Do Wisdom and Well-Being Always Go Hand in Hand? The Role of Dialogues with Oneself

Puchalska‐Wasyl, Małgorzata M.

doi:10.1007/s10902-023-00621-x

Cited by 3 publications

(2 citation statements)

References 38 publications

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“…As our findings suggest, programs need to include strategies to improve one's ability to talk with and listen to others in open and non-judgmental ways (Bosacki, 2013;Puchalska-Wasyl, 2023) and learn how to respect others' preferences for personal space and silence and solitude. Such programs can provide solitary activities to promote self-enhancement and psychological and personal growth through meaningful reflection and taking time to be alone with one's mind (Paterson & Park, 2023).…”

Section: Discussionmentioning

confidence: 94%

“…Silence and quietude may provide opportunities to be mindful and expand one's inner dialogue and cognitive flexibility (Larson, 1997;Ost Mor et al, 2021;Wong et al, 2022). Silences within relationships promote cognitive broadening that allows one to think about different ways to address an unexpected challenge or to interpret an ambiguous social situation (Puchalska-Wasyl, 2023). Such opportunities for silence or choosing not to talk may also help promote intrapersonal understanding as it may encourage one to be inquisitive about one's mind and explore one's inner self (Litman et al, 2017).…”

Section: The Role Of Family and Peers In Adolescents' Social And Emot...mentioning

confidence: 99%

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“I don’t want to follow the pack”: Canadian adolescents’ lived experiences of silence and quietude among friends and family

Bosacki,

Talwar

2023

J. Silenc. Stud. Educ.

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What are adolescents thinking and feeling during times of talking, listening, and being silent with their peers and family. Do their experiences differ according to context? How do such perceptions relate to one’s sense of identity and well-being over time? To answer such questions, the present small case 3-year longitudinal study explored a group of 6 Canadian 13-15 year old’s perceptions of self and their reflections on their communication experiences of talking, listening, and silence with their friends and family members. Participants shared their insight about how they described and understood themselves as a person, as well within social interactions with their friend and family. Results from a content analysis of responses showed nuanced differences across individual responses, but the themes were consistent. That is, across all 6 youth, they felt mixed emotions when silent, and happy when talking and listening to others, but felt unhappy and distressed when they knew that they were not being listened to. Results showed diverse conceptions and emotions about themselves as individuals across the three years. Such findings suggest a nuanced differentiation in terms of self-identity and relationships and communication with peers and family. These findings can inform how identity and communication are studied across adolescence and the development of future interventions to promote a positive and coherent sense of self and effective socio-communication skills

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Section: Discussionmentioning

confidence: 94%

Section: The Role Of Family and Peers In Adolescents' Social And Emot...mentioning

confidence: 99%

“I don’t want to follow the pack”: Canadian adolescents’ lived experiences of silence and quietude among friends and family

Bosacki,

Talwar

2023

J. Silenc. Stud. Educ.

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Critical Review: Secondary School Climate and Adolescents’ Emotional Well-Being

2023

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The social and emotional health of adolescents is increasingly a concern worldwide. To date, there remains a lack of research on how school climate influences adolescents’ learning experiences and their social and emotional health. To address this gap in the literature, this critical review addresses the role that the school climate plays in an adolescent’s school life and emotional well-being. This article takes a critical approach and outlines the key issues in research on the secondary school climate in the digital and real-life sense and the implications for adolescent’s well-being. We first outline the definitional and methodological issues regarding research on school climate in adolescence. We then outline why mental health is a key issue for adolescents across the globe and conclude with a list of implications for theory, research, and practice. Thus, this article builds on past, current, and ongoing research on adolescents’ emotional well-being and school climate across the globe. The article provides new directions and recommendations for future research on inclusive educational philosophies and positive psychology and suggestions for practice aimed to best support adolescents’ learning experience and mental well-being.

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Schema Therapy: The Healthy Adult Meets Sherlock Holmes—An Enactivist and Embodied Cognition Perspective of Metaphor

Salicru

2024

PSYCH

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Background: Schema therapy (ST) is a proven effective treatment in chronic psychopathology and has thus become a popular transdiagnostic treatment approach among practitioners in recent times. Nonetheless, ST is not free of theoretical criticisms, research gaps, and practical challenges. As a complex model with a multiplicity of components and subcomponents, ST can be challenging for therapists to learn, and for clients to use. Purpose: To present the Sherlock Holmes metaphor as a highly suitable therapist-generated enactive or embodied metaphor to explain to clients four key components and tasks: the therapeutic alliance; case conceptualization; the practice of mindfulness; and the role, functionality, and embodiment of the Healthy Adult (HA) mode. Method: Qualitative-literature review and vignette examples, using interpretative phenomenological analysis. Results: The psychological linkages between theory and practice are elucidated, and the therapeutic factors and mechanisms of change embedded in the use of enactive/embodied metaphor are unpacked. Conclusion: The Sherlock Holmes metaphor is an image schema that offers clients a vivid, powerful, and memorable anchor they can use to evoke and enact their HA mode, as a positive psychological intervention to achieve their goals. For psychotherapists, the Sherlock Holmes metaphor represents a parsimonious, creative, and flexible device, aligned with the integrative psychotherapy tradition, which they can blend into their own style and practice. The paper contributes to the multiple nuances of ST, responds to calls to understand the dynamics and signification of metaphor as action in psychotherapy, and illustrates how imagination supports the mental ability to respond to fictional characters.

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Do Wisdom and Well-Being Always Go Hand in Hand? The Role of Dialogues with Oneself

Cited by 3 publications

References 38 publications

“I don’t want to follow the pack”: Canadian adolescents’ lived experiences of silence and quietude among friends and family

“I don’t want to follow the pack”: Canadian adolescents’ lived experiences of silence and quietude among friends and family

Critical Review: Secondary School Climate and Adolescents’ Emotional Well-Being

Schema Therapy: The Healthy Adult Meets Sherlock Holmes—An Enactivist and Embodied Cognition Perspective of Metaphor

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