Readers should note that the paper below - penned by one of the journal's editorial panellists - is being published with the aim of stimulating debate around the issue of using a phenomenological research paradigm in the study of education leadership. This is especially important in view of the multiple methodologies that are prevalent within the broad scope of the social sciences and, equally important, the seemingly ever-changing methodological scenarios that do not necessarily usher in any paradigmatic changes. Reader response (...) is encouraged in the hope that a special issue dealing with Phenomenology in Education can be published in the short to medium term. [Editor's note] Indo-Pacific Journal of Phenomenology , Volume 4, Edition 1 July 2004. (shrink)

Existential psychotherapy places pivotal significance upon the inter-relational aspects of human experience. By so doing, the therapeutic relationship itself becomes the principal means through which the client’s presenting symptoms and disorders are disclosed as direct expressions and outcomes of the client’s overall “way of being” rather than as isolated and disruptive impediments. At the same time, existential therapy emphasises the actual relationship that emerges between psychotherapist and client and argues that it is via the contrast and comparison of this lived (...) experience with that of their ‘wider world’ experience that clients can find the means to reconsider and reconstruct their “ways of being”. This paper seeks to demonstrate that, as well as their shared aims and methods of enquiry, it is the mutual emphasis upon inter-relatedness as a foundational value for human enquiry that reveals substantive and intriguing points of connection between existential psychotherapy and phenomenological enquiry. The paper furthermore argues that existential psychotherapy might best be viewed as a clearly formulated expression of phenomenological enquiry. (shrink)

This article identifies and explores the realm of ‘social nothingness’: objects, people, events and places that do not empirically exist, yet are experienced as subjectively meaningful. Taking a phenomenological approach, I investigate how people perceive, imagine and reflect upon the meanings of unlived experience: whatever is significantly not present, never appeared or cannot happen to them. These ‘negative symbolic social objects’ include no-things, no-bodies, non-events and no-where places: for example, rejected roles, unpursued careers or absent people. Reversing some key concepts (...) from phenomenology, I examine the process of ‘negative noesis’ in three aspects. ‘Negative intentionality’ describes people’s motivational stance towards absent things, such as feelings of missing, wishing, haunting, avoidance or surrender. ‘Negative embodiment’ is the corporeal grounding of negational acts, through experiences of impairment, incapacity, severance, disturbance and decline. ‘Negative temporality’ describes the recognition of past or future impossible selves and their place within biographical identity stories. (shrink)

The purpose of this inquiry is to explore the experience of Borderline Personality Disorder with the aim of developing a more liberating approach to its diagnosis and treatment. Eight participants diagnosed with Borderline Personality Disorder were recruited from a psychiatric hospital operated by the Surrey and Borders NHS Trust and an outpatient daycentre based in London, United Kingdom. A narrative approach to methodology was employed to collect and analyse the participants’ life-stories. Themes to emerge from the participant’s narratives were found (...) to coincide with R.D. Laing’s concept of ontological insecurity. Ontological insecurity describes a number of aspects of the participant’s distress. To conclude, some general implications of this research for psychotherapy are briefly explored. (shrink)

Promoting recovery has become more and more important in the care of patients with severe mental disorders such as psychosis. Recovery is a personal process of growth involving hope, self-identity, meaning in life, and responsibility. Obviously, these components pertain, at least in part, to a psychotherapeutic care perspective. Yet, up to now, recovery has mainly been taken into account in transforming health services and as a general framework for supportive therapy. Existential phenomenology abdicates a theoretical stance and considers issues such (...) as death anxiety, isolation, responsibility, and meaning. Thus, it is likely to provide some insight into the psychotherapeutic aspects of recovery. Furthermore, existential psychotherapy allows powerful insights for adopting a recovery-oriented attitude and to provide useful themes for discussing issues allowing patients to gain meaning and hope. This paper describes these elements to give clinicians insights into this complex topic. (shrink)

Based on the findings of research conducted as part of a doctoral study aimed at obtaining an understanding of what it means to be an assessor in higher education, this paper outlines the experience of an individual lecturer at a South African university and describes the meaning he makes of his practice as an assessor within the context of a changing understanding of the nature and purpose of higher education. Making a case for personal agency and innovation as critical qualities (...) in the assessment endeavour, the researcher suggests that, in contrast to a view of education increasingly focused on standardization, accountability and outcomes, student assessment is essentially a human encounter in which the humanity and emotions of both lecturer and student need to be acknowledged. (shrink)

