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Márquez Carlos - One of the best experts on this subject based on the ideXlab platform.
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Aportes de la teoría psicoanalítica para la comprensión de las adicciones
'Universidad Sergio Arboleda', 2020Co-Authors: Gutiérrez-peláez Miguel, Blanco-gonzález, Laura Andrea, Márquez CarlosAbstract:Resumen El presente artículo contribuye a la comprensión de la problemática de las adicciones a partir de los planteamientos teóricos del psicoanálisis. Para ello, se revisaron las posiciones del psicoanálisis freudiano, lacaniano y otras corrientes psicoanalíticas respondiendo a las siguientes preguntas de investigación: ¿Cómo se comprenden las adicciones desde un marco de referencia psicoanalítico?, ¿Cómo desde la teoría freudiana y la teoría lacaniana se aborda la comprensión de la adicción?, ¿Qué plantean otras corrientes del psicoanálisis sobre ésta problemática? Se encontró que es un campo de constante publicación de literatura psicoanalítica, que es un fenómeno clínico en aumento y que se requiere de investigación continua.Abstract The following article contributes to the understanding of the problem of addictions from a Psychoanalytic point of view. The different theoretical positions of Freudian, Lacanian and other Psychoanalytic Schools were reviewed in order to answer the following research questions: How are addictions understood from a Psychoanalytic point of view? How - from Lacanian and Freudian theory - is the understanding of addiction addressed? What do other Schools of psychoanalysis state about this problem? It is found that it is a field of constant publication in the Psychoanalytic literature that it is an increasing clinical phenomenon and that continuous investigation is required in this field
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Aportes de la teoría psicoanalítica para la comprensión de las adicciones
'Universidad Sergio Arboleda', 2018Co-Authors: Gutiérrez-peláez Miguel, Blanco-gonzález, Laura Andrea, Márquez CarlosAbstract:The following article contributes to the understanding of the problem of addictions from a Psychoanalytic point of view. The different theoretical positions of Freudian, Lacanian and other Psychoanalytic Schools were reviewed in order to answer the following research questions: How are addictions understood from a Psychoanalytic point of view? How – from Lacanian and Freudian theory – is the understanding of addiction addressed? What do other Schools of psychoanalysis state about this problem? It is found that it is a field of constant publication in the Psychoanalytic literature that it is an increasing clinical phenomenon and that continuous investigation is required in this field.El presente artículo contribuye a la comprensión de la problemática de las adicciones a partir de los planteamientos teóricos del psicoanálisis. Para ello, se revisaron las posiciones del psicoanálisis freudiano, lacaniano y otras corrientes psicoanalíticas respondiendo a las siguientes preguntas de investigación: ¿Cómo se comprenden las adicciones desde un marco de referencia psicoanalítico?, ¿Cómo desde la teoría freudiana y la teoría lacaniana se aborda la comprensión de la adicción?, ¿Qué plantean otras corrientes del psicoanálisis sobre ésta problemática? Se encontró que es un campo de constante publicación de literatura psicoanalítica, que es un fenómeno clínico en aumento y que se requiere de investigación continua
Gutiérrez-peláez Miguel - One of the best experts on this subject based on the ideXlab platform.
