PROGRAM AND

SCHEDULE

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This program is indicative and can be subject to changes 

Click on the underlined text (links) for details

 

Wednesday June 26th

15:00 - 21:30

Touristic activities

Thursday June 27th

9:00 - 11:00

Pre-conference Dialogue Spaces

(Program Directors’ Workshops)

11:00 - 11:30 Coffee Break

11:30 - 13:30 

Pre-conference Dialogue Spaces

(Program Directors’ Workshops)

15:00 - 16:30

REGISTRATION

16:30 - 18:30

Conference Opening

University Officials

Harlene Anderson & Pavel Nepustil

Plenary session

Keynote: Harlene Anderson, "Speak little, listen to much and keep your aims on mind"

18:30 - 21:00

Opening Reception 

Friday June

28th

9:00 - 9:15

Opening/

announcements

9:15 - 10:00

Plenary Session

Keynote: Ann Cunliffe

10:00 - 10:15

Move into your groups

10:15 - 11:00

Plenary Reflections

(by language groups)

11:15 - 11:30

Coffee Break

11:45 - 13:15

Dialogue Spaces &

TAD Talks

13:30 -14:30

Lunch

14:30 -16:00

Dialogue Spaces &

TAD Talks

16:00 - 16:30

Coffee break &

POSTERS sessions

16:30 - 18:00

Dialogue Spaces &

TAD Talks

18:00 - 21:30

Social/ touristic activities

Saturday June 29th

9:00 - 10:45

Dialogue with Mary Gergen

Dialogue with Harlene

Anderson & Bill Madsen

Dialogue with Ann Cunliffe

10:45 - 11:00

Coffee break

11:00 - 12:30

Dialogue Spaces &

TAD Talks

12:30 - 14:00

Lunch

14:00 - 15:30

Dialogue Spaces &

TAD Talks

15:30 - 15:45

Break

15:45 - 17:15

Dialogue Spaces &

TAD Talks

17:15 - 17:45

Coffee break &

POSTERS sessions

17:45 - 18:45

Plenary session

Keynote: Kenneth Gergen

Questions/comments

19:15 - 21:30

Closing reception

Sunday June 30th

9:00 - 12:00

Touristic activities

 

Pre-conference Dialogue Spaces

(Program Directors' Workshops)

Thursday, June 27, from 9:00 to13:30

Each workshop will be offered twice from 9:30 am -11 am and 11:30am - 1:00pm. During registration please select 2 tickets of the pre-conference workshop to attend both workshops

En un contexto predominado por ofertas de formación y acompañamiento terapéutico desde la búsqueda de certezas (diagnósticos), técnicas y respuestas inmediatas; nos preguntamos cómo facilitamos y promovemos -desde una ética relacional-, las premisas colaborativas que nos invitan a convivir con la incertidumbre, valorar la generación conjunta de ideas que se constituyen en respuestas únicas al momento presente. Identificamos algunos desafíos que nos interpelan: la excesiva medicalización y psicopatologización, la violencia social, la oferta y demanda de soluciones inmediatas a situaciones complejas, la sobre valoración del poder ejercido por profesionales ‘psi’, entre otros.

Nos sentimos convocadas a ofrecer una conversación donde podamos compartir preguntas e ideas que nos ayuden a encontrar nuevas maneras de transitar entre paradigmas que inviten a nuestros estudiantes y consultantes a reflexionar sobre nuestro rol como terapeutas y su impacto social y político en la comunidad.

In a context saturated with training and therapeutic offers that look for certainties (diagnoses), techniques and immediate answers; we ask ourselves how we could facilitate and maintain -from a relational ethic-, the collaborative premises that invite us to coexist with uncertainty, value the joint generation of ideas that constitute unique responses to the present moment.

We identify some challenges that we face: excessive medicalization and psychopathologization, social violence, the suply and demand of immediate solutions to complex situations, the overvaluation of the power exercised by 'psi' professionals, among others.

We call for a conversation where we can share questions and ideas that help us finding new ways to navigate paradigms inviting our students and consultants to reflect on our role as therapists and its social and political impact in the community.

1: Dialogando sobre posibilidades de colaboración en contextos actuales. ¿Cómo transitamos el cambio de paradigma (moderno/postmoderno) con nuestros/as estudiantes y consultantes?  

Facilitates: 

 

Leticia Rodríguez, (ENFOQUE Niñez - ICCP Paraguay), Roxana Zevallos y Nelly Chong (IFASIL - ICCP Perú)

Idioma: Bilingual Spanish/English

Room: A56

 

 

 

 

 

 

Sharing our thoughts about collaboration possibilities in current contexts: How do we navigate through the paradigm shift (moderm/postmodern ) with our students and consultants ?

La idea que una o uno tenga acerca de lo que es la mente humana determinará en buena medida sus prácticas profesionales. Así, si alguien considera que la psique está compuesta de consciente, inconsciente e incluso subconsciente trabajará muy probablemente desde los supuestos prácticos del psicoanálisis. Si cree que el pensamiento está hecho de paquetes o bits de información que se gestionan en el cerebro, lo hará desde la práctica cognitivo conductual o desde la neuropsicología. ¿Cuál es la idea de la mente que tenemos desde el Construccionismo Social y las Prácticas Colaborativas y Dialógicas? Quizá no sea necesario tener alguna. Pero el entorno de este Congreso parece invitar a reflexiones y diálogos de estas características.

En este taller vamos a colaborar entre todas y todos en la elaboración de una hipótesis provisional acerca de la mente. Partiendo de la metateoría construccionista y de las ideas fundamentales de las Prácticas Colaborativas y Dialógicas se propone una conversación abierta acerca de las posibilidades de considerar lo mental como algo social, colectivo, histórico y cultural. El ponente propone que esos conceptos son evocativos, no teóricos; tampoco empíricos. Esas evocaciones de lo que puede ser lo mental humano se configuran en torno a las tres propuestas que se destacan en el título: la intención, el sentido y la acción.

Como metodología para el presente taller el ponente hará una breve introducción al tema e inmediatamente invitará a los participantes generar diálogos primero en parejas, luego en grupos pequeños y finalizando con una conversación abierta entre todas y todos las/os participantes en el que se debatan los pros y los contras de esta propuesta.

The idea that somebody has about what the human mind is will largely determine his or her professional practices. Thus, if someone considers that the psyche is composed of conscious, unconscious and even subconscious, he or she will most likely work from the practical assumptions of psychoanalysis. If you think that thought is made up of packages or bits of information that are managed in the brain, he or she will do so from cognitive behavioral practice or from neuropsychology. What is the idea of ​​the mind that we have from the Social Constructionism and the Collaborative-dialogical Practices? Maybe it is not necessary to have any. But the environment of this Congress seems to invite to reflections and dialogues of these characteristics.

In this workshop we will collaborate with each other in the elaboration of a provisional hypothesis about the mind. Starting from the constructionist metatheory and the fundamental ideas of the Collaborative-dialogical Practices, an open conversation is proposed about the possibilities of considering the mental as something social, collective, historical and cultural. The speaker proposes that these concepts are evocative, not theoretical; neither empirical. These evocations of what can be the human mind are configured around the three proposals that stand out in the title: intention, meaning and action.

As a methodology for the present workshop, the speaker will briefly introduce the topic and immediately invite the participants to generate dialogues first in pairs, then in small groups and ending with an open conversation between all the participants in which the different ideas are discussed.

2:

La mente dialógica. Hacia una hipótesis construccionista de la intención, el sentido y la acción

Facilitates: 

Josep Seguí Dolz (ENDIÁLOGO, Asociación española de Prácticas Colaborativas y Dialógicas - ICCP España)

Idioma: Spanish/English

Room: A54

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The dialogic mind. Towards a constructionist hypothesis of intention, meaning and action

In this workshop, participants will explore alternative forms to dialogue and stretch beyond the current understanding of the "verbal" conversations. Participants will play with multiple concepts from collaborative-dialogic practices using movement, visuals, and the body. Creative resources, ideas, and activities for teaching/learning, inquiry, and consultation will be offered.

Bring comfortable clothing to move and experiment with each other!

 

 

En este taller, los participantes explorarán diversas alternativas para generar diálogo y ampliarán sus entendimientos actuales del diálogo como una conversación “verbal”. Los participantes jugarán con múltiples conceptos desde las prácticas colaborativo-dialógicas usando movimientos, elementos visuales, y el cuerpo. Ofreceremos recursos creativos, ideas y actividades para la enseñanza, indagación y consultoría.

3:

Creativity and playfulness: Collaborative practices in education, research, and consultation

Facilitates:

Saliha Bava (United States) & Monica Sesma (Mexico / Canada)

Language: Bilingual (English & Spanish)

Room: A51

Creatividad y juego: Prácticas colaborativas en educación, investigación y consultoría

A partir de los 20 años de práctica en el Grupo Campos Elíseos en la Ciudad de México, este taller bilingüe vivencial y anecdótico (inglés / español), invita a los participantes a experimentar algunas formas en que las prácticas de colaboración ofrecen una postura filosófica para trabajar con ideas y prácticas que provienen de muchas disciplinas y paradigmas.

