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Working with Underachieving Students in Higher Education: Fostering
Inclusion through Narration and Reflexivity presents an
international and interdisciplinary approach to the study of the
relationships between narrative devices and reflexivity in higher
education. Stemming from a collaborative European research project
called INSTALL (Innovative Solutions to Acquire Learning to Learn),
it focuses on an innovative model aimed at promoting personal
resources and reflective competencies in non-traditional,
disadvantaged and underachieving students. The book is divided into
three parts, with the first providing an exploration of the key
theoretical issues that formed the basis of the theoretical and
methodological approaches in the INSTALL Project. The second part
presents an innovative narrative methodology and discusses the most
significant phases of the training process and of the main
products. The third and last part provides a broad discussion of
higher education policies and of the need to encourage innovation
and reforms to improve the academic inclusion of underachieving
students. Chapters in the collection examine interventions in
Italy, Romania, Ireland and Spain, using a broad transnational,
intercultural and comparative approach, to consider narrative tools
using four channels: metaphoric, iconographic, writing, and the
body. This book provides theoretical insights and practical
methodologies which can be used to enhance quality teaching and
innovation, as well as to help adapt to diversity in higher
education. It will, therefore, be of key interest to academics,
researchers and postgraduate students in the fields of higher
education; sociology of education; education policy and politics;
cultural and developmental psychology; and narrative research, as
well as to those studying counselling, mentoring and coaching
Working with Underachieving Students in Higher Education: Fostering
Inclusion through Narration and Reflexivity presents an
international and interdisciplinary approach to the study of the
relationships between narrative devices and reflexivity in higher
education. Stemming from a collaborative European research project
called INSTALL (Innovative Solutions to Acquire Learning to Learn),
it focuses on an innovative model aimed at promoting personal
resources and reflective competencies in non-traditional,
disadvantaged and underachieving students. The book is divided into
three parts, with the first providing an exploration of the key
theoretical issues that formed the basis of the theoretical and
methodological approaches in the INSTALL Project. The second part
presents an innovative narrative methodology and discusses the most
significant phases of the training process and of the main
products. The third and last part provides a broad discussion of
higher education policies and of the need to encourage innovation
and reforms to improve the academic inclusion of underachieving
students. Chapters in the collection examine interventions in
Italy, Romania, Ireland and Spain, using a broad transnational,
intercultural and comparative approach, to consider narrative tools
using four channels: metaphoric, iconographic, writing, and the
body. This book provides theoretical insights and practical
methodologies which can be used to enhance quality teaching and
innovation, as well as to help adapt to diversity in higher
education. It will, therefore, be of key interest to academics,
researchers and postgraduate students in the fields of higher
education; sociology of education; education policy and politics;
cultural and developmental psychology; and narrative research, as
well as to those studying counselling, mentoring and coaching
The concept of health is a challenge of great complexity in terms
of theoretical, methodological and intervention within the
idiographic frame. Health cannot be considered an abstract
condition, but a means, a resource aimed at achieving objectives
that relate to the ability of people to lead their lives in a
productive way- individually, socially, and economically. Health is
a process that is not based on the definition of standards and
categories on the basis of which typifying the states of health.
Rather, it has to be considered a process, on a large scale and on
many entangled levels, aimed at generating a culture of the health
as a resource for individuals and communities and to promote skills
needed to transform these resources into developmental goals. The
notion of health, indeed, defined and interpreted in terms of
""state"" and not of process, meets the immediate paradox of being
an indicator of normativity by reason of which we risk a
proliferation of new and potentially infinite forms of
""deviation"". The approach of the idiographic sciences (see
previous volumes of the Yearbook Idiographic Science Series, by
same publisher IAP) considers that every psychological process (but
in general every process, from organic to the social and cultural
ones) is characterized by a contextual, situated and contingent
dynamics. That dynamics is always characterized by a never-ending
opening of its cycles and great variability. Conditions of
stagnation and hypostatization are characteristic of all forms of
disease (physical, mental and social) that sclerotize relational
links between people and their environments. Health is therefore a
process that presents oscillation in the same way of any
developmental process that has moments of crisis and rupture in
order to re-organize new forms of relationship with the social and
cultural environment. This book represent a fruitful way to deep
many cogent issues and to dialogue with an idiographic perspective
in order to discuss the concept of health, to define its cultural
meanings and possible polysemy (e.g., wellness, care, hygiene,
quality of life, resilience, prevention, healing,
deviation/normality, subjective potentiality for development,
etc.), its areas of pertinence and intervention (somatic,
psychological, social) trying to offer possible alternatives to the
""normalization"" of health and creating new incentives for the
reflection.
The concept of health is a challenge of great complexity in terms
of theoretical, methodological and intervention within the
idiographic frame. Health cannot be considered an abstract
condition, but a means, a resource aimed at achieving objectives
that relate to the ability of people to lead their lives in a
productive way- individually, socially, and economically. Health is
a process that is not based on the definition of standards and
categories on the basis of which typifying the states of health.