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Aportes de la teoría psicoanalítica para la comprensión de las adicciones
'Universidad Sergio Arboleda', 2020Co-Authors: Gutiérrez-peláez Miguel, Blanco-gonzález, Laura Andrea, Márquez CarlosAbstract:Resumen El presente artículo contribuye a la comprensión de la problemática de las adicciones a partir de los planteamientos teóricos del psicoanálisis. Para ello, se revisaron las posiciones del psicoanálisis freudiano, lacaniano y otras corrientes psicoanalíticas respondiendo a las siguientes preguntas de investigación: ¿Cómo se comprenden las adicciones desde un marco de referencia psicoanalítico?, ¿Cómo desde la teoría freudiana y la teoría lacaniana se aborda la comprensión de la adicción?, ¿Qué plantean otras corrientes del psicoanálisis sobre ésta problemática? Se encontró que es un campo de constante publicación de literatura psicoanalítica, que es un fenómeno clínico en aumento y que se requiere de investigación continua.Abstract The following article contributes to the understanding of the problem of addictions from a Psychoanalytic point of view. The different theoretical positions of Freudian, Lacanian and other Psychoanalytic Schools were reviewed in order to answer the following research questions: How are addictions understood from a Psychoanalytic point of view? How - from Lacanian and Freudian theory - is the understanding of addiction addressed? What do other Schools of psychoanalysis state about this problem? It is found that it is a field of constant publication in the Psychoanalytic literature that it is an increasing clinical phenomenon and that continuous investigation is required in this field
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Aportes de la teoría psicoanalítica para la comprensión de las adicciones
'Universidad Sergio Arboleda', 2018Co-Authors: Gutiérrez-peláez Miguel, Blanco-gonzález, Laura Andrea, Márquez CarlosAbstract:The following article contributes to the understanding of the problem of addictions from a Psychoanalytic point of view. The different theoretical positions of Freudian, Lacanian and other Psychoanalytic Schools were reviewed in order to answer the following research questions: How are addictions understood from a Psychoanalytic point of view? How – from Lacanian and Freudian theory – is the understanding of addiction addressed? What do other Schools of psychoanalysis state about this problem? It is found that it is a field of constant publication in the Psychoanalytic literature that it is an increasing clinical phenomenon and that continuous investigation is required in this field.El presente artículo contribuye a la comprensión de la problemática de las adicciones a partir de los planteamientos teóricos del psicoanálisis. Para ello, se revisaron las posiciones del psicoanálisis freudiano, lacaniano y otras corrientes psicoanalíticas respondiendo a las siguientes preguntas de investigación: ¿Cómo se comprenden las adicciones desde un marco de referencia psicoanalítico?, ¿Cómo desde la teoría freudiana y la teoría lacaniana se aborda la comprensión de la adicción?, ¿Qué plantean otras corrientes del psicoanálisis sobre ésta problemática? Se encontró que es un campo de constante publicación de literatura psicoanalítica, que es un fenómeno clínico en aumento y que se requiere de investigación continua
Blanco-gonzález, Laura Andrea - One of the best experts on this subject based on the ideXlab platform.
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Aportes de la teoría psicoanalítica para la comprensión de las adicciones
'Universidad Sergio Arboleda', 2020Co-Authors: Gutiérrez-peláez Miguel, Blanco-gonzález, Laura Andrea, Márquez CarlosAbstract:Resumen El presente artículo contribuye a la comprensión de la problemática de las adicciones a partir de los planteamientos teóricos del psicoanálisis. Para ello, se revisaron las posiciones del psicoanálisis freudiano, lacaniano y otras corrientes psicoanalíticas respondiendo a las siguientes preguntas de investigación: ¿Cómo se comprenden las adicciones desde un marco de referencia psicoanalítico?, ¿Cómo desde la teoría freudiana y la teoría lacaniana se aborda la comprensión de la adicción?, ¿Qué plantean otras corrientes del psicoanálisis sobre ésta problemática? Se encontró que es un campo de constante publicación de literatura psicoanalítica, que es un fenómeno clínico en aumento y que se requiere de investigación continua.Abstract The following article contributes to the understanding of the problem of addictions from a Psychoanalytic point of view. The different theoretical positions of Freudian, Lacanian and other Psychoanalytic Schools were reviewed in order to answer the following research questions: How are addictions understood from a Psychoanalytic point of view? How - from Lacanian and Freudian theory - is the understanding of addiction addressed? What do other Schools of psychoanalysis state about this problem? It is found that it is a field of constant publication in the Psychoanalytic literature that it is an increasing clinical phenomenon and that continuous investigation is required in this field
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Aportes de la teoría psicoanalítica para la comprensión de las adicciones
'Universidad Sergio Arboleda', 2018Co-Authors: Gutiérrez-peláez Miguel, Blanco-gonzález, Laura Andrea, Márquez CarlosAbstract:The following article contributes to the understanding of the problem of addictions from a Psychoanalytic point of view. The different theoretical positions of Freudian, Lacanian and other Psychoanalytic Schools were reviewed in order to answer the following research questions: How are addictions understood from a Psychoanalytic point of view? How – from Lacanian and Freudian theory – is the understanding of addiction addressed? What do other Schools of psychoanalysis state about this problem? It is found that it is a field of constant publication in the Psychoanalytic literature that it is an increasing clinical phenomenon and that continuous investigation is required in this field.El presente artículo contribuye a la comprensión de la problemática de las adicciones a partir de los planteamientos teóricos del psicoanálisis. Para ello, se revisaron las posiciones del psicoanálisis freudiano, lacaniano y otras corrientes psicoanalíticas respondiendo a las siguientes preguntas de investigación: ¿Cómo se comprenden las adicciones desde un marco de referencia psicoanalítico?, ¿Cómo desde la teoría freudiana y la teoría lacaniana se aborda la comprensión de la adicción?, ¿Qué plantean otras corrientes del psicoanálisis sobre ésta problemática? Se encontró que es un campo de constante publicación de literatura psicoanalítica, que es un fenómeno clínico en aumento y que se requiere de investigación continua
Jorg Frommer - One of the best experts on this subject based on the ideXlab platform.