Drawing from 20 years of practice at Grupo Campos Elíseos in Mexico City, this experiential and anecdotic bilingual workshop (English/Spanish), invites participants to experience some ways collaborative practices offer a philosophical stance to work with ideas and practices that come from many disciplines and paradigms.

4:

Diálogo y colaboración en conversación con otras ideas y prácticas.

Prácticas Colaborativas en Grupo Campos Elíseos (GCE)

Facilitates:

Sylvia London & Irma (Ñeca) Rodriguez J. (Grupo Campos Elíseos, GCE - ICCP México, CDMX)

Language: Bilingual (Spanish & English)

Room: A60

Dialogue and collaboration in conversation with other ideas and practices.

Collaborative Practices in Grupo Campos Elíseos (GCE)

Este curso se propone presentar la Terapia comunitaria Integrativa (TCI) y ofrecer a los participantes la experiencia de vivenciarla en la práctica. Comprendemos la TCI como una práctica dialógica y colaborativa relevante para el trabajo con comunidades y grupos. Creada en Brasil, hace mas de 30 años por Adalberto Barreto, en la práctica de las autoras, la propuesta de la TCI se enriquece con la inclusión de los aportes de las prácticas colaborativas, dialógicas y narrativas.

Uno de los supuestos fundamentales de este abordaje es que muchos de los problemas y condiciones de sufrimiento, tradicionalmente vistos como inherentes a los individuos o a las familias, se producen dentro del contexto de desigualdad y discriminación social, prejuicios y pobreza, ubicando a las personas en los márgenes de un vivir con dignidad. Es una herramienta de inclusión y movilización social. La misma, parte del principio de que todos los seres humanos tenemos competencias útiles a las demás personas y a nosotros mismos, cualquiera sea la condición social, económica y cultural. Dichas competencias provienen de vivencias y desafíos superados a lo largo de la vida.

Este abordaje promueve la formación de redes solidarias y el intercambio de experiencias entre los participantes, potenciando los saberes locales y las estrategias de afrontamiento frente a los dilemas de la vida. Teniendo como una de sus suposiciones básicas que las personas son naturalmente resilientes, el énfasis en las competencias, en el fortalecimiento de identidades positivas y el empoderamiento de personas, familias y comunidades, es parte de los propósitos de la TCI. Al promover los vínculos y las redes, se logra un enriquecimiento personal a partir del intercambio de experiencias, del diálogo y de la colaboración.

Serán compartidos el enfoque conceptual del abordaje, su metodología y se realizará una práctica de la Terapia Comunitaria con todos los presentes.

This course aims to present Integrative Community Therapy (TCI) and offer participants the possibility of experiencing it in practice. We understand TCI as a dialogical and collaborative practice relevant to working with communities and groups.  Created in Brazil, more than 30 years ago by Adalberto Barreto, the authors think that the TCI proposal is enriched by the inclusion of contributions from collaborative, dialogical  and narrative practices.

One of the fundamental assumptions of this approach is that most of the problems and conditions of suffering, traditionally seen as inherent to individuals or families, occur within the context of inequality and social discrimination, prejudice and poverty, placing people in the margins of living with dignity.

 

It is a tool of social inclusion and mobilization. Starting from the principle that all human beings have useful competences to other people and to themselves, whatever the social, economic and cultural condition. These competences come from experiences and challenges overcomed throughout life.  This approach promotes the generation of solidarity networks and the exchange of experiences among the participants, enhancing local knowledge and coping strategies facing life's dilemmas. Bearing in mind one of its basic assumptions that people are naturally resilient, , the emphasis on competencies, the strengthening of positive identities and the empowerment of individuals, families and communities, it is part of the aims of the TCI.  By promoting bonds and networks, enrichment is achieved through the exchange of experiences, dialogue and collaboration.

The theoretical approach, its methodology and practice of Community Therapy with all those present will be shared.

5:

Terapia Comunitaria Integrativa: Una práctica dialógica y colaborativa para la generación de conversaciones transformadoras en comunidad / 

Facilitates:

Adela García (FundaCes - ICCP Argentina) y Marilene Grandesso (Interfaci - ICCP Brasil)

Idioma: Bilingual English / Spanish

Room: A53

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Integrative Community Therapy: A dialogical and collaborative practice for the generation of transformative conversations in community

 

We learn with our clients in conversation. Walking alongside them, we engage in a process of mutual inquiry to develop an understanding for new possibilities, we lean into the mind body connection as felt by the client. Engage in a philosophical conversation to discuss these two philosophies at work - together.

En conversación, aprendemos con nuestros clientes. Al caminar a un lado de ellos, abordamos un proceso de indagación compartida para desarrollar nuevas posibilidades, nos inclinamos hacia la conexión entre el cuerpo y la mente tal como lo sienta el cliente. Participe en una conversación filosófica acerca de estas dos filosofías trabajando en conjunto.

6:

Collaborative & Dialogic Practices - Informed by Mind Body Wellness: A Philosophical Conversation 

 

 

 

Prácticas colaborativas y dialógicas - Informadas por el bienestar mental/corporal: una conversación filosófica

Facilitates:

Sue Levin & Adriana Gil-Wilkerson (Houston Galveston Institute, HGI - ICCP United States)

Language: Bilingual English / Spanish

Room: A57

In this workshop, we will be „playing“ with the context and meaning of habits for our lives through an experiential exercise. Based on this shared experience, we will be focusing on ways that can help us and/or our clients not to „combat“ the habits that we do not like, but rather to embrace them, create a shared understanding of them and make use of this understanding in finding new possibilities of how to go on.

A través de un ejercicio experiencial, estaremos jugando con el contexto y el significado de los hábitos de nuestras vidas. Basado en ésta experiencia compartida nos enfocaremos en formas que pueden ayudarnos a nosotros y a nuestros clientes a “abrazar” los habitos que no nos gustan en lugar de “combatirlos” y así crear nuevos significados y posibilidades para seguir adelante.

7:

Embracing our habits: Collaborative-dialogic practices in addiction and recovery 

 

 

 

 

Abrazando nuestros hábitos: Prácticas dialógicas colaborativas en la adicción y la recuperación

Facilitates:

Pavel Nepustil (Narativ - ICCP Czech Republic)

Language: Bilingual English / Spanish

Room: A63

 

Dialogues Spaces Friday 28th - 1 - Time: 11:45 to 13:15

La integración de prácticas dialógicas en la educación cooperativa es una alternativa para apoyar el desarrollo de los valores cooperativos: ayuda mutua, solidaridad, democracia, responsabilidad, igualdad y equidad.

F1.1: Prácticas dialógicas en la Educación Cooperativa

Facilitates: Frances Figarella García; Puerto Rico Language: Spanish Room: B2

The aim of this workshop is to co-create possibilities for engaging communities experiencing high conflict and social tensions maintained by conflicted political, economic, racial, gender, spiritual, and cultural values and visions. Using a collaborative-dialogic approach, participants will generate ideas to support reconciliation and peace negotiation, and opening space for collaboration.

El objetivo de este taller es reflexionar, dialogar y co- diseñar posibilidades y múltiples formas de trabajar e involucrarse con comunidades que están viviendo altos niveles de conflicto y tensión social. Mediante un enfoque colaborativo- dialógico, los participantes de este taller podrán reflexionar y contribuir en la generación de ideas acerca de cómo facilitar conversaciones para apoyar procesos de reconciliación y negociación, abriendo espacio para la paz. Compartiremos algunas historias personales breve para detonar la conversación y expandir nuestra visión acerca del papel de los mediadores y facilitadores cuando hay diferencias de poder y/o tensión social que han sido mantenidos por conflictos políticos, raciales, espirituales, culturales, de género, entre otros. Al final de este taller, los participantes se llevarán ideas prácticas que podrán implementar o inspirarán sus acciones en la variedad de comunidades en las que trabajan.

F1.2: Engaging in High Conflict Dialogues: An Invitation to Co-Create Collaborative-Dialogic Processes with Communities to Foster Peace Negotiation / Involucrándonos en diálogos de “alto conflicto”: una invitación a co-crear procesos colaborativo – dialógicos con comunidades para abrir espacio a negociaciones de paz

Facilitates: Yochay Nadan; Israel; Mónica Sesma; Canada and Alita Taylor, USA Language: Bilingual English/Spanish Room: A60

Inspired by dialogues and reflecting processes, and knowing each other through decades, two Nordic women reflect and look forward - using stories and images and invite the audience into dialogues.

F1.3: A MOMENT OF SHARING AND FORWARD LOOKING: How does your presence and work make a difference for me and inspire?

Facilitates: Anna Margrete Flåm; Norway and Kerstin Hopstadius; Sweden Language: English Room: A56

Through a journey of collaboration, connection, creative and hard choices we will share pivotal touch points in one school district’s ability to incorporate mental health services within the educational environment and recalibrate what it means to measure student success.

F1.4: Collaboration, Connection, and Creativity: The School-based Mental Health Journey

Facilitates: Jennifer Roberts and Sue Levin; USA Language: English Room: A57

Sometimes language loses its drive, especially when situations became too difficult and feelings are unspeakable. Language is a limited vehicle. Non-verbal communication prepares connection.
Non-verbal dialogue proves its usefulness in working with vulnerable people couples or families with violence.

