Loredana I Viscu | Tibiscus (original) (raw)

Papers by Loredana I Viscu

ISRN Rheumatology (Print), Mar 20, 2014

Objectives. This research was carried out in two stages: the objectives of the first stage were (... more Objectives. This research was carried out in two stages: the objectives of the first stage were (1) to identify the existing relationships between the level of anxiety, the frequency of automatic negative thoughts, and unconditional self-acceptance and (2) to capture the existing differences regarding these variables between people diagnosed with rheumatoid arthritis and those with no such medical history. Methods. The sample made up of 50 subjects filled out the following three questionnaires: the Hamilton Anxiety Scale, the Automatic Thoughts Questionnaire, and the Unconditional Self-Acceptance Questionnaire. Results. Psychological anxiety is positively correlated with automatic negative thoughts, while unconditional self-acceptance is negatively correlated with both psychological anxiety and somatic anxiety as well as with automatic negative thoughts. All studied variables were significantly different in rheumatoid arthritis as compared to the control population. Conclusions. The results showed the presence to a greater extent of anxiety and automatic negative thoughts, along with reduced unconditional self-acceptance among people with rheumatoid arthritis. Intervention on these variables through support and counseling can lead to reducing anxiety and depression, to altering the coping styles, and, implicitly, to improving the patients' quality of life.

International Journal of Supervision in Psychoterapy, Jun 1, 2021

Supervision models offer a synthesis of theoretical and practical elements demanded by an efficie... more Supervision models offer a synthesis of theoretical and practical elements demanded by an efficient clinical supervision. They are classified into first and second generation supervision models. The first generation supervision models follow the development path of psychological counselling and psychotherapy, being focused on therapy, the supervisee’s development, on specifying the supervisee’s needs and the roles assumed by the supervisor. The second generation supervision models are integrative supervision models, with the emphasis on the role of common crosstheoretical factors. The integrative strategic supervision model [1], [2], [3] is a second generation supervision model, with the objective, other than the underlining of crosstheoretical common factors of supervision, with a top spot offered to the learning process, that of introducing the constructivist approach of learning, the construction of supervision as an interdisciplinary discipline and the relating of supervision to didactics through supervision projecting. The word “strategic”, from the model title, emphasizes the bases for the supervision process: the supervision framework, the learning methods used, the evaluation methods based on the supervisee’s individual factors, the tools used to supervise and materialized into: contracts, therapeutic statuses, supervision sheets, relational diagnosis sheet, etc.

The constructivist paradigm of learning defines learning as being “an active and constructive pro... more The constructivist paradigm of learning defines learning as being “an active and constructive profess which always takes place in a context, thus being situational, multi-dimensional and systemic. The results of learni ng cannot be foreseen, because the building processes of a reality are individual and situational” [1], [2]. The purpose of this demarche is to underline the importance of learning from the perspective of social c onstructivism in psychotherapy and in training and clinical supervision programs. The objectives proposed are: to underline action directions in therapy and clinical supervision of concepts promoted by social c onstructivist: the zone of proximal development (Vigotsky), tutor, scaffolding, modalities to represent realit y (active, iconic and symbolic); to underline the concept of socio-cognitive conflict promoted by the Genev a School of genetic psychology in therapy and clinical supervision. Constructivist pedagogy applies not only to pupils, but also to ad...

International Journal of Supervision in Psychotherapy

Psychotherapists are humans, and humans have different personalities and identities. So not all p... more Psychotherapists are humans, and humans have different personalities and identities. So not all psychotherapists are the same, they develop differently; they have different perspectives in life and go through different training programs. Psychotherapists discover during training what motivates them in their practice, what they need to accomplish, how they need to behave with clients, with colleagues, with supervisors. Identity is also shaped in training being challenged by development both in theory and in practice, but also in supervision being challenged by the supervisory alliance and by the therapeutic relationship with the client.