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contemporary perspectives on psychosomatics in germany a commentary on karen gubb s paper psychosomatics today a review of contemporary theory and practice
Psychoanalytic Review The, 2013Co-Authors: Jorg FrommerAbstract:Karen Gubb's (2013) review focuses on contemporary developments in Psychoanalytic theory and practice in relation to psychosomatics, starting with some historical remarks, and Paris School with the Attachment approach. This paper examines the question of how the German scene fits into the issues raised in Gubb's discussion. From a historical point of view, psychosomatic thinking had already come into existence at the beginning of the twentieth century in internal medicine, influenced not only by Freud's ideas, but also by holistic philosophical approaches, anthropology, and semiotic systems theory as well. Psychosomatics is still under the influence of psychodynamic thinking, but as a required subject for all medical students, it is currently more involved in inpatient treatment settings than in psychoanalyses in the classical couch setting. Research projects using standardized questionnaires, neuroimaging, and other empirical methods have also proved that these treatments are as effective as therapy based on Psychoanalytic concepts like alexithymia or the Attachment approach. In addition, qualitative methods have been implemented to grasp the fine-grained conscious and unconscious processes in the inner life of patients and in the verbal and nonverbal interaction phenomena of therapies. To sum up: Recent developments in Psychoanalytic theory, which begin to overcome the differences among Psychoanalytic Schools in favor of re-erecting a common Psychoanalytic understanding like that demonstrated in Gubb's article, fit together in bridging the gap between insights from classical psychoanalyses and results from empirical research.
Banegas, Darío Luis - One of the best experts on this subject based on the ideXlab platform.
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Philosophical tenets of action research in education
'Oxford University Press (OUP)', 2020Co-Authors: Villacañas De Castro, Luis Sebastián, Banegas, Darío LuisAbstract:The juxtaposition of action and research conveys a sense of the richness and complexity of action research, yet it does not entirely translate its nuanced and sophisticated philosophy. In turn, an understanding of this philosophy is crucial for grasping action research’s radical originality. In this context at least, it may be more accurate to define action research by drawing on the term practice, even though it does not form part of the basic conceptual pair. Not only does practice make it easier for us to trace the constellation of philosophical influences behind the theory and practice of action research—from pragmatism to postmodernism, including Greek philosophy and Marxist and Psychoanalytic Schools of thought—but also to identify where these influences end and action research emerges as the bearer of a nontransferable view. Beyond this, at the heart of action research lies a structural affinity with singular social practices, which are its key ontological sites—that is, the context where action research in each case fills its epistemological and ethical dimensions with meaning. What kind of knowledge does action research aim to produce? What behaviors do action researchers engage in? Compared to other research paradigms in the social sciences— the field of education included—the specific quality of action research has to do with how its epistemological and ethical dimensions are shaped not from without but from within any given social practice. This is the key to its specific ecology. In action research, the epistemological and ethical realms do not stand beyond or above the situated social practices, with their values, principles of procedure, knowledges, and discourses, including their own literacies and modalities—in short, their own internal cultures. Action research conceives and presents itself as a rational and systematic way for members of the different social practices to build and rebuild their own epistemologies and ethics precisely by drawing on, and selecting from, their own internal cultures. How does this ecological perspective translate itself in education? Education is one of the key areas in which action research is generally applied, together with welfare and healthcare. Yet apart from the specific use of action research by educators, action research carries within itself a specific educational philosophy (and a political philosophy as well) which underlies its application, regardless of the specific social practice in which it takes place. In the same way that action research is politically democratic, educationally speaking action research is participatory, meaning that learning, improvement, or development can only be realized through a self-determining process in which people act and research freely upon and among themselves. This is precisely what action research facilitates in the different social practices. Action research is always educational, whether one develops it in education, welfare, or healthcare. As a result, action research has contributed a clear-cut pedagogical model that some critical educators have already imported to their own educational institutions and practices: youth participatory action research
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Philosophical tenets of action research in education