F1.5: When words don't speak

Facilitates: Yves Dingens; Belgium Language: English Room: A59

The workshop aims, through conversation wheels, to invite participants to share their experiences with collaborative and dialogic practices in educational contexts. We will propose dynamics with resources and conversational tools that used in our university, and that has resulted in the construction of a community of collaborative learning

F1.6: Práticas colaborativas e dialógicas no contexto universitário: fluindo como “Cenotes”

Facilitates: Cristiane Martins Peres and Gisele Curi de Barros; Brasil Language: Portuguese Room: A54

This experiential workshop focuses on transformative moments of solidarity amongst practitioners and impacted communities in resistance to state and structural violence. We will explore transformative moments as experiences that have the potential to motivate, inform and sustain resistance against oppression and provide opportunities for deep learning and connection.

F1.7: Transformative moments of solidarity with communities resisting state and structural violence

Facilitates: Daniela Kantorova; USA and Jakub Cerny; Czech Republic Language: English Room: A53

Invitación a experienciar el trabajo en Equipo Reflexivo desde las Prácticas Colaborativas y Dialógicas en co-visión acerca de un caso real de proceso de divorcio o separación con alta conflictividad en Coordinación de Parentalidad a propuesta de los participantes.

This is an invitation to experience Reflective Teams and Process from Collaborative-dialogical Practices in co-vision about a real case of divorce or separation process with high conflictivity in Parentality Coordination.

F1.8: Equipos y Procesos Reflexivos en Coordinación de Parentalidad. Reflective Teams/Process in Parentality Coordination

Facilitates: Pamela Catalán Barker, Chile and Josep Segui Dolz, Spain Language: Spanish and English Room: B6

Based on practitioner research result we have recognised certain qualities as specific for dialogical co-therapy. We see adopting these qualities as useful in any collaborative situation. In this workshop, we would like to create a space for sharing pros and cons and exploring specific qualities of dialogical co-therapy.

F1.9: Dialogical co-therapy/ Dialogická ko-terapie

Facilitates: Lucie Hornova, Jana Adamkova and Radek Borek; Czech Republic Language: Czech and English Room: A64

Conversations and Humanizing Practices among a learning community and a social community as the Esquel Voluntary Firemen Team will be presented as an invitation to the workshop´s participants to reflect and share the incidence in holding a “withness”stance. Challenges and incentives regarding the broader social an political context.

A partir de la presentación Conversaciones y Prácticas humanizadoras entre miembros de una comunidad de aprendizaje y de una comunidad social como el Equipo de Bomberos Voluntarios de Esquel se invitará a los participantes del taller a reflexionar y compartir la incidencia de sostener una postura de “hacer con”. Además de incluir los desafíos e incentivos en relación al contexto social y político más amplio.

F1.10: The Fire that Convenes Us: Conversations and Humanizing Practices / El fuego que nos convoca: Conversaciones y Prácticas humanizadoras

Facilitates: Adela G. García; Argentina Language: Bilingual Spanish/English Room: B11

 

TAD TALKS/ PAPERS/ PECHA KUCHA 

Friday - 1: English – Time 11:45 to 13: 15 -

Room A51

F1 - 11.1: The power of dialogue.  Connecting with those at risk of dehumanising practices

Facilitates: Mark Haydon-Laurelut; United Kingdom Language: English 

When was the last time you felt really connected to a person?  What did that feel like?  Take a moment to consider.  As you connected to that person what else were you connecting to?  A shared interest, a shared workplace, a shared passion, an experience enjoyable or difficult.  Perhaps you have widened and lengthened this connection a shared community a shared culture.  Can you go further?  We know the impact the quality of our relationships has on the quality of our lives (Stewart, 2013).  What was it like for you in a moment where you felt a connection broken?  Perhaps one that felt it never really got started, or at least in the way you would have wished it to?  I have worked for many years with people with learning disability (intellectual disability), their families and the services that support them.  There are decades of scandals in the UK such as Winterbourne View in 2011.  These have not stopped.  The UK Guardian newspaper recently reported on another story Vulnerable residents of the homes in Devon were held in the bare seclusion rooms for hours and sometimes overnight, on occasions wetting or soiling themselves because there were no bathroom facilities. The service system answers we have are, arguably, based on further surveillance and scrutiny of those (often low paid, low status workers) employed to support people with learning disability and they are not working.

What might it be like if we explored these continuing events as a sign of broken connections with our humanity and the humanity of those we serve? 

I want to suggest one part of this complex picture relates to the stories we tell and ways in which we tell story’s (Pearce, 2007).  Story telling may be as important as the content of the stories we tell.  In this talk I will explore preparing oneself to connect more fully, more dialogically (Anderson, 1997), more expansively and more hopefully with those we serve.  How can we prepare the ground for dialogue with those are risk of being storied in narrow, stigmatised and even dehumanised ways? 

F1 - 11.2: A practice-based framework for experiencing withness with the other

Facilitates: Muayyad Jabri; Australia Language: English

 

The study of withness through relational practice has many merits. It is the ‘glue’ that binds people together. Its subject matter is embedded in dialogic practice and that of the compassionate agent whose agency is constituted by the desire to reduce suffering of the other. 

Recently, the theme of withness and its implications for educational practice has been attracting increasing attention in educational research. Much of this attention amounts to acknowledging aboutness, but without working out the design of learning practices through which 'withness' and relational practice are explored and cultivated.

The purpose of this paper is to help students to understand and experience withness in real-time through movement between opportune moments of relational exchange of utterances.

Guided by the work of Bakhtin, Shotter, and Gergen, I present a series of workplace video scenarios scripted from real-life narrative accounts of a group of nursing staff and their views on how they felt towards a new change initiative based on job designs thought to result in redundancies.

The scenarios were scripted and enacted through professional actors with the aim of creating an immersive situational learning that provoke the capacity for how withness could be nurtured. I then turn to illustrate how withness can be nurtured in classroom settings as well as in e-learning situations. I show how senior nursing staff enter into withness. Based on classroom delivery and through use of discussion platforms, such as that of Moodle and Blackboard, students are enabled to discover and share meanings for themselves as well as for others as they come to relate to the sufferer.

F1 - 11.3: Hyperlinked Identity: A Generative Resource in a Divisive World

Facilitates: Saliha Bava; USA Language: English 

How can we develop more expansive conversations about identities as we invoke the complex network of texts that comprise our intersectional identities? In these current times that can be so polarizing, how might we talk about identities in ways that make the social processes of relating and interlinking more visible?

Drawing on the notion of how hyperlinked identity, I will illustrate the making/remaking of identities, and the fluidity of identities, which are centered & de-centered, within the shifting relational contexts we inhabit. We will explore the discursive nature of identities and social discourses as they manifest in our everyday interaction. Iäó»ll illustrate how hyperlinked identities are possibility and story generating. They stem from curiosity of (con)text thus, inviting diversity and inclusivity.

 

Dialogue Spaces Friday 28th  - 2  - Time: 14:30 to 16:00

Getting started can be one of the most significant parts of the therapy process.  Facilitators will have a public conversation about ideas on beginning their work with couples from a Collaborative Practices perspective.  They will invite participants to join the conversation directly and in small conversational clusters.

F2.1: Conversations about Conversations with Couples

Facilitates: Diana Carleton and Glenn E. Boyd; USA Language: English Room: A60

Life Staging, by the creative format and collaborate process, activates our evolutionary and personal knowledge and skills as humans, thus create meaningful connections, resonance and develops relational skills. Moreover, it also challenges the dominant taken-for-granted ideas on "what's there" that easily kidnap professionals into thin inscriptions of people and phenomena.

F2.2: Life Staging Using Group Sculpting for Creative Supervision and Group Work

Facilitates: Elisabet Wollsén; Sweden Language: English Room: A58

We will investigate how the change in personal perception of the professional role of the psychotherapists changes the strictly structured and rigid system they are a part of, through understanding the concept of sharing and co-creation of knowledge in a peer group. Included active participation of attendants.

F2.3: Swimming against the tide in examples of dialogue practice in the non-flexible systems

Facilitates: Ana María Blazic and Ani Cvjetovic; Croatia Language: English Room: A59

How do we activate contributions-based community work, in a community that are used to the traditional charity mindset of receiving? In this workshop, using a social service organization in Singapore as a case study, I will share opportunities and challenges in mobilizing and harnessing the strengths of a community, towards contribution to support low-income families, in facilitating a culture of mutual self-help and an empowered community.

F2.4: Opportunities and Challenges in Community Work in urban Singapore

Facilitates: Adriana Rasip and Palvindran Jayram; Singapore Language: English Room: A55

O objetivo desse trabalho é apresentar o serviço de apoio a pais de crianças com deficiência realizado por meio de Rodas de Conversa (RC) na Universidade Federal do Paraná. Os encontros acontecem semanalmente, em dias e horários diferentes para atender o maior número de interessados. Os assuntos discutidos emergem de acordo com as dúvidas e situações apontadas pelos participantes. A RC é conduzida por especialistas da área de Psicologia ou Educação. 


The objective of this work is to present the service of support to parents of children with disabilities carried out through Conversation Wheels (CW) at the Federal University of Paraná. The meetings take place weekly, on different days and at different times to meet the largest number of interested parties. The subjects discussed emerge according to the doubts and situations pointed out by the participants. The CW is conducted by specialists in the field of Psychology or Education.

