RE: [xmca] RE: mental health (psychology of art)

Cathrene,
 
I understand. I agree. I really don't have a three
dimensional view yet (I wonder if I can have one
someday)... I'm aware that I have quoted Vygotsky's
words in a "thinking by complex" (associative) way,
because I suposed a relation between "social technics
of feeling" (psychology of art) and "psychotechnics"
(Historical meaning of the crisis in psychology).
I guess I have a associative memory and a nomad
thinking, sometimes this is really not good. Excuse me.
I´m very grateful to you, and understand that you
was really patient with me. :) I wait your additional
important contribution,
 
Thank you very much.
 
Achilles.
Umuarama, July, 12 2008.
> Date: Sat, 12 Jul 2008 13:25:31 -0400> From: cconnery who-is-at ithaca.edu> Subject: Re: [Spam:***** ] RE: [xmca] RE: mental health> To: xmca who-is-at weber.ucsd.edu> > Dear Achilles,> Thanks for the e-mail. I have found that sometimes it is difficult to get> to the core of what Vygotsky is saying because he is very circular in his> thinking and the development of his concepts tends to spiral across his> writing process. Therefore, I have learned move from whole to part ehen> interpreting his work. The passages you have found below are strong ones,> however, they do not help one to achieve a three dimensional view of what> he was talking about.> > Vygotsky's theory of art was more of a theory of emotion than anything. > I'm not at the office right now, but as soon as I return, I will forward> you a draft of a paper of mine that reviews the work as well as a> powerpoint. I'm surrently in the middle of rewriting the book review, but> if you can be patient with me, I should have somethng more solid to send> you by Wednesday.> > Have a great day!> cathrene> > Cathrene,> >> > Yes, very important. I'm interested in Vygotsky's theory of art.> > I must organize me and study his dissertation carefully...> > In Portuguese I find: "a idéia central da psicologia da arte é (...)> > o reconhecimento da arte como técnica social do sentimento"> > (Vygotsky, 2000, Psicologia da Arte, São Paulo, Martins Fontes)> > maybe something like = "the central idea of the psycholgoy of art> > is (...) the ackonwlegement of art as social technique of feeling"> >> > But in English the translation is something different:> >> > "The central idea of the psychology of art is (...) the> > acknowledgement in art of the social> > techniques of emotions".> > http://www.marxists.org/archive/vygotsky/works/1925/preface.htm> >> > "social techniques of emotions" IN art...> > or> > Art AS "social technique of feeling"...> >> > I don´t see the Russian...> >> > I'm realy interested in these "social techiniques"...> > But I don't know yet what precisely means "technique",> > because Greek "Tekhné" was "art" too... perhaps like> > a "know-how" or "savoir-faire", not necessarily like> > mechanical or unmediated skills, I supose.> >> > What do you think about this> > "central idea of the psychology of art"?> >> > Achilles,> > Umuarama, July 12, 2008> >> >> >> >> >> Date: Fri, 11 Jul 2008 22:55:02 -0400> >> From: cconnery@ithaca.edu> >> Subject: RE: [xmca] RE: mental health> >> To: xmca@weber.ucsd.edu> >>> >> Hi Achilles, Mike, and others,> >> You might be interested in playing around with Vygotsky's theory of art> >> as> >> a means of individual and collective catharsis in from his dissertation> >> The Psychology of Art. I agree with Mike that the use of multiple> >> mediational means can enhance and enrich people's consiousness and> >> health.> >> Best,> >> Cathrene> >>> >>> >> Achilles asks:> >> > Can we really creat semiotical means to produce better mental health> >> to> >> > people? Or this kind of a goal is a mistake like possible Vygotsky´s> >> or> >> > perhaps some Vygotsky's followers' mistakes about 'social> >> engeneering'?> >> >> >> > I would say YES to the first question. I'll take a shortcut and paste> >> > something in below from a book I've coauthored about The Discourse of> >> > Character Education (Erlbaum, 2005, with Joel Taxel). It draws on the> >> > dissertation of Leslie Cook, who looked at young women with depressive> >> > disorders and the mediational means they use to make sense of their> >> lives.> >> > My apologies for the length of the following excerpt.> >> >> >> >> >> > Mental Health and Character Education> >> > We have briefly expressed our concern that the issue of mental health> >> is> >> > virtually absent from discussions about character education. Yet many> >> > students who come to school with a mental health problems are treated> >> as> >> > discipline problems of the sort measured as indexes of low character> >> in> >> > the proposals we have studied. We believe that it is important for> >> any> >> > character education initiative to recognize and account for mental> >> health> >> > in its conception of good character, both for those with nonnormative> >> > makeups and those with whom they interact.> >> > Mental health is the elephant in the character education closet. The> >> > World Health Organization (2001) reports that about 7.5 million> >> children> >> > in the U. S.—12% of all children under 18—have mental disorders,> >> > nearly half of which lead to serious disability. Jamison (1997) found> >> > that 20% of high school students had seriously considered committing> >> > suicide during the year prior to his study, with most having drawn up> >> a> >> > suicide plan; suicide is the #3 cause of death of teenagers between 15> >> > and 19 years of age, often following from a depressive disorder. Yet> >> > most parents and teachers feel that mental health issues are poorly> >> > addressed in schools (Dowling & Pound, 1994; Rappaport & Carolla,> >> 1999),> >> > many teachers have little understanding of how to recognize or respond> >> to> >> > students with mental health problems (Madison, 1996), and only> >> recently> >> > has mental health been identified as a reason to develop an Individual> >> > Education Plan (IEP) for students.