The aim of this article is to describe the phenomenon of male rape from the victims’ perspectives. The methodology employed relied on transcendental phenomenology in order to create the rich descriptions of the lived experiences of three male survivors of rape. From the descriptions elicited from the formulation of an open-ended question, it was discovered that the phenomenon of male rape has a dominant structure that is related to the destruction and reconstruction of the masculine self. The research also revealed (...) several textural themes that include the characteristics of the assault, treatment and support that victims receive, the effects of the assault on the self, disclosure, the learning and life changes brought about by the assault, the victims’ feelings towards their assailants and the effect of the assault on the victims’ relationships. This study hopes to facilitate further descriptive research on the phenomenon of male rape in order that greater knowledge be gleaned and applied regarding its prevention and healing processes. (shrink)

Starting high school can be a challenging but also exciting time for students. The focus of this paper lies with students' experiences of transition into secondary school. Sixteen students from one government school in New South Wales kept a journal for their first ten weeks in high school as a way of recording their experiences. Their journal entries were studied utilising a phenomenological psychological approach following Giorgi (1985a, 1985b ). The aim of this research approach is to produce clear and (...) accurate descriptions of a particular aspect of human experience ( Polkinghorne, 1989 ) in order to reveal the essential structure of the phenomenon under investigation. Emerging from the study were seven themes about transition: the pivotal role of peers in helping or hindering settling into high school; the place of school support through programs and activities; the challenges of new procedures; different types of learning activities; feelings of confidence and success that can enhance transitional experiences; the place of homework in the academic curriculum; and the role of teachers in affecting student integration into high school. The paper concludes by raising some important issues and implications for school based practitioners. (shrink)

This research was motivated by the author’s personal experiences with various breathing methods as well as meaningful breathing experiences reported by clients, colleagues and friends. The meaning of breathing is discussed in relation to consciousness, bodiliness, spirituality, illness prevention and health promotion. Experiencing the meaning of breathing is to experience more meaning in life itself. Experiential vignettes confirm that breathing skills may be regarded as an original method of survival, energy control, improving quality of life, preventing illness and promoting health. (...) Indo-Pacific Journal of Phenomenology , Volume 6, Edition 1 May 2006. (shrink)

This paper discusses some of the ethical aspects in research in Adapted Physical Activity (APA). It indicates some of the ethical challenges related to the choice of research problem to be investigated, and the treatment of participants, not least when working with people who are in some ways in a more vulnerable life situation. Drawing also on experiences as a researcher with a disability, the challenges and potential benefits of involving people with disabilities in APA research is critically discussed.

This paper aims to explore the validity of phenomenology in the psychiatric setting. The phenomenological method - as a mode of research, a method of engagement between self and other, and a framework for approaching what it means to know - has found a legitimate home in therapeutic practice. Over the last century, phenomenology, as a philosophical endeavour and research method, has influenced a wide range of disciplines, including psychiatry. Phenomenology has enabled an enrichment of such practice through deepening the (...) way in which we can come to know the experiences of the other. This knowing-of-the-other is explored here within the context of psychiatric and clinica assessment. The question asked is: How best can we come to know those we work with? What method of engagement can be used to most completely come to understand and narrate the experiences of the individual, and how can this be applied in the context of an assessment aimed at psychiatric or psychological intervention? Elements of phenomenological praxis are presented as definitive of the most integral way of approaching the human subject. Husserlian and Heideggerian notions are explicated and related to phenomenological conceptions of intersubjectivity, in an effort to describe a phenomenology that can be used effectively within the psychiatric setting. Indo-Pacific Journal of Phenomenology , Volume 7, Edition 1 May 2007. (shrink)