F2.5: Rodas de conversa com pais com filhos com deficiência como prática colaborativa para a inclusão. / Conversation wheels with parents with children with disabilities as a collaborative practice for inclusion

Facilitates: Giovanna Medina and Maria de Fátima; Brasil Language: Portuguese Room: A63

In this workshop will invite participants to learn more about how a single/unique session have become an opportunity for employees of a Private Building company in Mexico to make meaningful changes in their personal and professional lives. Participants will experience a life Single Session and connect it with their personal process of creating meaningful dialogic conversations.  

En este taller invitaremos a los participantes a aprender como la sesión única se ah convertido en una oportunidad para que los empleados de una constructora en la ciudad de México accedan a cambios significativos en su vida personal y profesional. Los participantes tundra la oportunidad de participar en una sesión única en vico y conectarla con su proceso personal en la creación de un diálogo significativo.

F2.6: A Single Session, A Unique Encounter: Transforming Conversations / Sesión única: Un encuentro especial que transforma conversaciones

Facilitates: Irma Rodríguez and Luz Maria Rodríguez Serrano; Mexico Language: Bilingual English/Spanish Room: A51

In our work we have to deal with (hyper-)complexity. One aspect of that complexity is, that we have to deal with al lot of different, heterogenous, ambivalent, even paradoxal "commissions". The "Commission Carousal" is a dialogical-experience oriented reflection-in-action fun method, to investigate and reflect the possible commissions in our cases; this is very helpful for clarifying, which commissions I (don’t) want to fulfill or modify - and thus strenghening collaboration and cooperation.

F2.7: The "Commission Carousel" as a dialogical-experience oriented reflection-in-action method for strengthening collaboration and cooperation

Facilitates: Matthias Ochs; Germany Language: English Room: A53

This workshop provides the participants with the opportunity to be engaged in a reflective activity regarding the physical, social and psychological spatial conditions under which they have the possibility to reflect on their self. Self is understood as a society of I -positions (Hermans, 2014), that receive different voices.

F2.8: Physical and psychological spaces that favour self-reflection: Identifying my internal voices

Facilitates: Georgia Gkantona; Greece Language: English Room: A54

In this workshop we will reflect upon possible ways of maintaining a curious stance as well as a collaborative, respectful attitude towards the multiple possible situations we may face on a daily basis with respect to different forms of exposure in social media, and other realms in cyberspaces.

En este taller reflexionaremos sobre posibles maneras de mantener una postura de curiosidad, y una actitud colaborativa y respetuosa, acerca de las múltiples posibles situaciones que pueden aparecer a diario respecto de los diferentes niveles de exposición que existen tanto en las redes sociales como en otros ciberespacios.

F2.9: Collaborative Practices in the Selfie Era / Prácticas colaborativas en la era de las selfies

Facilitates: Karin Taverniers; Argentina Language: Bilingual English/Spanish Room: A56

Trata-se de um grupo reflexivo com pessoas portadoras de cancer e seus acompanhantes para dialogar sobre a vida dentro e fora das demandas de tratamentos.

F2.10: Dialogos com a vida

Facilitates: Liz Luisi, Brasil Language: Portuguese Room: A64

 

TAD TALKS/ PAPERS/ PECHA KUCHA 

Friday - 2: Spanish - Time: 14:30 to 16:00

Room A57

F2 -  11.1: La trascendente importancia del Lenguaje para las Prácticas Colaborativas y Dialógicas (PCD). El primer nominalismo: Roscelino (siglo XI), el filósofo desconocido

Facilitates: Josep Seguí; Spain Language: Spanish

La reflexión acerca del lenguaje es fundamental para las PCD. Pero, ¿cómo podemos enfocar esta reflexión? En la Historia hay, en mi opinión, al menos tres puntos clave:

  • El origen de la Humanidad y de Todo

  • Lo que doy en llamar el "primer nominalismo"

  • El Giro Lingüístico

En este TAD TALK me centraré en el segundo punto. Fue un desconocido monje y filósofo francés, Juan Roscelino de Compiegne, quien allá por el siglo XI puso seguramente por primera vez en duda si las cosas tienen esencia en sí (los famosos universales de Aristóteles) o bien lo son (cosas) porque se las nombra. Lógica in re versus Lógica in voce. Defenderé esta última propuesta en la confianza de generar desacuerdo y debate.

Esta defensa de que las cosas son en tanto en cuanto se las nombra me sirve también de enlace entre los orígenes míticos de la Humanidad y de Todo, por ejemplo: "Entonces vino la Palabra; vino aquí de los Dominadores, de los poderosos del Cielo, en las tinieblas, en la noche: fue dicha por los Dominadores, los poderosos del Cielo; hablaron:  decidieron [construir] al hombre". Popol Vuh, libro sagrado de la cultura Maya. O "Al principio era el Verbo. Y el Verbo se hizo carne y habitó entre nosotros". Juan 1:14. La Biblia, texto sagrado de los cristianos. De enlace, digo, con las más recientes propuestas del Giro Lingüístico, Richard Rorty, por ejemplo, y su defensa de que la mente NO es un reflejo de la Naturaleza. ¿Cómo influyen todas estas reflexiones en los usos del lenguaje que hacemos en las PCD?

F2 - 11.2: Alianzas comunitarias: ¿Continuarlas, transformarlas o terminarlas?

Facilitates: Sara Santiago -Estrada; Puerto Rico Language: Spanish

Presentaré mi experiencia como consultora dialógica con una alianza entre cuatro organizaciones comunitarias en Puerto Rico que deciden desarrollar un centro socio-educativo en uno de los municipios más empobrecidos del país. Identificaron la alianza como el Quinto Espacio. En el devenir emergieron conflictos no anticipados. Ante ese panorama de tensiones la consultora promovió_ con más energía la búsqueda apreciativa, el diálogo y la conversación generativa. La intención era expandir el abanico de opciones para trabajar de forma novel en la que todos aprendiéramos nuevas maneras de relaciones.

Comenzamos a identificar acciones, procesos, momentos y logros de nuestro caminar juntos. El inventario resultó_ robusto. Sirvió_ como la zapata para generar nuevos futuros y aprendizajes co-construidos. Había que contestarse las preguntas, Hacia dónde queremos ir? Qué tenemos que hacer para lograrlo? Valoramos que las relaciones son tan o más importantes que los reglamentos, procedimientos y las políticas organizacionales. Hoy, el proceso de consultoría dialógica y generativa continúa con nuevas prácticas. La problematización no resulta amenazante; es una oportunidad para transformar y apreciar las relaciones, reconocer las diferentes lecturas de lo que está pasando, lograr claridad y enfocar. Se observa la apertura a los nuevos contextos y la incertidumbre es abordada desde la esperanza.

Como consultora, hoy entiendo que los conflictos tienen sus límites de resolución. Insistir en unas relaciones llenas de tensión paralizante, sin avisos de movimiento después de muchos intentos, resulta en cerrar espacios generadores de nuevos futuros. Las alianzas entre organizaciones es un proceso cargado de complejidad. La dualidad entre la identidad particular y la de alianza parecen chocar en momentos en que se decide crear el nuevo espacio común. Eso representa un gran reto para los aliados y para la consultora. La pregunta permanente es Cómo generamos visión compartida en un espacio común para la diversidad? 

F2 - 11.3: Mujeres sobrevivientes de violencia en la pareja en Chile: Una propuesta de acompañamiento a profesionales del área psicosocial desde un enfoque narrativo, dialógico y colaborativo

Facilitates: Silvia Verón Reyes Salazar; Chile Language: Spanish

Cúales podrían ser los ingredientes en una conversación terapéutica que contribuyan a la transformación de mujeres sobrevivientes de violencia, y que les permitan robustecer sus identidades para elegir, ellas mismas, el camino que desean transitar después de la violencia?

Esta ponencia sería un espacio para compartir la experiencia de haber escuchado por muchos años  tanto a mujeres, que valerosamente han sobrevivido a la violencia de pareja, como a terapeutas comprometidos que han intentado ayudarlas a superar su dolor, una  invitación a explorar y revisar tanto las habilidades y la figura del terapeuta, así_ como un espacio para escuchar y acoger la experiencia de las mujeres respecto a sus propias historias de sobrevivencia, y a  partir de ello, reflexionar en torno a cómo en la terapia pueden florecer nuevas versiones de identidad tras la violencia. Sería también una oportunidad para la reflexión y revisión respecto a este encuentro de saberes: por una parte qué© es lo que los terapeutas decimos que ‘hay que hacer’, y observar cómo estas nociones se acercan o se alejan de las narrativas dominantes en torno a la mujer y la violencia, y por otra, a qué es lo que las mujeres nos dicen que les ha servido en un encuentro terapéutico. Se apunta especialmente a encarnar la revisión y deconstrucción de ideas que acompañan la intervención profesional y que muchas veces nublan nuestras miradas como terapeutas y resultan poco representativas para la experiencia de las mujeres sobrevivientes.

Es finalmente un espacio que invita a la repolitización de la experiencia y las narrativas de las mujeres sobrevivientes y de cómo valorar y no subyugar sus voces en los espacios terapéuticos, un resituar el conocimiento desde el saber de quienes han sobrevivido y no solo desde la narrativa del poder de los discursos de la Psicología.