> >> > These widespread misunderstandings have resulted in many such> >> students> >> > being regarded as troublesome or lacking character in schools. Yet,> >> as> >> > reporter Anne Imse (1999) wrote following the Columbine school> >> shooting> >> > tragedy,> >> > Even teens as dangerously troubled as Eric Harris stand a good chance> >> of> >> > slipping through the cracks in Jefferson County and across Colorado,> >> > failing to get badly needed mental health care. There are serious> >> > roadblocks to getting treatment for sick kids [including]> >> > • State prohibitions against law enforcement agencies telling> >> schools> >> > about a problem kid unless there's a conviction;> >> > • Schools worrying about being saddled with psychiatric bills if> >> they> >> > recommend treatment, or even being sued;> >> > • Not enough money earmarked for counselors and counseling for the> >> > state's youth.> >> > So, even though Jefferson County school officials have become more> >> > sensitive to kids' mental states . . . they remain hamstrung about> >> > arranging treatment. "We have no place to go with them," said Clark> >> > Bencomo, a counselor at Green Mountain High School. "All we can do is> >> > suspend or expel." "We are oftentimes reduced to putting a kid in a> >> place> >> > where they're safe, but it's not the right program," added Kay Cessna,> >> > intervention services director for Jefferson County schools. "There> >> are> >> > not enough places." [One parent of a child with disabilities> >> complained],> >> > "They don't have the time, the manpower, and they don't get it."> >> > (http://denver.rockymountainnews.com/shooting/0516ment2.shtml)> >> > Cook (2004) finds this problem occurring in other states as well,> >> > reporting that students with mental health problems are often put in> >> > special education programs or disciplined when they act out, either as> >> a> >> > consequence of their makeup (e.g., a child with Tourette’s> >> syndrome’s> >> > involuntary profanity) or in response to the taunting they face from> >> their> >> > peers.> >> > Yet a mental health professional would surely argue that the problem> >> is> >> > not a lack of character and the solution is not to punish students> >> with> >> > mental health problems. Rather, a broader understanding of mental> >> health> >> > among students and faculty—the sort of attention to climate we found> >> in> >> > the states from the Upper Midwest—would contribute to a more> >> > sympathetic and less punitive environment for such students in school.> >> > Indeed, Damasio (1994) argues in his somatic-marker theory against the> >> > classic Cartesian mind/body binary, instead positing that brain and> >> body> >> > are integrally related not just to one another but to the environment.> >> A> >> > change in the environment, he finds, may contribute to changes in how> >> a> >> > person processes new information (cf. Luria, 1979; Pert, 1997); that> >> is,> >> > in response to developments in the surroundings, the brain will encode> >> > perceptions in new kinds of ways.> >> > Conceivably, then, changes in school climate can contribute to the> >> > emotional well-being of students whose mental makeup falls outside the> >> > normal range. The therapy for such students is still widely debated.> >> > While medication and counseling have benefited many with nonnormative> >> > makeups in their relationships with others, the medical model has been> >> > criticized because it assumes that a normative mental state is best> >> for> >> > all. This criticism frequently comes up in debates about whether> >> > medications for Attention Deficit Disorder are prescribed too often> >> for> >> > any students who have difficulty focusing in school. Some argue that> >> > prescribing such medications is designed more to increase the comfort> >> > levels of those around such students than to help those students> >> > themselves.> >> > The jury is still out concerning the question of whether people with> >> such> >> > diagnoses are sick and in need of medicine. Cook (2004) argues that> >> > relying simply on medication and counseling is inadequate; that a> >> broader> >> > environmental change that enables an understanding and tolerance of> >> > difference, and gives young people tools for managing their> >> difference, is> >> > essential to helping young people construct positive lives for> >> themselves> >> > and in turn contribute to a more humane society. Taking a punitive> >> > approach to difference, she argues, is regressive and only makes life> >> more> >> > fragile for those characterized as different and more emotionally and> >> > cognitively unhealthy for those who surround them.> >> >> >> > _______________________________________________> >> > xmca mailing list> >> > xmca@weber.ucsd.edu> >> > http://dss.ucsd.edu/mailman/listinfo/xmca> >> >> >>> >>> >> _______________________________________________> >> xmca mailing list> >> xmca@weber.ucsd.edu> >> http://dss.ucsd.edu/mailman/listinfo/xmca> >> > _________________________________________________________________> > Confira vídeos com notícias do NY Times, gols direto do Lance,> > videocassetadas e muito mais no MSN Video!> > http://video.msn.com/?mkt=pt-br_______________________________________________> > xmca mailing list> > xmca@weber.ucsd.edu> > http://dss.ucsd.edu/mailman/listinfo/xmca> >> > > _______________________________________________> xmca mailing list> xmca@weber.ucsd.edu> http://dss.ucsd.edu/mailman/listinfo/xmca
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Received on Sat Jul 12 17:56 PDT 2008