MAPS
From Hbse I
Contents |
Metaphorical and Pictorial Schema
Intro
One of the hardest thing for social work practitioners and students to do is to figure out what combination of things to look at or focus on with any given client. It is hard enough trying to apply individual ideas to a client (biological or psychological or social or cultural or spiritual...) and within each of those to know which details (sub-sections) to look at. So it is doubly hard, (or for those of you who like make, maybe hard squared) to put those ideas together, to get a good picture of the client and what surrounds them, or PIE or perhaps HI.
This is where the idea of maps come in (((insert a map))))
=Metaphorical
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In literature
The metaphor, according to I. A. Richards in The Philosophy of Rhetoric (1936), consists of two parts: the tenor and vehicle. The tenor is the subject to which attributes are ascribed. The vehicle is the subject from which the attributes are borrowed. Other writers employ the general terms ground and figure to denote what Richards identifies as the tenor and vehicle. Consider: All the world's a stage:-
All the world's a stage, And all the men and women merely players; They have their exits and their entrances; � (William Shakespeare, As You Like It
The world -- is the tenor, and stage is the vehicle.
Therapy
the following is from [[1]] Template:Neuro-linguistic programming Therapeutic metaphor is a type of conceptual metaphor presented as a story or other parallel to an entire aspect of a situation, related by a psychotherapist to a patient. The purpose of this is to highlight to a person, in an effective way, some aspects and lessons that otherwise they might not be able to perceive as clearly in their current situation, or to suggest new outlooks on it. Thus a therapist, told about the untimely death of a loved one, might respond by describing two roses in a garden, one of which is dug up.
Uses
Marsha Linehan highlights the utility of metaphor in her work with patients with borderline personality disorder: "the use of metaphor, in the form of simple analogies, anecdotes, parables, myths or stories, is extremely important in DBT. Metaphors are alternative means of teaching dialectical thinking and opening up possibilities of new behaviors. They encourage both patient and therapist to look for and create alternate meanings and points of reference for events under scrutiny." Her metaphors for radical acceptance (is like being a gardener learning to love the dandelions that come into the garden year after year, no matter what the gardener does to get rid of them) and therapy interfering behavior (is like a mountain climber refusing to wear winter gear when climbing in the snow) and suicidal behavior (is like the mountain climber jumping off the mountain, sometimes with the rope still tied to the guide) are particularly illustrative of the uses she has for metaphor.
Views
In his book, Guru: Metaphors from a psychotherapist, Sheldon Kopp states: "Generally, a metaphor is defined as a way of speaking in which one thing is expressed in terms of another, whereby this bringing together throws new light on the character of what is being described." (p.17)
Two influential figures in modern use of metaphor are: George Lakoff, one of America's foremost linguists, and Milton Erickson, the so-called "father of modern hypnotherapy".<ref>Scott Allen Wickman, M. Harry Daniels, Lyle J. White, and Steven A. Fesmire (1999) A "primer" in conceptual metaphor for counselors Journal of Counseling and Development vol. 77 no. 4 p.389-94</ref> Both have emphasized strongly the crucial place that metaphor holds in human communication and experience. The use of therapeutic metaphor is discussed within neuro-linguistic programming circles.
Erickson, in particular, viewed much of human communication as metaphor, and metaphors that he used are often studied by hypnotherapists and others insofar as they communicate on so many levels simultaneously.
Examples from the text
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Examples from your term projects
this could be written or spoken (podcast) or drawn.