 

Dialogue Spaces Friday 28th  -  3 - Time: 16:30 to 18:00

We will share our Political Dialogue Workshop developed to be applied in current polarized political scenario in Brazil. Our basis for this experience was “PCP-Public Conversation Project” enriched with other collaborative practices. The purpose is to invite participants to experience PCP building questions themselves and share our original Workshop.


Compartiremos nuestro Taller de diálogo político desarrollado para ser aplicado en el actual escenario político polarizado en Brasil. Nuestra base para esta experiencia fue el "Proyecto de Conversación Pública PCP" enriquecido con otras prácticas de colaboración. El propósito es invitar a los participantes a desarrollar las preguntas del PCP para un tema elegido y compartir nuestro Taller original.

F3.1: Polítical Dialogue Workshop: building a collaborative practice on controversial topics. / Taller de diálogos políticos: construyendo una práctica colaborativa en temas polémicos

Facilitates: Cristiana Pereira and Daniela Fabbrocini; Brasil Language: Bilingual English/Spanish Room: A51

A year ago, we began our doctoral journey into Action Research as strangers – two female practitioner/academics from the Netherlands and the US. Our workshop session shares our journey and explores co-creation and dialogue through experimentation, reflection and conversation.  The session will be highly interactive and multimodal.

F3.2: Walking alongside one another: social construction of our doctoral journey

Facilitates: Pamela Campagna; USA  and Jeanine Jansen; Netherlands Language: English Room: A56

The North American public appears oblivious to extensive scholarship articulating profound flaws and potential for harm within mainstream psychiatry. This workshop presents a dialogically-structured action research project that inquires into how a Canadian community health clinic is connecting medical and counselling clients with critical psychiatry knowledge in unprecedented liberatory ways.

F3.3: The Informed Consent Project: Connecting Medical and Counselling Clients with Critical Psychiatry

Facilitates: Jan DeFehr; Canada Language: English Room: A57

In this workshop participants will approach art making as an agentive pathway to expand the relational, dialogic and collaborative territories where new possibilities for meanings and stories emerge. Moreover, participants will experience the relevance to democratize and decolonize art making for doing social justice.

F3.4: Hands on art! Expanding the relational, dialogic and collaborative possibilities in therapeutic and community work contexts

Facilitates: Jacqueline Sigg Carrero; Mexico Language: English Room: Y1

Mattering (engaging clients in ways that they feel welcomed, honored, and treated as active participants with influence on helping efforts) is at the heart of human services.  This session introduces mattering, engages participants in examining their own best practices of mattering, and highlights mattering as profoundly transformative of life stories. 

F3.5: Mattering as the Heart of Human Services

Facilitates: William Madsen; USA Language: English Room: A60

Workshop is focused on creativity in therapy and on utilization of clients‘ resources in the process of change. The main focus of the workshop will be on practical exercicies connected with therapist’s improvisational skills in conversation, flexibility and creativity in keeping cooperation with clients and co-creating the change with clients at the same time.

F3.6: Creative improvisation in therapeutic conversations and development of clients‘ resources

Facilitates: Leoç Zatloukal; Czech Republic Language: English Room: A64

Is it possible to work collaboratively in practice between Psychology and Law? We will present four situations of families in conflict, in different degrees and for various problems, proposing the participants to talk and discuss from their own views and experiences.

¿Es posible intervenir colaborativamente en la práctica entre psicología y derecho? Presentaremos cuatro situaciones de familias en conflicto, en diferentes grados y con diversos problemas, proponiendo a los participantes que hablen y discutan desde sus propios puntos de vista y experiencias. Se trabajará en cuatro subgrupos, entregando a cada uno una reseña escrita (en idioma castellano e inglés) de las cuatro situaciones mencionadas -las que a su vez serán presentadas en diapositivas para una mejor visualización-, con las consignas de diálogo y discusión, para luego compartir lo trabajado en cada grupo y abrir al intercambio general.

F3.7: Collaborative Interventions Between Psychology And Law, Analysis Of Specific Situations Of Families Operated By The Judicial System / Intervenciones colaborativas entre psicología y derecho, análisis de situaciones específicas de familias insertas en el sistema judicial

Facilitates: Luis Miguel González; Argentina Language: Spanish Room: A53

A brief introduction of our experiences of working with students we will give workshop participants a sample of our class activities.  We will then host a conversation in which participants will explore emerging ideas for engaging students in relational practices.

F3.8: Led from Within: Engaging High School Students in Relational Practices

Facilitates: Ilana Reisz and Richard De La Cuadra; USA Language: English Room: A59

I propose a workshop lasting 4 hours in which, starting from 2 simulations (private and organisational contexts) and a finale debate, we will go through theories and practices which regard the communication field, moment of brainstorm, as well as the exit of my research will be shared and discussed with the participants.

F3.9: Dealing with communication and emotion into intercultural contexts

Facilitates: Maria Mihaela Barbieru; Italy Language: English Room: A54

 

TAD TALKS/ PAPERS/ PECHA KUCHA 

Friday - 3 - English Time: 16:30 to 18:00

Room A63

F3 - 10.1: Factors enabling and constraining a collaborative socially constructed leadership process

Facilitates: Bhavani Ramamoorthi; Finland Language: English

My research study focusses on relational leadership, an emerging area that views leadership as a process of social construction. In recent developing leadership discourses, the term relational is being used in viewing leadership and organisations as human social constructions that emanate from rich connections and interdependencies of organisations and their members. (Uhl-Bien, 2006; Drath, 2001). This study would focus on how leadership evolves as a collaborative and socially constructed process. Data is drawn from the collaborative experiences and knowledge construction process among university students at the University of Jyvaskyla_ in an experimental lab for collaboration and dialogue called the Collaboratories. It is a self-designed intervention where the students are working towards building a knowledge capital and a shared sense making of collaboration. The learnings from the lab will highlight how decisions and actions are embedded in collective sense making and processes from which structures of social interdependence emerge. (Dachler, 1992). The lab aims to building critical thinking skills and immersive practices that involve integration of multiple and diverse perspectives and ideas. The students are engaged in practical activities and active dialogue while exploring working as multi-cultural teams and designing solutions collectively through design thinking workshops. Narrative and self-reflective accounts of the participants based on the collaborative knowledge construction process and relational knowing through dialogue will highlight the enablers and constraining factors to a socially constructed leadership process, which in the case of university students is knowledge construction. The supposition is that the research would provide new insights on understanding of relational leadership in collaborative and complex contexts of the 21st century education. The outcomes suggested will aid in understanding the nature of leadership in relation to inter-organizational teams. Finally, this doctoral study would also provide a foundation for further research in drawing from the theory of relational leadership.

F3 - 10.2: Social poetics on the moment of creating the personal meaning of one’s life story: On the application of the Musical Narrative on adolescent offenders

Facilitates: Kakuko Matsumoto and Masayoshi Morioka; Japan Language: English

The Authors will present one of sessions of the practice of Musical Narrative is introduced in a prison. Musical Narrative listening to and talking about songs with personal meaning can more freely and openly connect one’s association, as it links to personal bonds and core values of the individuals (Matsumoto 2005). It will be presented the practice of Musical Narrative to the special needs of juvenile delinquent and young offenders. Most of all of them tend to dissociate themselves from their past actions. The dissociation on the past experience to the present can quite often be the result of a traumatic experience. Through the session members of the group gradually express their feelings and get a deepening awareness of the offender pasts were observed.

The make-up of the group selected for this study were the 4 offenders aged from 21 to 25 years old, their main crimes are robbery resulting in bodily injury, theft, and fraud etc. They have an IQ of about 78 to 104, including inmates diagnosed with depression, borderline disorder, dissociative identity disorder youth. 90-minute session was held every 2 weeks. A case study applied on Musical Narrative approach for adolescent offenders, and it examined therapeutic processes for construction and transformation of meanings. From the outcome research, it can be clarified that Musical narrative links to personal bonds and core values. The use of music as a catalyst is combined with the polyphonic group dynamic that is enabled the group to rapidly reach a breakthrough in acceptance of self.

The authors propose an epistemology on the social poetics of the metonymic expression. Metonymy is a rhetorical figure of speech. The genesis of therapeutic meaning and its transformation is based on the metonymical meaning activity.

 

Dialogue Spaces Saturday 29th - 1 - Time: 11:00 to 12:30

Reflecting Dialogues in prisons seems to cover a need that many prisoners have in order to be able to talk more freely, about their feelings and thoughts, which easily accumulates during imprisonment. Reflecting Dialogues can contribute to reducing the level of conflict, and subsequently create a better prison environment.

S1.1: Reflecting Dialogues in a Norwegian Prison

Facilitates: Kristin Viggen; Norway Language: English Room: A51

The idea of our approach, at the Faculty for Psychotherapy Science, SFU in Ljubljana is that a superior performance is made. The context for the participants is set to discuss ideas and examples in the same way we do it in our education processes providing the exchange of different perspectives.

S1.2: The Danger of a Single Story: How to educate a remarkable therapist?

