Book contents
- The Cambridge Handbook of Cultural-Historical Psychology
- The Cambridge Handbook of Cultural-Historical Psychology
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Introduction
- Part I Theory
- Part II Method
- Part III Child
- Part IV Language and culture
- Part V Brain
- Part VI Beyond psychology
- 16 Cultural-historical psychotherapy
- 17 From expressive movement to the “basic problem”
- 18 The need for a dialogical science
- 19 Cognition and its master
- 20 Cultural-historical theory and semiotics
- 21 Luria and “Romantic Science”
- Index
16 - Cultural-historical psychotherapy
from Part VI - Beyond psychology
Published online by Cambridge University Press: 05 October 2014
Book contents
- The Cambridge Handbook of Cultural-Historical Psychology
- The Cambridge Handbook of Cultural-Historical Psychology
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Introduction
- Part I Theory
- Part II Method
- Part III Child
- Part IV Language and culture
- Part V Brain
- Part VI Beyond psychology
- 16 Cultural-historical psychotherapy
- 17 From expressive movement to the “basic problem”
- 18 The need for a dialogical science
- 19 Cognition and its master
- 20 Cultural-historical theory and semiotics
- 21 Luria and “Romantic Science”
- Index
Summary
Cultural-historical theory usually comes to the fore as the foundation of developmental psychology and educational psychology. This chapter summarizes the main tenets of the Cultural-historical theory which provides us with concepts and methods of the process of psychotherapy. The theory considers the human mind to be the product of the historically evolved culture of a society. The chapter discusses the psychological function of a talisman. Talismans are often used by people whose activity is connected with a heightened risk. The cultural-historical approach takes into account both the micro culture of the social group and the age group to which the clients belong, and the culture and value system of society as a whole. The cultural-historical approach is particularly fit for child psychotherapy. It adopts the systematic modification of therapeutic depending on the goal and stage of the psychotherapy.
Keywords
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- Information
- The Cambridge Handbook of Cultural-Historical Psychology , pp. 403 - 422Publisher: Cambridge University PressPrint publication year: 2014