Lucia Berdondini
University of Strathclyde
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Publication
Featured researches published by Lucia Berdondini.
Emotional and Behavioural Difficulties | 2002
Helen Cowie; Lucia Berdondini
Abstract Recent literature on bullying suggests that victims of KEYW ORDS bullying are likely to have certain emotional reactions that contribute anti-bullying to the problem. This is not to say that victims in any way deserve the intervention; treatment that they get from more aggressive peers, but rather to bullying; propose that they themselves can be empowered to change the situ-bystanders; ation. The purpose of the present review is to examine the proposal emotional that the ways in which victims express their emotions during a bullying expression episode can play a crucial role in the responses of peers. There are implications for both researchers and practitioners to develop new insights that may help vulnerable children and adolescents.
Psychotherapy Research | 2013
Katherine McArthur; Mick Cooper; Lucia Berdondini
Abstract School-based humanistic counseling (SBHC) is a widely delivered intervention for psychological distress in young people, particularly in the UK. This study piloted a set of procedures for evaluating SBHC and obtaining indications of effect. Psychologically distressed young people (aged 13–16) were randomized to either 12 weeks of SBHC or a waiting list control. The primary outcome was psychological distress at the 12-week endpoint, as measured by the Young Persons CORE. Those allocated to counseling (n=16) showed significantly greater reductions in psychological distress than participants in the control group (n=17), with an effect size (ES) (g) of 1.14 on the primary outcome and a mean ES across all four outcome measures of 0.73 at endpoint. The findings indicate that SBHC may be an effective means of reducing psychological distress in young people.
Journal of Clinical Psychology | 2012
Lucia Berdondini; Robert Elliott; Joan Shearer
We offer a view of the nature and role of client-therapist collaboration in experiential psychotherapy, focusing on Gestalt and emotion-focused therapy (EFT). We distinguish between the necessary condition of mutual trust (the emotional bond between client and therapist) and effective collaboration (regarding the goals and tasks of therapy). Using a case study of experiential therapy for social anxiety, we illustrate how the development of collaboration can be both complex and pivotal for therapeutic success, and how it can involve client and therapist encountering one another through taking risks by openly and nonjudgementally disclosing difficult experiences in order to enrich and advance the work.
Archive | 2009
Cathy Ota; Lucia Berdondini
This chapter reports on research with young children conducted as part of a unique 4 year large scale UK project investigating effective groupwork skills across all age ranges. This chapter adds to current debate and academic inquiry in the field of moral and spiritual education, proposing a theoretical understanding of the significance of how the relationship between teacher and pupils is a key factor in enabling children’s religious, moral, cultural, spiritual and social development. Drawing on practitioner discourse analysis the chapter offers research evidence to demonstrate the ability of children to trust, reflect, construct meaning, build relationships and develop social skills with peers. Discussing the enabling of pupil voice the chapter offers an original and innovative approach to understanding the teacher’s role; it impacts on educational policy and practice in identifying how teachers can develop groupwork skills with their class, thereby encouraging a meaningful, enriched, safe classroom climate for pupils.
Journal of Humanistic Psychology | 2018
Edgar A. Correia; Mick Cooper; Lucia Berdondini; Karla Correia
Authors agree that a range of different existential therapies exist. However, not much has been written about what is characteristic and distinctive of each existential therapy, and the few claims that have been made are mainly hypothetical. Practitioners from the four main branches of existential therapy were asked about the authors and texts that have most influenced their practice and the practices they considered most characteristic of existential therapy. From all over the world, 29 daseinsanalysts, 82 existential-humanistic, 573 existential-phenomenological, and 303 logotherapy and/or existential analysis practitioners participated in this study. Data show that the scope of influence of an author is pretty much limited to the branch he or she is related to and only a few authors, in particular Frankl and Yalom, influence practitioners from all four branches. Five categories of practice are shared among the main existential branches as the most characteristics of existential therapy, with phenomenological practices being the most shared category: But the frequency of each of these categories of practice differs significantly depending on respondents’ training or affiliated branch. Data corroborate the idea of different existential therapies, with logotherapy and/or existential analysis being the most markedly different branch of them all.
British Journal of Guidance & Counselling | 2018
Edgar A. Correia; Vítor Sartóris; Tiago Fernandes; Mick Cooper; Lucia Berdondini; Daniel Sousa; Branca Sá Pires; João da Fonseca
ABSTRACT Within the major therapeutic paradigms, observational instruments have been developed to assess orientation-specific interventions or processes. However, to date, no such instrument exists to assess existential practices. Recent research indicates the key practices of existential therapists, and forms an empirical basis on which to develop an observatory grid. This paper describes the development of such a grid, and its exploratory testing with eight clients of four Portuguese existential psychotherapists. A total of 32 sessions were observed and both speaking turn and whole-session analysis showed that it was feasible to assess existential therapy using the instrument, although psychometric findings recommend further refinement of the tool. Session-rating data suggest that the chief practices applied by existential therapists were relational, followed by the use of hermeneutic interventions and reformulations. Interventions based on phenomenological and existential assumptions were observable in practice but limited in frequency. Further refinements and developments of the observational grid, together with additional research – using a range of therapists from different schools of existential therapy – are recommended.
The Humanistic Psychologist | 2017
Edgar A. Correia; Mick Cooper; Lucia Berdondini; Karla Correia
Existential psychotherapy is a recognized and widespread therapeutic paradigm, with almost 100 years of clinical intervention. Despite some evidence of its effectiveness, existential psychotherapists have been criticized for a lack of a coherent framework of practice. Existential authors have been reluctant to make explicit their therapeutic methods, and an encompassing consensual understanding of its core constitutional practices has yet to be reached. To begin to address this, an online international survey was conducted and 971 existential practitioners from 46 countries and different theoretical and cultural backgrounds gave 2,611 responses to the question “which three specific therapeutic methods or practices would you consider most characteristic of existential therapy?”. Responses were content-analyzed and a total of 77 different specific practices were identified and clustered into 17 subcategories and 5 overarching categories of practice. Phenomenological practices, methods associated with specific existential branches, practices informed by existential assumptions, relational practices, and practices of other therapeutic paradigms were found to be considered the most characteristic categories of an existential practice. An empirically based, encompassing, and structured taxonomy of existential practices is now available. New avenues are opened for research concerning the applicability and effectiveness of these fundamental existential practices.
Learning and Instruction | 2008
Peter Kutnick; Cathy Ota; Lucia Berdondini
Cambridge Journal of Education | 2009
Peter Kutnick; Lucia Berdondini
Journal of Contemporary Psychotherapy | 2015
Edgar A. Correia; Mick Cooper; Lucia Berdondini