Facilitates: Lea Šugman Bohinc; Slovenia and Inka Miškulin; Croatia Language: English Room: A53

Este taller propone realizar dos procesos: un ensamble musical sencillo con los participantes y una exposición de los resultados de una investigación que explora las transformaciones de jóvenes que practican música en una orquesta. Una vez expuestos los resultados se generaría el espacio de conversación y cierre musical.

This workshop aims to develop two processes: A simple musical ensemble with the participants and share the research results that explores the transformations youth experience by being part of an orchestra. Once the results have been shared we will have a conversation and a musical closing

S1.3: Transformando vidas a través de la práctica musical en una orquesta/ Transforming lives through practicing music in an orchestra

Facilitates: Myriam Cristina Fernández Cediel; Colombia and Gerrit Loots; Belgium Language: Bilingual English/Spanish Room: A60

Taller centrado en la reflexión del encuentro de dos saberes:  el de las sobrevivientes y el de los terapeutas que acompañan. Una oportunidad para resituar el conocimiento desde el saber de quienes han sobrevivido la experiencia y no solo desde la narrativa del poder de los discursos de la Psicología.

S1.4: Mujeres sobrevivientes de violencia en la pareja en Chile: Una propuesta de acompañamiento a profesionales del área psicosocial, desde un enfoque narrativo, dialógico y colaborativo

Facilitates: Silvia Reyes Salazar; Chile Language: Spanish Room: A55

This experiential workshop invites participants to enter a personal journey to explore significant experiences and reflect upon their influence in the construction of themselves as relational personal/professional beings and as part of a collaborative community.

Este taller vivencial invita a los participantes a entrar en un viaje personal para explorar experiencias significativas y reflexionar sobre su influencia en la construcción de su self personal y profesional como miembros de una comunidad colaborativa.

S1.5: Relational Being: Dancing within the personal and the professional / Ser Relacional: Una danza entre lo personal y lo profesional

Facilitates: Sylvia London; Mexico, Marilene Grandesso; Brasil and Irma Rodríguez; Mexico Language: Bilingual English/Spanish Room: Y1

The addiction treatment has more than 70 Clinic years history in the Czech republic, especially in Prague on the Apolinar´s of Addictology. The volunteer legal counselling is working on the clinic since 2015. The legal advisory is an additional component in the treatment based on the dialogic approach and combine dialog and collaborative practice focused on solving different legal issues and problems. The workshop presents and shares experience of this practice as in the context of the criminal, civil and family law. The importance and healing of family relations and intergeneration bonds will be discussed. Interactive approach offered and expected. Czech or English, Italian or Russian if necessary or requested.

S1.6: Dialogue and legal issues solving in the addictology

Facilitates: Lenka Šalamoun and Eva Vaňková; Czech Republic Language: Czech/English  Room: A54

Center for Creative Dialogue (CCD) was founded in the fall, 2013.  Since its beginning, CCD is committed in introducing ICCP concept to the Chinese speaking community.  CCD has completed more than ten 2-3 days workshops through out the last 5 years and has collaborated with a number of local institutions, foundations, publishers and universities. 

S1.7: Evolution and Creativity of Center for Creative Dialogue

Facilitates: Shu Ying Liu and Andy Chou; Taiwan Language: Mandarin/English Room: A56

We share very practical examples of how we work with Open Dialogue in Residential facilities within psychiatry and our experiences with implementation of a dialogical, network orientated approach.  We invite you to work as a reflective team and take part in a dialogue around shared experiences and practices.

S1.8: Dialogical practice in every day life in Residential facilities 

Facilitates: Mie Leer and Helle Vase; Denmark Language: English Room: A57

Collaborative parents is a strategic program of parenting based on the philosophical stand of collaborative dialogue. It is a summary of the parenting attitudes and behaviours of 30 parents in mainland China who have been trained in collaborative dialogue for more than three years.

S1.9: Collaborative Parenting

Facilitates: Pro. Zhanbiao Shi; China Language: English Room: A59

 

TAD TALKS/ PAPERS/ PECHA KUCHA 

Saturday - 1: English/ Portuguese - Time: 11:00 to 12:30

Room A63

S1 - 10.1: From bean to diamond selectors: the challengers of a group of adolescents at the (*) Paraisópolis Community

Facilitates: Caroline Wajss, Ana Carolina Westphal and Lecticia Raposo; Brasil Language: English

The metaphor "selectors of diamonds and beans" derives from a business woman called Isabel Carvalho Pinto Humberg, which tells about the choices of life. Between positioning oneself as a bean selector, where we seek to select what is wrong, damaged defect or bad among a lot of similar and healthy beans or being a diamond  selector, where we seek among a huge amount some shining light that can be faceted in preciousness.

S1 - 10.2: Supportive Youth

Facilitates: Helena Cruz and Paula Ayub; Brasil Language: Bilingual Portuguese/English

Supportive Youth is a program developed by the authors of this presentation Paula Ayub, psychologist, that works with people within the autistic spectrum, that is, neuroatypicals and Helena Maffei Cruz, psychologist, family therapist and coordinator of communitarian work with young people. The concept of neurodiversity was created and developed by people inside the concept or, as it was said then, in the spectrum of autism. It appeared in the earlies 2000 and is a step away  from the sense of disease and a step closer to the way the brain works. As the concept says, the brain can work typically, as regular people, or atypical, as not regular people. It explains that being atypical does not means to be equal to other atypical. Each person typical or atypical is unique in its way of thinking. The big challenge is how society embrace those who are atypical.

Paula's experience with adolescents that help her in conversations with neuroatypical adolescents denies the dominant discourse, that describes adolescence as a phase of development characterized by rebelliousness, disinterest and disrespect for others and the environment. My experience  goes in the same direction. The Supportive Youth program comes as a dialogical conversation, a group of 3 or 4 adolescents between 16 and 17 years old, prepared to hear and respond a young neuroatypic about his interests and needs, his relations with groups. Program participants, rather than presuming what the other means, are committed to learning about each other. Becoming a participant in a dialogic conversation is a possible achievement only if the teenager is able, with his peers, to be in "the coordinated action of continually responding and interacting: exchanging and discussing ideas, opinions, biases, memories, observations, feelings, emotions." (Anderson and Goolishian, 1988b) This concept of dialogical conversation describes word for word the conversation of a neuroatypical adolescent with the Supportive Youngs.

 

Dialogue Spaces Saturday 29th  - 2 - Time: 14:00 to 15:30

This interactive gathering will allow participants to be actively engaged as they review and apply the tenants of premodern, modern, postmodern and transmodern tenants to four case scenarios to highlight how therapists use a combination of each as they connect with their clients. The session ends reflecting on the experience.

S2.1: Transmodern Perspectives in Collaborative Practice

Facilitates: Marie Faubert and Emiliano González; USA Language: English Room: A53

I was asked to meet with a small team (4 persons) that worked with cancer patients in their homes (palliative care). The 4 persons had conflicts between each other and different ideas of how to organize their work. They appered more as 4 strong individuals than as a team working together. I will share my experience of this "Journey" together with them and  I’ve interested in how those coming to participate would /might have done different from there way of thinking "collaborative perspective" and I also will share some of the learning I did my self and compare briefly from other experiences  I’ve done in similar dialogues.

S2.2: How can I facilitate team building from a collaborative perspective? -an experience

Facilitates: Matz Sparrman; Sweden Language: English Room: A58

Collaborative Education focuses on the relationships between students, teachers, administrators, and other staff, to generate creative curriculums that provide significant and positive influence on students’ social, emotional, and academic growth. This presentation will provide a view of small private school that successfully implements this approach between students, faculty and staff. 

S2.3: Collaborative Education: Learning Through Relationships

Facilitates: Josie Paul, Richard De La Cuadra and Luke Sakkestad-Berkland; USA Language: English Room: A51

The Family Therapy Institute of São Paulo invites you for a workshop where we share experiences on the sensibilization of social workers about how Transformative Collaborative and Dialogic practices can be in dealing with families in state of vulnerability and co-construct with the participants experience and understanding of the process. 


El Instituto de Terapia Familiar de São Paulo lo invita a un taller en el que compartimos experiencias sobre la sensibilización de los trabajadores sociales acerca de cómo las Prácticas Colaborativas y Dialógicas Transformadoras pueden ayudar a las familias en situación de vulnerabilidad y a co-construir con los participantes la experiencia y comprensión del proceso.

S2.4: Collaborative Methodology for Conversation Contexts: Social Workers and Families in State of Vulnerability / Metodología de colaboración para contextos de conversación: trabajadores sociales y familias en estado de vulnerabilidad

Facilitates: Cristiana Pereira y Daniela Fabbrocini; Brazil Language: Bilingual English/Spanish Room: A59

The main objective of this presentation is to describe the key factors of transformative dialogues and their impact on the dialogical relationship:
1. Responsiveness
2. Relational attunement
3. Withness-thinking
4.  Reflection-in-action and relational ethics
5.  The importance of values as a central dimension in the reflective coaching process
6.  Collaborative meaning-making

S2.5: The dialogue as a fellow human companionship. Approaching the dialogical relationships in the time of hypercomplexity

Facilitates: Reinhard Stelter; Denmark Language: English Room: A56

Practice of not-knowing, the present moment and embodiment.
Zen training increases the experience of the ‘here and now’, it’s a validation of the present moment and will deconstructualize concepts.
Clowning starts from the art to be amazed in life.
Being a real clown starts from a not-knowing position, where action starts.