International Journal of Supervision in Psychotherapy, 2022

The International Journal of Supervision in Psychotherapy, 2020

The logic of supervision provides direction and core to the meeting between two adult learners or... more The logic of supervision provides direction and core to the meeting between two adult learners or between the supervisor and a group of adult learners (the supervision group). The supervisor's responsibility refers both to the logic of supervision, the thinking of the supervision activity throughout its entire duration, as well as the design of all the supervision activities. Each therapist builds in time a working style with the client, but the supervisor also has his own supervision style. The logic of supervision and the supervisor's supervisory style can be found in supervision models.

International Journal of Supervision in Psychotherapy, 2021

Supervision represents an important component of the training program in psychotherapy. The prese... more Supervision represents an important component of the training program in psychotherapy. The present study was realized inside an association which offers professional training in integrative psychotherapy in Romania. The purpose is to evaluate the supervision process, the supervisor's style and the supervision alliance in three educational centres belonging to the association. The sample included in this study gathers 46 supervisees and independent therapists, who also represent the first graduate specialists of this association, after the concluding of the training and the personal development stages (the first three years of study) and of the supervision stage (two years after becoming supervisees). The objectives of this study were to identify the proper supervision type for all therapist found in different training centres; to identify the supervision style appropriate for all therapists evaluated and to identify the supervision needs of all therapists who agreed to take part in this study. Conclusions are useful for all supervisions belonging to this association and to improve the activity of supervision groups.

The organisation and supervision of a group of therapists, during a long period of time, are comm... more The organisation and supervision of a group of therapists, during a long period of time, are commitments that the supervisor thinks about both before starting the activity with the group and throughout the existence of the group. Supervision models can provide a mental map accordingly used by the supervisor in the journey with each supervisee, but also with the group as a whole. During each supervision session, the supervisor places the group as a whole in a development stage (coagulation, maturation, final) and identifies at the stage of development for the supervisory relationship [1] with each member of the group and with his/her level of development [2], but also with the entire group, adapting his/her style to the characteristics of each supervisee, but also to the characteristics of the group as a whole. The learning alliance is the centre of the supervision relationship. The aim of the paper is to integrate the development stages of the supervision group with the development ...

Journal of Contemporary Psychotherapy, 2019

We take up three fundamental considerations: (a) regardless of supervisory perspective adopted, t... more We take up three fundamental considerations: (a) regardless of supervisory perspective adopted, there is a common process to supervision session process; (b) supervision is a cyclical affair across sessions and, oftentimes, even within sessions; and (c) beginning supervisor trainees, whatever the supervisory perspective to which they will eventually subscribe, can benefit from having a simple conceptual way of thinking about the commonalities of supervision session structure. Although the supervision process (e.g., supervision stages) is a widely considered topic, supervision session process—the workings of each individual session—is comparatively a far less considered facet of the supervisor-supervisee interaction. But beginning supervisor trainees often struggle mightily with that very issue: They lack any sort of conceptual perspective on how to best proceed in the moment to moment unfolding of the supervision hour and can understandably feel anxious and awed as a result. We propose a simple, straightforward way of thinking about supervision session flow—the Supervision Session Pyramid—as a teaching tool for use in supervisor education. Reflecting an integrated amalgam of views, the SSP provides beginning supervisor trainees with an easily-accessible visual that (a) captures a common structure of session action that is trans-theoretically applicable and (b) accentuates the ever cycling and recycling nature of the supervisory experience. Thus, we recommend that the SSP be used as a discussion stimulus in the beginning supervision seminar, or even in the supervision of supervisor trainees, as a way to organize and galvanize thinking about supervision session process.