'Oxford University Press (OUP)', 2020Co-Authors: Villacañas De Castro, Luis Sebastián, Banegas, Darío LuisAbstract:The juxtaposition of action and research conveys a sense of the richness and complexity of action research, yet it does not entirely translate its nuanced and sophisticated philosophy. In turn, an understanding of this philosophy is crucial for grasping action research’s radical originality. In this context at least, it may be more accurate to define action research by drawing on the term practice, even though it does not form part of the basic conceptual pair. Not only does practice make it easier for us to trace the constellation of philosophical influences behind the theory and practice of action research—from pragmatism to postmodernism, including Greek philosophy and Marxist and Psychoanalytic Schools of thought—but also to identify where these influences end and action research emerges as the bearer of a nontransferable view. Beyond this, at the heart of action research lies a structural affinity with singular social practices, which are its key ontological sites—that is, the context where action research in each case fills its epistemological and ethical dimensions with meaning. What kind of knowledge does action research aim to produce? What behaviors do action researchers engage in? Compared to other research paradigms in the social sciences—the field of education included—the specific quality of action research has to do with how its epistemological and ethical dimensions are shaped not from without but from within any given social practice. This is the key to its specific ecology. In action research, the epistemological and ethical realms do not stand beyond or above the situated social practices, with their values, principles of procedure, knowledges, and discourses, including their own literacies and modalities—in short, their own internal cultures. Action research conceives and presents itself as a rational and systematic way for members of the different social practices to build and rebuild their own epistemologies and ethics precisely by drawing on, and selecting from, their own internal cultures. How does this ecological perspective translate itself in education? Education is one of the key areas in which action research is generally applied, together with welfare and healthcare. Yet apart from the specific use of action research by educators, action research carries within itself a specific educational philosophy (and a political philosophy as well) which underlies its application, regardless of the specific social practice in which it takes place. In the same way that action research is politically democratic, educationally speaking action research is participatory, meaning that learning, improvement, or development can only be realized through a self-determining process in which people act and research freely upon and among themselves. This is precisely what action research facilitates in the different social practices. Action research is always educational, whether one develops it in education, welfare, or healthcare. As a result, action research has contributed a clear-cut pedagogical model that some critical educators have already imported to their own educational institutions and practices: youth participatory action research.The juxtaposition of action and research conveys a sense of the richness and complexity of action research, yet it does not entirely translate its nuanced and sophisticated philosophy. In turn, an understanding of this philosophy is crucial for grasping action research’s radical originality. In this context at least, it may be more accurate to define action research by drawing on the term practice, even though it does not form part of the basic conceptual pair. Not only does practice make it easier for us to trace the constellation of philosophical influences behind the theory and practice of action research—from pragmatism to postmodernism, including Greek philosophy and Marxist and Psychoanalytic Schools of thought—but also to identify where these influences end and action research emerges as the bearer of a nontransferable view. Beyond this, at the heart of action research lies a structural affinity with singular social practices, which are its key ontological sites—that is, the context where action research in each case fills its epistemological and ethical dimensions with meaning. What kind of knowledge does action research aim to produce? What behaviors do action researchers engage in? Compared to other research paradigms in the social sciences—the field of education included—the specific quality of action research has to do with how its epistemological and ethical dimensions are shaped not from without but from within any given social practice. This is the key to its specific ecology. In action research, the epistemological and ethical realms do not stand beyond or above the situated social practices, with their values, principles of procedure, knowledges, and discourses, including their own literacies and modalities—in short, their own internal cultures. Action research conceives and presents itself as a rational and systematic way for members of the different social practices to build and rebuild their own epistemologies and ethics precisely by drawing on, and selecting from, their own internal cultures. How does this ecological perspective translate itself in education? Education is one of the key areas in which action research is generally applied, together with welfare and healthcare. Yet apart from the specific use of action research by educators, action research carries within itself a specific educational philosophy (and a political philosophy as well) which underlies its application, regardless of the specific social practice in which it takes place. In the same way that action research is politically democratic, educationally speaking action research is participatory, meaning that learning, improvement, or development can only be realized through a self-determining process in which people act and research freely upon and among themselves. This is precisely what action research facilitates in the different social practices. Action research is always educational, whether one develops it in education, welfare, or healthcare. As a result, action research has contributed a clear-cut pedagogical model that some critical educators have already imported to their own educational institutions and practices: youth participatory action research