Rather, it has to be considered a process, on a large scale and on
many entangled levels, aimed at generating a culture of the health
as a resource for individuals and communities and to promote skills
needed to transform these resources into developmental goals. The
notion of health, indeed, defined and interpreted in terms of
""state"" and not of process, meets the immediate paradox of being
an indicator of normativity by reason of which we risk a
proliferation of new and potentially infinite forms of
""deviation"". The approach of the idiographic sciences (see
previous volumes of the Yearbook Idiographic Science Series, by
same publisher IAP) considers that every psychological process (but
in general every process, from organic to the social and cultural
ones) is characterized by a contextual, situated and contingent
dynamics. That dynamics is always characterized by a never-ending
opening of its cycles and great variability. Conditions of
stagnation and hypostatization are characteristic of all forms of
disease (physical, mental and social) that sclerotize relational
links between people and their environments. Health is therefore a
process that presents oscillation in the same way of any
developmental process that has moments of crisis and rupture in
order to re-organize new forms of relationship with the social and
cultural environment. This book represent a fruitful way to deep
many cogent issues and to dialogue with an idiographic perspective
in order to discuss the concept of health, to define its cultural
meanings and possible polysemy (e.g., wellness, care, hygiene,
quality of life, resilience, prevention, healing,
deviation/normality, subjective potentiality for development,
etc.), its areas of pertinence and intervention (somatic,
psychological, social) trying to offer possible alternatives to the
""normalization"" of health and creating new incentives for the
reflection.
The book deals with current issues, pertinent every healthcare
relationship. Changes in medicine as well as some constant aspects
over time arise within a cultural ground and generate new questions
and issues that are not only purely medical, but also bioethical,
social, political, economic and psychological of course. On the one
hand, changes in medicine generate new questions for society, on
the other hand, the society poses new questions to the medicine,
new challenges, and in some cases they can conflict with
consolidated models and practices. Never the progress of Western
medicine and its therapeutic practices have been as significant as
in the last decades but the increase of specific competence and
effectiveness of medical treatments are not linearly translated
into an increase of consensus, dialogue and alliance between
medicine and society. How does psychology take on a position of
interlocutor towards medicine and its transformations? How does
Cultural Psychology, Health Psychology, Clinical Psychology
confront themselves with the processes of meaning making generated
by medicine? The interest of the book is aimed to grasp the
construction of processes of cultural, relational and subjective
meaning in the dialogical encounter between medicine and society,
between doctor and patient. The book intends to focus in particular
on two specific plans: on the one hand, to present a reflection and
analysis on contemporary medicine and its on?going transformations
of the healthcare relationship; on the other hand, to presentand
discuss experiences of intervention and possible models of
intervention addressed to healthcare and doctor?patient
relationships during its crucial steps (consultation, formulation
and communication of diagnosis, therapy, conclusion). The book's
purposes are aimed to discuss crucial and current issues on the
borders between medicine and psychology: consensus and sharing,
decision?making and autonomy, subjectivity and narration, emotions
and affectivity, medical semeiotics and cultural semiotics,
training of physicians, and epistemological, theoretical and
methodological issues.
The book deals with current issues, pertinent every healthcare
relationship. Changes in medicine as well as some constant aspects
over time arise within a cultural ground and generate new questions
and issues that are not only purely medical, but also bioethical,
social, political, economic and psychological of course. On the one
hand, changes in medicine generate new questions for society, on
the other hand, the society poses new questions to the medicine,
new challenges, and in some cases they can conflict with
consolidated models and practices. Never the progress of Western
medicine and its therapeutic practices have been as significant as
in the last decades but the increase of specific competence and
effectiveness of medical treatments are not linearly translated
into an increase of consensus, dialogue and alliance between
medicine and society. How does psychology take on a position of
interlocutor towards medicine and its transformations? How does
Cultural Psychology, Health Psychology, Clinical Psychology
confront themselves with the processes of meaning making generated
by medicine? The interest of the book is aimed to grasp the
construction of processes of cultural, relational and subjective
meaning in the dialogical encounter between medicine and society,
between doctor and patient. The book intends to focus in particular
on two specific plans: on the one hand, to present a reflection and
analysis on contemporary medicine and its on?going transformations
of the healthcare relationship; on the other hand, to presentand
discuss experiences of intervention and possible models of
intervention addressed to healthcare and doctor?patient
relationships during its crucial steps (consultation, formulation
and communication of diagnosis, therapy, conclusion). The book's
purposes are aimed to discuss crucial and current issues on the
borders between medicine and psychology: consensus and sharing,
decision?making and autonomy, subjectivity and narration, emotions
and affectivity, medical semeiotics and cultural semiotics,
training of physicians, and epistemological, theoretical and
methodological issues.
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