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Beatrice Astrid Tedoldi MSc.
Psychologist specialized in psychotherapy FSP, federally recognized psychotherapist
Learn more about my psychotherapy method
Psychotherapy is an approach to treating mental health problems through discussions with a psychologist, psychiatrist or other mental health care provider. It is also called talk therapy, counseling, psychosocial therapy or simply therapy.
During psychotherapy, you will learn more about your specific problems and how your thoughts, emotions and behaviors affect your mood. Talk therapy helps you learn how to take control of your life and respond to difficult situations with healthy coping skills.
Postrationalist cognitive psychotherapy
The Academy of Postrational Psychotherapy (Non-Classical Cognitive Approach) was founded in the late 1980s with a set of coherent hypotheses. It is an academy that emerges from contemporary psychotherapy and develops various areas and makes a strong contribution to theoretical and clinical psychotherapy. This academy has shown the same development as all other schools of psychotherapy, as well as the same difficulties and solutions. In this article we would like to show some trends that lack epistemological, theoretical, methodological and coherence, since these trends do not allow refutation, which is the basic premise of Vittorio Guidano's Academy. Finally, we emphasize how important it is in psychotherapy these days, to apply coherent methodological and conceptual positions based on research.
Learning and development: a post-rationalist approach
The constructivist perspective has shed new light on the conception of psychopathology and the practice of psychotherapy and has overcome the shortcomings of behaviorism and rationalist cognitive thinking by abandoning the empirical principle of association. In this area, Vittorio Guidano introduced the post-rationalist cognitive model, which is influenced by the binding theory, evolutionary epistemology, complex systems theory and the predominance of abstract mental processes proposed by Hayeck. Guidano sees the personal system as a self-organized unit in constant evolution. The role of the postrationalist therapist is to strategically unbalance the system and look for newer and more flexible ways to construct personal experiences.
360-degree view. It is breaking down an experience into a sequence of scenes. It is like watching a movie “frame by frame”. This gives you an overview of the situation. Reduction. The next step is to determine the sensory and emotional details that occur in each of the defined scenes. It is like looking at each fragment of experience “with a magnifying glass”. Reinforcement. After each scene has been described in as much detail as possible, the sequence is reconstructed. In this way, the person sees a different image than the one initially perceived and is able to find the common thread.
There are three main processes that characterize the functioning of memory. These processes are encoding, storage and retrieval
How does memory work? In its simplest form, memory describes the ongoing process of storing information for a longer period of time. It is an integral part of human perception because it allows people to remember and use past events to structure their understanding and behavior in the present. Memory also provides a framework for individuals to understand the present and the future. Therefore, memory plays a crucial role in teaching and learning. There are three main processes that characterize how memory works. These processes are encoding, storage, and retrieval (or recall).
Encoding.
Encoding describes the process by which information is learned. This means how information is recorded, understood, and modified to better support storage (which you will see in section 3.1.2). Information is generally encoded by one (or more) of the following four methods:
(1) Visual encoding (how something looks);
(2) acoustic encoding (how something sounds);
(3) semantic encoding (what something means); and
(4) tactile encoding (how something feels). While information typically enters the memory system through one of these modalities, the form in which this information is stored may differ from its original encoded form (Brown, Roediger & McDaniel, 2014).
Storage.
Storage refers to how, where, how much, and for how long the encoded information is stored in the memory system. The modal model of memory emphasizes the existence of two types of memory: short-term and long-term memory. The encoded information is first stored in short-term memory and then, if necessary, in long-term memory (Roediger & McDermott, 1995). Atkinson and Shiffrin argue that acoustically encoded information is primarily stored in short-term memory (STM) and is retained there only through constant repetition (practice). Time and inattention can lead to forgetting of information stored in the STM. This is because short-term memory only lasts between 15 and 30 seconds. Furthermore, the STM only stores between five and nine pieces of information, with seven pieces being the average number. In this context, the term “pieces” refers to any piece of information. However, long-term memory has a huge storage capacity, and information stored in the LZG can be stored there indefinitely. Semantically encoded information is stored primarily in the LZG; however, the LZG also stores visually and acoustically encoded information. As soon as information is stored in the LZG or KZG, people must call or recall it to use it (Roediger & McDermott, 1995). It is this retrieval process that often determines how students perform tasks that are supposed to test memory.
Retrieval.
As mentioned above, retrieval is the process by which people access stored information. Because of their differences, information stored in KZG and LZG is recalled differently. While the KZG is recalled in the order in which it is stored (e.g. B. a continuous list of numbers), the LZG is recalled by association (e.g. B. if you remember where you parked your car by returning to the entrance through which you entered a shopping mall) (Roediger & McDermott, 1995).
Improving recall
Errors can occur during the retrieval of information, as this can be a reconstruction of memory. This reconstruction becomes necessary when stored information is lost over time due to decreasing memory. In 1885, Hermann Ebbinghaus performed an experiment in which he tested how well people remembered a list of nonsense syllables over longer periods. Based on the results of his experiment, he created the curve known today as the "Ebbinghaus" forgetting curve (Schaefer, 2015).
Through his research, Ebbinghaus concluded that the rate at which your memory (of recently learned information) fades depends both on how long it has been since your learning experience and how good your memory is. Some amount of memory loss is inevitable.
Living Beings, Coevolution, and Psychotherapy: The Legacy of Humberto Maturana
Humberto Maturana has had a major impact on the field of psychotherapy. Systemic and cognitive-constructivist approaches have largely or more explicitly adopted his theories, but from a broader perspective, the entire field could benefit from the rediscovery of such an important scientific background. Drawing on some of the main topics of Maturana's research and theories - such as autopoiesis, structural coupling, and consensual areas of knowledge -, this article aims to discuss some of the most current implications for psychotherapy today. A particular focus is on how some crucial research findings on the processes and outcomes of psychotherapy could be better understood, taking into account Maturana's teachings and the role of psychotherapy in our social and cultural world.