existential processes. In this case, a child practitioner psychologist must be aware of various situations and the application of the appropriate scientifically proven methods and techniques. In the psychologist's practical sphere, it is important to integrate various types of psycho-corrective and psychotherapeutic influences (e.g. individual, group, family, systemic psychotherapy, etc.). When applied to different age groups of children and adolescents, the differentiation of the mentioned influences is required. The methods of the psychodynamic paradigm meet scientific and practical requirements. The dissertation specifies the requirements of the professional education of a child practitioner psychologist (including its content and levels). It defines specific conditions for the formation of professionally significant qualities, as well as the means to form the self-concept, professional identification, and the ways of organizing a professional environment that would ensure the formation of a practical component of professional competence. Based on theoretical reflection of these data, a structured, integrated three-dimensional model of post-graduate psychotherapeutic education in the sphere of "Psychodynamic Integrative Child and Youth Psycho correction and Psychotherapy", implemented in practice in the context of specialized psycho-technical projects, was constructed. This educational model is based on the following principles: analysis and synthesis, unity of the biological and social, creativity, reflexive relativity, unity of experimental and genetic lines of development. The program involves complexity, integrality, consistency of presentation while considering the historical aspect, the theory of development, the focus on the practical application of theory. The educational program has been developed in accordance with the terms of obtaining a European Certificate in Child and Adolescent Psychotherapy. The dynamics of the self-concept of a child practitioner psychologist while mastering the knowledge and skills of psychotherapeutic work in an educational project on psychodynamic integrative child and youth psychotherapy is empirically investigated. The author's projective technique "Visualization of the self-concept" was developed and successfully tested to identify personal resource and deficiency zones with the subsequent use in the psycho diagnosis of transverse sections and the longitudinal study and psychotherapeutic compensatory techniques. Qualitative methods of research were used, including the analysis of dreams, analysis of the group dynamics cases, analysis of the individual dynamics cases in the intrapsychic and interpersonal spaces of the participants. The author notes that the research lasted for 16 years - from 2001 to 2016. Its structure implies the format of the longitudinal study carried out in the author's educational projects on the psychodynamic integrative child-youth psycho-correction and psychotherapy which we conducted in the cities of Lviv, Odessa, Kiev and Dnipropetrovsk. The total number of project participants comes to 270 people. The research was conducted before the beginning of education as the initial interview, while using the psycho-diagnostic system SEDNOR+ (it is described in the relevant section of this dissertation), during educational seminars and after the project in 4,5 years, after undergoing the entire educational cycle. The projects engaged trained professional psychologists who had already received education in the areas of psychotherapy and worked or wished to work with the children and adolescent category of clients. Each training group consisted of 22 to 35 participants. The training seminars were held 6 times a year lasting two days or four times a year for 3 days (the number of training hours was maintained and the topics of the workshops were also constant). Between the seminars, there were selfmeetings (subgroups) of participants to work out and respond to dynamic and personal aspects, which were tackled on previous psychotherapeutic seminars within the framework of educational projects. The results of the subgroups were recorded as reflections and were studied in the context of the longitudinal research. We developed a program and described the organization of an empirical study aimed at verifying the theoretical continuum-hierarchical structure of the concept’s personal and professional constituents of the self of a child practitioner psychologist, as a complex psychic phenomenon with certain manifestations at the formal-dynamic level, at the content-personal and imperative levels; the basic principles of organization and content of empirical research are revealed; the representativeness of the samples is substantiated; methodological procedure for the study of the self-concept of a child practitioner psychologist and psychological properties accompanying its manifestations is defined and described. While using the empirical research was certified that the conceptual approach to the multi-level education of a psychologist-practitioner in the field of psychodynamic integrative child and adolescent psychotherapy and psycho correction we developed, was interned by child psychologists upon the completion of the educational cycle in the integral concept of the Self and at all its levels. It has been determined that the main professional tool of a child practitioner psychologist is the self-concept, which is defined as a complex phenomenon: multi-layered psychic reality including different levels of organization of psychological activity: individual foundations, collective foundations, ontogenetic foundations, social foundations and self-referencing, which are subject to reflexive exploitation