Meaning-Making and Intervention in Child and Youth Care Practice
Meaning-Making and Intervention in Child and Youth Care Practice
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儿童和青少年护理实践中的意义创造和干预
DOI：
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发表时间：
2004
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影响因子：
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通讯作者：
Thom Garfat
中科院分区：
文献类型：
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作者：
Thom Garfat
在过去的几年里，一个人如何使自己的经验有意义，或意义的创造，一直是北美儿童和青少年护理文献中经常关注的主题（见，例如，Garfat，1998; Krueger，1994，1998; VanderVen，1992）。然而，我们并不真正知道意义是否是预先存在的，或者我们每个人最终是否是“他或她自己生活设计的作者”（Yalom，1989，第8页），在我们生活的过程中单独创造意义。然而，在帮助专业人士中，人们普遍认为，意义是在我们遇到我们的经验时创造的（彼得森，1988;白色和爱普生，1990; Watzlawick，1990），为我们每个人创造了一个独特的和个性化的事件体验。我们也不知道，具体地说，意义是如何由个人创造的。然而，文化、个人历史、顺序和特定环境似乎在决定一个人如何使用个人解释框架来理解他或她的遭遇时起着重要作用（Bruner，1990 ; Fulcher，1991; Goffman，1974; Guttman，1991）。因此，我们每个人都把自己的个人经历带入意义的形成。
In the past few years the subject of how one makes meaning of one’s experiences, or meaning-making, has been a subject of frequent focus in the Child and Youth Care literature in North America (See, for example, Garfat, 1998; Krueger, 1994, 1998; VanderVen, 1992). We do not really know, however, whether meaning is pre-existent, or whether each of us is ultimately the ‘author of his or her own life design’ (Yalom, 1989, p. 8), creating meaning individually as we move through life. It has generally been accepted in the helping professions, however, that meaning is created as we encounter our experiences (Peterson, 1988; White & Epson, 1990; Watzlawick, 1990) creating for each of us a unique and individualised experience of an event. We also do not know, specifically, how meaning is created by the individual. It appears, however, that culture, personal history, sequencing, and specific circumstance play an important role in determining how one uses one’s personal interpretive frame to make meaning of his or her encounters (Bruner, 1990 ; Fulcher, 1991; Goffman, 1974; Guttman, 1991). Each of us, then, brings to the making of meaning our individual experiences.