S2.6: With the help of Buddhism & Collaborative Clowns

Facilitates: Yves Dingens and Stef Van Lysebettens; Belgium Language: English  Room: A57

Through an example of collaborative-dialogic research, participants will expand current understandings on the relational being. Participants will engage in an experiential activity to explore multiple relational beings in research and practice. At the end of the session, participants will deliberate on the unbreakable bridge between research, everyday inquiry, and practice.

Se presentará brevemente un proceso de investigación desde y acerca del yo relacional, así como el impacto para sus participantes. A partir de esto, se propondrá un ejercicio experiencial, dirigido a generar posibilidades en la práctica cotidiana de acuerdo a diferentes seres relacionales invitados en el devenir colaborativo y dialógico.

S2.7: Navigating Multiple Relational Beings in Research and Practice: A Collaborative-Dialogic Adventure / Maximizando el Ser Relacional en la Investigación y la Practica: Un Ejercicio Colaborativo y Dialógico

Facilitates: Garbiñe Delgado (Spain) and Mónica Sesma (Canada) Language: Bilingual Spanish/English Room: A60

Informed by Deleuze’s ideas, I argue that a modernist self-narrative has reduced a person to a single-story. Operating from a single-story is dangerous, as it leads to developing a single truth and a fixed position on issues that matter to all of us. A single-story has also impacted humans’ capacities to connect with one another; particularly, now that we, more than ever, need connection to sustain the livelihood of every living species in the planet. I propose that separating "voice from subject" enables us to give meaning to one's multiple narratives. Like the therapy room that is a place of becoming, our daily interactions with one another can be a place of becoming too.

S2.8: Toward Developing a Becoming and Fluid Self

Facilitates: Tahereh Barati; Canada Language: English Room: A63

 

TAD TALKS/ PAPERS/ PECHA KUCHA 

Saturday - 2: English/ Portuguese - Time: 14:00 to 15:30

Room A64

S2 - 9.1: The absent voices of learning disabled people who are near but not with us: Dialogues about voices we choose not to understand

Facilitates: Karl Nunkoosing; United Kingdom Language: English

Imagine: finding learning and understanding difficult, living in homes that are not your own, being abandoned in these places, being supported by people you do not understand and who do not understand you.  This results in a kind of loneliness...How can we create dialogue about this human state?

S2 - 9.2: The Needs of the Supervision for School Social Workers in Taiwan

Facilitates: Min-Yu Liao; Taiwan Language: English

Over the past few decades there has been a trend to rely on external supervision provided in school social work. Professional supervision is often sourced externally through a private arrangement or contracted out by agencies to individual practitioners of supervision. However, it is hardly to find the research which explores the views, satisfaction and quality of school social worker supervision in Taiwan. This study will explore the gap between the school social workers and their supervisors.

S2 - 9.3: Reflecting Processes in the Classroom: Arresting Moments of a Collaborative Research-Action

Facilitates: Valeria Nicolau Paschoal; Brasil Language: Portuguese

In this conversation starter panel, I will focus on a Tom Andersen’s contribution in my work including the reflecting processes in a school context. This practice was done as a part of my Master’s degree in a private school in Sao Paulo/Brazil with teachers, students and their parents. This study is a research-action, resulting from the demand of a school interested in providing the possibilities to broaden perception and characterization that the teachers had about their students on which many times were marked by negative and depreciative denotations. The perspective of the social construction, the collaborative philosophy and the purpose of the reflecting processes were the base of this research with an objective to create a space for dialogic conversations that would enable the improvement of relationships between teachers-students and students-students. In this group context, the children were stimulated to interact with each other during the activities focusing on self-awareness and interpersonal relationship, while their teachers were participating by watching and listening with attention, allowing the emergence of the reflecting processes. I called these meetings Self-knowledge workshop, where everyone could participate in a reflexive way, having the opportunity to realize something beyond the difficulties (learning or behavioral) of the students, friends and teachers, enabling a conversation in a more careful and respectful way. A relationally responsible approach was encouraged and practiced in the co-construction of new ways to be and to live together, surpassing the individualist discourse. The application of this model in the scholar context was proved to be viable and useful to create a friendly context to generate questions and possibilities, where they could talk about values and reconsider thoughts and attitudes. To present the arresting moments of this experience, I will play an 8-minute video that shows the interaction, reflection and the dialogues among the participants.

S2 - 9.4: Co-creando   prácticas  colaborativas  en contextos académicos  de formación profesional en Psicología:    El  docente universitario  como “anfitrión   e invitado"

Facilitates: Maria del Pilar Montero; Perú Language: Español

La presentación  es un compartir que  se enmarca  en el rol  del profesor   en la formación universitaria. Las ideas   derivan de  un proceso reflexivo  que traslada  el cuestionamiento respecto  de “cómo  estar desde anfitrión  e invitado, figura empleada en el ámbito  de la Psicoterapia por Anderson (2012), en  una cultura  de educación superior  que dibuja   al  profesor  universitario   como un experto  en  su materia, lo que enmarcará  su conducir y las expectativas  que los estudiantes  tengan .  Si  esta figura  la  contextualizamos   a las  Facultades  de Psicología,  observamos que el docente  se ha perfilado  como un experto en los procesos psicológicos   individuales  e interaccionales    del ser humano ,   referente que nos seduce  hacia la percepción de un acceso privilegiado  a la experiencias de las personas , si no tomamos  con cautela y humildad  esta posibilidad que la vida nos regala.

 

Dialogue Spaces Saturday 29th  - 3 - Time: 15:45 to 17:15

HGI has been offering mental/emotional health support during and after distressing events for many years, including workplace accidents, hurricanes and flooding, school shootings and recently an on-campus suicide. We will highlight one of our most challenging experiences, share lessons learned, and detail how creativity, collaboration and flexibility anchors our work.

S3.1: Prepare, Respond, Recover, Repeat: Working Events That Cause Emotional Distress as a Collaborative Therapist

Facilitates: Sue Levin and Adriana Gil-Wikerson; USA Language: English Room: A64

Building a deeper understanding of relational leadership, an emerging area that views leadership as a process of social construction, COLLABORATORIES is designed to study the collaborative experiences and knowledge construction process among university students at the University of Jyväskylä, Finland as an experimental lab for collaboration and dialogue.

S3.2: COLLABORATORIES. An experimental lab for collaboration and dialogue

Facilitates: Bhavani Ramamoorthi; Finland Language: English Room: A56

Improv is an interactive game with Seven elements when playing under the instruction of the host: yes & and, to praise failure, co-creation, listen to each other, to follow the follower, to blend into the crowd (socializing), be true to the fact. Improv theatre can be of Postmodernism.

S3.3: Improv Theatre (to look for inner unknown fun)

Facilitates: Zhen Zhang; China Language: Chinese Room: A58

Drawing from Community Therapy (Barreto, Brasil) and Reflective Processes (Andersen, Norway), this workshop invites participant to an experience where these two traditions merge and enrich each other to create a community experience for the individual and the collective.  Reflections on the practice will follow the experience.

Partiendo de la Terapia Comunitaria (Barreto, Brasil) y los procesos reflexivos (Andersen, Noruega) este taller invita a los participantes a una experiencia donde se combinan y enriquecen estas dos tradiciones para crear una experiencia comunitaria en lo individual y lo colectivo. La experiencia incluye reflexiones acerca de la práctica.

S3.4: The Wisdom of Communities / La sabiduría de las comunidades

Facilitates: Sylvia London; Mexico and Marilene Grandesso; Brasil Language: Bilingual English/Spanish Room: A60

This seminar focuses on the concept of "withness" as described in the writings of the late John Shotter. "Withness" orients the therapist to pay close attention to the uniqueness of the reality of the other in the moment to moment co-creative exchanges of a therapy conversation. The concept fits with the results of common factors research and its emphasis on client factors and the therapy relationship as a way to measure effectiveness. A mnemonic using the word CHOICE will be suggested to focus on "withness" as an act of will rather than intelligence.

S3.5: What am I creating with the client: The idea of 'Withness' in Effective Psychotherapy

Facilitates: Glenn E. Boyd; USA Language: English Room: A53

Family conflict and interpersonal diversities combined with a lack of communication lead to weakening family relations as between partners or parents. Traditional role of a lawyer was to solve a legal part of the conflict regarding the divorce proceedings, parental relations with children or property division. The workshop presents and shares experience with a collaborative cooperation with couples using diversity of dialogic approach in the structured informal process of solving family conflicts. Principle of neutrality and the best interest of children in the context of mediation and facilitation will be mentioned. Interactive approach of the workshop. Intercultural participation is welcomed. Czech or English if necessary or requested.

S3.6: Family conflict guiding – lawyer point of view and possibilities

Facilitates: Eva Vaňková and Lenka Šalamoun, Special guest: Milena Mikulková; Czech Republic Language: Czech/English  Room: A54

Most university curricula in Argentina focus on modernist theoretical perspectives, relying on positivism, absolute truths and ‘single stories’. Contrarily, postmodernism maintains a skeptical stance towards metanarratives. In this workshop we will reflect upon ways of presenting postmodern approaches so that they can be experienced by psychology students as sufficiently unusual.

