Pandemic and return

Ofelia Desatnik Miechimsky

2022, Number 3

<< Back

Rev Elec Psic Izt 2022; 25 (3)

Pandemic and return

Desatnik MO

Full text

How to cite this article

Language: Spanish
References: 18
Page: 1195-1215
PDF size: 323.88 Kb.

ABSTRACT

The purpose of this paper is to promote a reflexive stand about the impact that the COVID pandema has had in our lives, in the individual and social dimensions. We emphasize the educational experience, specifically, in the training of systemic family therapists, as well as in the attention of consultants as therapists. We focus on the therapeutic and educational experience in relation with expectations about the continuum from change to permanence of situations that we have been living. We also focus at the transition of family therapists students, supervisors and consultants, through this stages. The sharing of social construction meanings, as well as the recognition of systemic relationships, through Social Constructivism, Systemic and Cibernetic persepctives, lead us to the analysis of our activities as therapist, involved in training processes as well as in their clinical practice, where we coparticipate in shared processes. The understanding or these experiences can lead us to perceive and to anticípate changes that we see as imposible, or difficult, to stop, even though we have intense feelings about returning to the initial conditions, before the pandemia. This analysis can contribute to educational processes characterized by colaboration, dialogue and attention of the person of the therapist.

REFERENCES

Bateson, G. (1991). Pasos hacia una ecología de la Mente. Madrid: Planeta.
Bertrando, P. (2015). Emotions and the therapist: A Systemic-dialogical approach.London: Kamak Books.
Bertrando, P. y Toffanetti, D. (2003). Historia de la Terapia Familiar: Lospersonajes y las ideas. Barcelona: Paidós.
Byung Cul Han. (2010). La sociedad del Cansancio. Barcelona: Herder.
Carter, B.E. y McGoldrick, M.E. (1988). The changing family life cycle: Aframework for family therapy. New York: Gardner Press.
Castillo, V, M.I. y Piper, S.I. (1996). Jóvenes y Procesos Migratorios: Nosotrosperdimos la patria, ¿quedará siempre esa ausencia? Chile: ILAS.
Desatnik, O. (2010). Las Relaciones Escolares: Una visión sistémica. México:Castellanos Eds.
Desatnik,O., Franklin, A.,Rubli, R.(2001). Visiones, re-visión y super-visión delproceso de supervisión. Psicoterapia y Familia, 15 (1), 47-56.
Díaz Pontones, M., Ariosto, M.L. (2010). Significados, creencias, percepciones yexpectativas, de la formación universitaria de los estudiantes en situaciónde reclusión. Informe de Investigación. UACM, Programa de EducaciónSuperior para Centros de Readaptación Social del DF. PESCER
Gergen, K.J. (1996). La Construcción Social, emergencia y potencial. En M.Pakman (comp.). Construcción de la experiencia humana Vol.1. Madrid:Gedisa.
Gergen, K. (2005). La comunicación terapéutica como relación. SistemasFamiliares, 21, (1-2), 119-135.
Hoffman, L. (1987). Fundamentos de Terapia Familiar. México: Fondo de CulturaEconómica.
Homero. (1987). La Odisea. México: Espasa Calpe Mexicana Colección Austral.
Keeney, B. (1987). Estética del cambio. Buenos Aires: Paidós.
Lini, C. y Bertrando, P. (en prensa). Situarse: Posicionamiento y emociones enterapia sistémica. https://es.scribd.com/document/427637534/6.
Minuchin, S. (1989). Familiar y Terapia Familiar. México: Gedisa.
Morin, E. (1990). Introducción al pensamiento complejo. Barcelona: Gedisa
White, M. (2002). Reescribir la vida. Barcelona: Gedisa.