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Relational Awareness in Teachers’ and Counsellors’ Practices

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Rising demands in school in times of austerity put teachers´ and counsellors potential for attentive presence and development of a trustful, empathetic, and respectful relationship in intersubjective encounters at risk. Contemplative practices such as mindfulness may be helpful in dealing with stressing conditions and supportive for the professionals’ attentive presence, well-being, and relationship-building. This paper presents a qualitative study of student teachers’ and newly educated teachers’ experience of the significance of integral contemplative practices in their education and work-life.
The study is based on phenomenology, and cultural-historical and integrative cybernetic systems psychology. In this lens, intersubjective encounters involve bodily resonance originating from unconscious processes of mutual modification of bodily and emotional states and conditions which influence the practitioner’s perception and action in the situation. Main findings in study were that contemplative embodied practices can balance resonance and affectivity in challenging conditions and can develop the professionals’ relational awareness to act according to their aims in challenging encounters. The concept of relational awareness is defined and illustrated by case examples, and in an integrative systems psychology lens it is discussed how relational awareness may be helpful as mediating means in teaching and counselling.
Original languageEnglish
Publication year5 Aug 2021
Publication statusPublished - 5 Aug 2021
Event2021 Oxford Symposium in School-Based Family Counseling Webinar - Zoom Link: https://us02web.zoom.us/j/84466580167?pwd=MjQzbkpTMkxBQ290eS9Qa3AzZ0pHUT09, Oxford
Duration: 5 Aug 20218 Aug 2021


Conference2021 Oxford Symposium in School-Based Family Counseling Webinar
LocationZoom Link: https://us02web.zoom.us/j/84466580167?pwd=MjQzbkpTMkxBQ290eS9Qa3AzZ0pHUT09

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