La mayoría de los planes de estudio en Argentina se fundamentan en perspectivas teóricas modernas, que se apoyan en el positivismo, verdades absolutas y ‘relatos únicos’. Los enfoques posmodernos, por otro lado, sostienen una postura escéptica hacia las metanarrativas. En este taller reflexionaremos sobre posibles maneras de introducir abordajes posmodernos en los ámbitos universitarios de tal modo que puedan ser experimentados por los alumnos como algo ‘suficientemente inusual’, y no demasiado inusual.

S3.7: Teaching Postmodern Ideas in University Classrooms / Enseñar ideas posmodernas en las aulas universitarias

Facilitates: Karin Taverniers; Argentina Language: Bilingual Spanish/ English Room: A51

In order to enable participants to experience an appreciative inquiry process, we will offer the discovery stage. We will propose to investigate what are the life-generating forces in the group of participants, inviting those present to consider the best of “what’s” in each member’s success stories.

S3.8: Building collaborative meetings: a workshop from an appreciative perspective

Facilitates: Anaclara Miranda Rodrigues and Roberto Ricardi Costard; Brasil Language: Bilingual English/Portuguese Room: A63

This workshop aims to share our classroom practices in which we will foster interaction, responsiveness and dialogue among peers to give rise to the necessary scaffolding for sense construction of research papers through the analysis of genre moves within the framework of the richness of diversity and cultural heterogeneity.

Con el propósito de compartir nuestras prácticas áulicas, este taller promoverá la interacción, la co-construcción y el diálogo entre pares con el objetivo de dar lugar al andamiaje necesario en la construcción de significados de trabajos de investigación (papers) a través del análisis de los movimientos retóricos específicos del género discursivo científico en el marco de la riqueza que brinda la diversidad y heterogeneidad cultural.
 

S3.9: Collaborative and dialogic sense production in additional language classes framed within a broader perspective of academic-scientific literacy / Producción de sentido dialógico y colaborativo en clases de idiomas adicionales enmarcadas dentro de una perspectiva más amplia de la alfabetización académico-científica

Facilitates: Laura Patricia Roseti, Karina Verónica De Francesco and Natalia Bron; Argentina Language: Spanish / English Room: A59

 

TAD TALKS/ PAPERS/ PECHA KUCHA 

Saturday - 3: English/ Portuguese - Time: 14:45 to 17:15

Room A57

S3 - 10.1: Collaborative processes creating social change: the experience of a Brazilian Mental Health Association

Facilitates: Cecilia Villares; Brasil Language: English

The Brazilian Schizophrenia Association (ABRE), established in 2002 in Sao Paulo, Brazil, is a nonprofit civil organization co-led by families and people with schizophrenia, friends and mental health professionals. Our goal is to bridge science and promotion of human dignity. Dialogue, connection, collective action and empowerment are our main strategies for social change.

In a country marked by great social inequalities, many people with schizophrenia have their condition greatly aggravated by poverty, poor education, and social exclusion. Changing this reality requires a complex and sustained set of networking strategies. It presents us the challenge of creating common ground from disconnection, distrust and the unknown, to generate dialogues that rescue a world in which we share words such as encounter, confidence and hope. Collaborative practices invite us to a dialogue with the possibilities and constraints imposed by such a dominating social discourse; it also offers a movement towards a relational understanding of human action. Inspired by these and other collaborative-dialogic assumptions, ABRE has sought to propose creative group actions to generate connectivity, solidarity and discourses and practices of inclusion and social participation.

Our presentation will address key aspects of principles and actions aiming at generating hope, agency, connection, empowerment, and social participation. We will focus mainly on the educational initiatives through which the Brazilian project devised successful low-budget actions that can act as case examples to inspire similar initiatives in other regions of our country, and perhaps in other countries as well.  

S3 - 10.2: Connecting research with clinical practice: a collaborative study of psychotherapeutic insight

Facilitates: Michael Eason; Hong Kong Language: English

Insight has long been a topic of interest in the field of psychotherapy, but much about both its process and its content remains unclear. A recent consensus definition of the term (Hill et al., 2007) provides some needed clarity but focuses more on the what of insight than the how. The completed doctoral research presented here attempts to address this gap by expanding the existing knowledge of both the content and the underlying process of insight in psychotherapy, with an emphasis on its collaborative co-construction through therapeutic dialogue.

The present work adopts the guiding framework of insight as a dialogic co-construction; i.e., psychotherapeutic insight is a conversational accomplishment.

In alignment with this framework, the study utilized a collaborative research methodology in which I invited my own established counseling clients to act as co-researchers in examining a phenomenon (insight) co-produced during our therapy sessions. The work is qualitative in nature, employing two analytic modalities: thematic analysis and narrative processes coding system. The findings ultimately suggest that insight is a collaborative product of the counseling conversation, sometimes therapist initiated, sometimes client initiated, but always embedded in the dialogue between the two participants. The findings further show that insight can occur during the process of post-session reflection on the part of the client.

Both clinical implications for practicing therapists/psychologists and theoretical contributions to the academic literature are identified and discussed. A collaborative-dialogic model of psychotherapeutic insight that captures its narrative and intersubjective nature is developed and elaborated. Throughout the talk, discussions and questions regarding this collaborative research, its real-world implications, and the nature of insight-producing therapeutic conversations are actively encouraged.

S3 - 10.3: Conversation - being LGBT in a Christian Church

Facilitates: Gabriela Morena Seixas; Portugal and Brasil Language: Portuguese

En marzo de 2018 se realizó en Río de Janeiro / Brasil una conversación con aproximadamente 30 personas que compartieron sobre cómo es la experiencia de ser LGBT y participar en una iglesia cristiana. Juntas también investigaron sobre cómo es posible la co-existencia y co-vivencia en ambientes de conflicto, ya que experimentan en la propia familia y en la iglesia narrativas que refuerzan prejuicio y discriminación sobre sus sexualidades, acarreando síntomas psíquicos y perjuicios diversos. De esta forma, los intercambios sobre el tema en estos contextos tienden a ser polarizados generando discusiones y desconexión entre las personas.

Un evento fue creado en Facebook, organizado por mí y por otra querida compañera psicóloga que, al igual que yo, también es cristiana y LGBT. La invitación a la rueda de conversación se hizo y el evento virtual contó con aproximadamente 200 personas, entre interesadas y participantes, iniciando los intercambios (algunas conflictivas) desde días antes del encuentro.

En el día del encuentro, un ambiente acogedor, con propuesta de sostener un espacio seguro para las personas, fue creado y el desafío de esta rueda era investigar, a partir de la experiencia personal, cómo es posible co-vivir y co-existir con personas que discrepo.

Sin embargo, entendemos que en esta situación, así como sucede de forma semejante a otras formas de violencias estructurales - como machismo, racismo, misoginia - opera una asimetría de poder en relación a las personas LGBT involucradas en iglesias cristianas. El discurso hegemónico pecaminiza su sexualidad y percibimos que las propuestas dialógicas necesitaban considerar este contexto.

Evento no Facebook: https://www.facebook.com/events/428096527638188/?active_tab=about

S3 - 10.4: Relatives as reflexive teams

Facilitates: Carlos León Open Dialogue Formation www.odformation.org; Suiza Language: English bilingual to Spanish

We narrate the story of a training group of relatives interested in open dialogue with the hope of operate a change in their situations with a member of their family. 

They participated in workshops - half information and half therapy-, experiencing the dialogic approach. 

As a result of this processes - 12 meetings 4 hours each - they attested some improvements in their life situations. 

Also a self-help mutuality emerged between them. 

They are now voluntary participating as members of the "reflective team" in family therapies.

POSTERS

Friday 28th – Time: 16:00 to 16:30

 

The posters may have a size (dimensions) of max. 0,84 x 1,19

An inquiry will be presented in which the concept of relational being in respect to past relationships is investigated. This concept proposes that people are constituted by their relationships. to explore the effect of past relationship on the relational being art based methods where used in conversations with mothers with their daughters or sons. Data analysis will be presented from many different perspectives, which can be identified as relational selfs of the principal author of this work.

Se presentará una indagación donde se investigan las relaciones del pasado en relación al l concepto del ser relacional. Este concepto propone que las personas son constituidas por sus relaciones. SE utilizaron métodos de arte en conversaciones con madres y sus hijos e hijas. SE presentará el análisis de los datos desde diferentes perspectivas que se pueden identificar como los seres relacionales de las autoras de este trabajo.

F1: Past relationships: making the most of them. Conversations about the influence of our past relationships on the relational being / Capitalizando las Relaciones del Pasado: Conversaciones acerca de la influencia que las relaciones pasadas tienen en nuestro ser relacional

Facilitates: Garbiñe Delgado; Spain Language: Bilingual English/Spanish 

Over the last year we started a doctoral journey at Ashridge/Hult Business School on Organizational Change, grounded in Action Research, which is considered controversial and edgy within the academic realm. Starting from a first person perspective and through peer-coaching, we discover what difference we want to make in the world. We aim to make an impact by creating new knowledge and seek to achieve positive, sustainable change within and across organizations.

F2: Two newborn action researchers: the social construction of our journey so far

Facilitates: Jeanine Jansen; Netherlands and Pamela Campagna; USA Language: English