in the therapeutic relationship with the client, then the formation of the professional component of the self-concept was initially in the psychocorrection-psychotherapeutic elaboration of times its intrapsychic space and further professional reflection. Thus, we proceeded from the fact that we see the professional component of the self-concept as preliminarily studied and professionally refined personal self-concept. The latter represents the internalized particles of various interpersonal interactions that are exteriorized as a set of person’s representations of oneself and constitute the meaning of their self-presentation. Therefore, diagnostic measures were carried out in the beginning, during and at the end of the study. This allowed us to control the formation of their personal and professional components of the selfconcept. Two options were selected as of the formed self-concept of a child psychologist. The first one - professional self-realization after the completion of the project and socialization in a professional environment (professional practical activity, participation in supervisory projects, official working place, etc.). The second option is the harmonization of the self-concept in the aspects manifested in constructive ways of selfpresentation and positive self-introduction. The following techniques were used in the study: introspection of the contents of self-consciousness, the method of narration and the reflection of the self-concept in the psychotherapeutic set-up by the means of author's projective techniques (SEDNOR+ and "Visualization of the selfconcept"), projective methods "Three trees" and "Life Line", analysis of symbols of regressive states and dreams, as well as the Tennessee SelfConcept Scale, M. Snyder Self-Monitoring Scale, Self-Presentation Scale by S. Lee and B. Kuigli, Stolin-Pantileev self-testing technique, methods of observation, techniques of the training and psychotherapeutic work (author's development), (appendixes 24-25). The methods of data analysis included typology, graphical modelling, psycho-semantic reconstruction, methods of multidimensional statistics, methods of statistical conclusion, and methods of statistical analysis of psychometric psycho-diagnostic characteristics. In the conclusions of the dissertation research, the obtained results were generalized and a new solution of the self-concept of a practitioner psychologist in the field of psychodynamic integrative child and youth psychotherapy was offered. It manifests itself in the development of a comprehensive conceptual approach to the theory and practice of educational space. It is concluded that the study presents the developed self-concept of a child practitioner psychologist as the basis for constructing a holistic model of the dynamics of the formation of the selfconcept in ontogenesis: the dynamic aspects of the development of the self-concept of a practitioner psychologist in the ontogenetic context are researched theoretically; A comprehensive approach to understanding of the self-concept and its functions is presented; A dynamic model of the formation of the self-concept in the ontogenetic perspective as a visualization of the formatting structures of the child practitioner psychologist’s self-concept was constructed. The self-concept was defined as the externalization of one’s intrapsychic senses. Those manifest in the totality of one’s selfperceptions and are genetically incorporated into its structure. The previously unexplored aspects of the general structure of the self-concept are described. In particular, the prenatal and postnatal mental substructures of prenatal self that are the primary communicative bonding formations and influence the personality and professional relationship of a child practitioner psychologist and various categories of clients. The dissertation suggests the psychodynamic approach to understanding the formation of the self-concept. The author discovered the content criteria of the interconnection of psychographic and professional structures regarding the formation of the self-concept of a child practitioner psychologist; the conditions for the formation of an adequate image of the of a child practitioner psychologist profession. It has been determined that from the qualitative point of view on the therapeutic relationship, the communicative competence of the psychologist (included as the central option of the professiogram), is crucial. It means that the psychologist's ability to use emotional requests to identify juvenile clients and their immediate environment. Also, the dissertation substantializes the psychologists’ Self as the main tool of professional influence, with its intersubjective resource as the basis for the self-conception. The principal factor that determines the success of psychotherapeutic influence among the non-specific ones is the relationship implicitly formed between a psychologist and a juvenile client and their environment. The latter provides clients with a corrective experience for internalization and consequently - the harmonization of their Self. The dissertation suggests defining the professional component of the self-concept of a child practitioner psychologist as a complex phenomenon. It is a multi-layered mental reality that includes different levels of organization of mental activity: individual structures, collective internalized structures, ontogenetic and phylogenetic foundations, social internalized interventions and self-referencing, professional competencies and actions which are subject to reflexive exploitation in a psychocorrective relationship with a client. We suggest the model of the continuum-hierarchical structure of the self-concept of a child