Whilst individuals deal with divergent sorts of stimuli from the environment, they also tend to display some regularity in the way they respond to related patterns. These consistent responses can be conceptualised as cognitive schemas. A paramount component of Cognitive Behaviour Therapy (CBT) is the notion of cognitive schemas as they are a favoured point of therapeutic intervention. CBT as articulated by Beck in the 1960s owes intellectual acknowledgment to Merleau-Ponty and Heidegger and their notions of “atmosphere” and “clearing” respectively. (...) This essay explores the notion of cognitive schema and atmosphere as applied to emotional pathology. It suggests that the well-known influence that phenomenology had on existential psychology could be extended to empirical clinical psychology, like CBT. The strategy adopted in this paper is to use Dreyfus’ ontological and epistemological distinction in psychopathology and then make a similar distinction, albeit using different terminology, in the CBT tradition. Some empirical findings from the literature are examined which render support to the existence of cognitive schemas and their crucial contributory role in the aetiology and maintenance of emotional disorders. It is noted that some of the features of these cognitive schemas were espoused well before Beck by Merleau-Ponty and the phenomenological-existential tradition. Indo-Pacific Journal of Phenomenology , Volume 4, Edition 1 July 2004. (shrink)

The carer of the person with dementia is enjoined to maintain respect, and to reinforce this a bill of rights has been established . Of course, talk of rights does not guarantee respectful behaviour. In this paper it is argued that the discovery that the sufferer continues to be a person, with a unique lifeworld, can assist the carer to conform willingly to the demand that they act respectfully.The current research project makes central the idiographic description of the individual case.

The qualitative method of phenomenology provides a theoretical tool for educational research as it allows researchers to engage in flexible activities that can describe and help to understand complex phenomena, such as various aspects of human social experience. This article explains how to apply the framework of phenomenological qualitative analysis to educational research. The discussion within this article is relevant to those researchers interested in doing cross-cultural qualitative research and in adapting phenomenological investigations to understand students’ cross-cultural lived experiences in (...) different social educational contexts. (shrink)

The first step that I took in preparing myself to undertake what is in essence a piece of epistemological research was to divide the psychological therapies into two: the potentiality paradigm and the pathology paradigm. The former is based upon the potentiality model articulated by person-centred theorists like Dave Mearns and Brian Thorne, which is essentially a growth model, whilst the latter reflects a form of therapy that recognises people according to what may be considered ‘wrong with’ or ‘deficient about’ (...) them, such as operates in the disciplines of medicine and clinical psychology. The main focus of this piece of research was to determine the epistemology that is at work with what actually goes on in the practice of potentiality paradigm therapy. In order to achieve this, I set about identifying, reading, analysing and eventually coding the most epistemologically rich writings that I could find from mainstream authors on potentiality paradigm therapy from the professional and the academic literature. It became clear from this analysis that the heart of what was actually going on in the practice of potentiality paradigm therapy as articulated in these theoretical writings could be coded into three main discourses: an experiential discourse, a relational discourse and a hermeneutic discourse, each of which I have considered to represent an epistemological discourse for the purposes of this piece of research. My next question was to ask myself how these discourses set about articulating the potentiality paradigm with respect to the practice of the psychological therapies, and the answer came back that they articulated the potentiality paradigm best when they worked concertedly rather than discretely. Indeed, it soon became apparent that the human brain integrates and synthesises the data that it receives by way of these three central discourses, and so it seemed only appropriate that I should work towards expressing these findings by creating a qualitative meta-synthesis of these three discourses: the experiential, the relational and the hermeneutic, which is exactly what I did. The epistemological mechanism by which these three discourses are integrated and synthesised needs to reflect the way in which the human brain integrates and synthesises the data that it receives, and the name given to this epistemological mechanism is dialectical constructivism. This is included along with the three epistemological discourses – the experiential, the relational and the hermeneutic – in the creative and interpretive synthesis in which this piece of research culminates, and is followed by an illustrative worked example showing how these discourses articulate the potentiality paradigm – concertedly – with respect to the practice of the psychological therapies. One of the advantages of applying this meta-model to the way in which we look at potentiality paradigm therapy is that it may be used to free us up to practice in the more dialogical ways which have been becoming increasingly favoured by practitioners in recent times. With our view of potentiality paradigm therapy mediated by this meta-model, we may find it easier to traverse across what many practitioners have tended to view as theoretical boundaries. It could also be viewed as a move towards a more functional and less structural form of governance or regulation, as expressed by Mearns and Thorne. (shrink)