practitioner psychologist, which allows to understand it as an integral structure, which integrates the set of interconnected and interacting components. It consists of interconnected three levels - socially-determined substructures that contain their corresponding social patterns: substructures of experience, filled with their own experiences and their reflections; genetically determined substructures that provide archetypal content. We see this continuumhierarchical formation as a macrosystem consisting of multi-level subsystems and corresponding formal-dynamic, substantive-personal and socially-imperative characteristics. The aforementioned are complementary and interrelated. The core of this integrity is the macrostructure of the professional concept of a child psychologist, which integrates the most significant individual, subjective, personal and professional qualities. We have established the theoretical and methodological aspects of the professional training of child practitioner psychologists in the postgraduate professional sphere and the requirements for the modern professional education of a child psychologist in the context of the formation of their self- concept, including its content and levels, specific conditions for the formation of the professionally significant qualities. We established personal areas (planes) for psychotherapeutic interventions in the process of the educational project of a child practitioner psychologist, means of harmonization and professionalization of their self-concept, professional self-identification, as well as the ways to organize a professional environment that would ensure the formation of a practical component of the specialist’s professional competence. It is noted that first of all this is the elaboration of the implicit and explicit content of the personal self-concept and the further internalization of the acquired knowledge and skills, that involves changes on the formal-dynamic, content-personal and socially imperative levels. The logic of the conduct in the professional sphere of psychodynamic child-youth psychotherapy as a professional moulding environment is substantiated. Based on theoretical reflection and practical psychotherapeutic supervising, we developed a program for specialist postgraduate training in psychodynamic integrative pediatric and adolescent psychotherapy. This program was then implemented in the form of specialized psychotherapeutic projects involving the preliminary psychotherapeutic interviews, practical, theoretical, and volunteer educational blocks. The suggested program involves the formation of the self-concept of a child practitioner psychologist. The program divides education into the preliminarily practical (psychotherapeutic elaboration of personal life experience) and the secondary theoretical and volunteer, including the mastering of a specialized psychological theory, based on the reflection of personal experience acquired during the therapy

This research into Chronic Fatigue Syndrome (CFS) presents the results of 60 first-person psycho-phenomenological interviews with 30 New Zealand women. The participants were recruited from the Canterbury and Wellington regions, 10 had recovered. Taking a non-dual, non-reductive embodied approach, the phenomenological data was analysed semiotically, using a graph-theoretical cluster analysis to elucidate the large number of resulting categories, and interpreted through the enactive approach to cognitive science. The initial result of the analysis is a comprehensive exploration of the experience of CFS which develops subject-specific categories of experience and explores the relation of the illness to universal categories of experience, including self, ‘energy’, action, and being-able-to-do. Transformations of the self surrounding being-able-to-do and not-being-able-to-do were shown to elucidate the illness process. It is proposed that the concept ‘energy’ in the participants’ discourse is equivalent to the Mahayana Buddhist concept of ‘contact’. This characterises CFS as a breakdown of contact. Narrative content from the recovered interviewees reflects a reestablishment of contact. The hypothesis that CFS is a disorder of action is investigated in detail. A general model for the phenomenology and functional architecture of action is proposed. This model is a recursive loop involving felt meaning, contact, action, and perception and appears to be phenomenologically supported. It is proposed that the CFS illness process is a dynamical decompensation of the subject’s action loop caused by a breakdown in the process of contact. On this basis, a new interpretation of neurological findings in relation to CFS becomes possible. A neurological phenomenon that correlates with the illness and involves a brain region that has a similar structure to the action model’s recursive loop is identified in previous research results and compared with the action model and the results of this research. This correspondence may identify the brain regions involved in the illness process, which may provide an objective diagnostic test for the condition and approaches to treatment. The implications of this model for cognitive science and CFS should be investigated through neurophenomenological research since the model stands to shed considerable light on the nature of consciousness, contact and agency. Phenomenologically based treatments are proposed, along with suggestions for future research on CFS. The research may clarify the diagnostic criteria for CFS and guide management and treatment programmes, particularly multidimensional and interdisciplinary approaches. Category theory is proposed as a foundation for a mathematisation of phenomenology.