Psiworld 2016 Proceedings, 2017

Strategic integrative psychotherapy provides an intervention framework in therapeutic work based ... more Strategic integrative psychotherapy provides an intervention framework in therapeutic work based on the Strategic Integrative Model of the Self (Drobot, Popescu, 2013; Popescu, Vîşcu, 2016). The Strategic Integrative Model of the Self is a fundamental theoretical research in psychology, philosophy, psychotherapy, human development, neurobiology and in the attachment theory and provides an integrated approach to human development. The strategic integrative psychotherapy model derived from the Strategic Integrative Model of the Self, proposes an eclectic therapeutic intervention based on psychotherapy orientations: gestalt, existential, cognitive behavioural, psychodynamic, family, clinical hypnosis and mentions the role of common factors of psychotherapeutic change. The purpose of this study is to specify the place and the role of interpretation in an integrative approach used in the model proposed. The overall objective is to identify the meanings of interpretation in integrative psychotherapy and the specific objective, the analysis of interpretation in the Strategic Integrative Model of the Self. Interpretation reflects one of the therapist's fundamental skills. The essential function of interpretation is to create connections between events and actions of the patients' past, present and future. The study results are quantitative and reflect the theoretical and practical efforts of the authors and therapists in supervision in the therapeutic orientation called strategic integrative psychotherapy.

Procedia - Social and Behavioral Sciences, 2010

The aim of this pilot study was to identify some variables from the family environment which have... more The aim of this pilot study was to identify some variables from the family environment which have an impact on adolescent decision for a future career. The sample: 60 pupils from the final high-school grade. The test portfolio: Parent Career Behavior Checklist (Keller and Whiston, 2008); EMBU questionnaire (Perris et all, 1980); Adult Attachment Scale (Collins and Read, 1990). The obtained results offer us an image of the variables which influence career decision making process and the way in which vocational counseling and the role of the counselor are perceived in school.

ISRN Rheumatology, 2014

Societies

In responsible management, managerial efficiency and sustainable development meet and influence e... more In responsible management, managerial efficiency and sustainable development meet and influence each other. In order to give meaning to their organisation, to respect and look after their collaborators, a manager must promote a set of values on a personal, organisational and societal level. The purpose of this paper is to study the social value attributed to responsible management by students of a technical university. We have therefore undertaken to study a set of seven values attributed to responsible management and, more precisely, their utility and social desirability on a personal, organisational and societal level. The values have been operationalized with personality descriptors. The 60 participants in this study are students from a Romanian technical university. They had to assess, on four scales of seven points each (two for desirability and two for social utility), the value of a person characterised by one of the seven values attributed to responsible management. The resu...

International Journal of Supervision in Psychotherapy, no. 3,, 2021

Supervision models offer a synthesis of theoretical and practical elements demanded by an efficie... more Supervision models offer a synthesis of theoretical and practical elements demanded by an efficient clinical supervision. They are classified into first and second generation supervision models. The first generation supervision models follow the development path of psychological counselling and psychotherapy, being focused on therapy, the supervisee's development, on specifying the supervisee's needs and the roles assumed by the supervisor. The second generation supervision models are integrative supervision models, with the emphasis on the role of common crosstheoretical factors. The integrative strategic supervision model [1], [2], [3] is a second generation supervision model, with the objective, other than the underlining of crosstheoretical common factors of supervision, with a top spot offered to the learning process, that of introducing the constructivist approach of learning, the construction of supervision as an interdisciplinary discipline and the relating of supervision to didactics through supervision projecting. The word "strategic", from the model title, emphasizes the bases for the supervision process: the supervision framework, the learning methods used, the evaluation methods based on the supervisee's individual factors, the tools used to supervise and materialized into: contracts, therapeutic statuses, supervision sheets, relational diagnosis sheet, etc.

International Journal of Supervision in Psychotherapy, no. 3,, 2021

MULTIDIMENSIONAL AND DYNAMIC APPROACHES OF PERSONALITY, 2019

Journal of Contemporary Psychotherapy volume 50, pages15–20(2020), 2020

We take up three fundamental considerations: (a) regardless of supervisory perspective adopted, t... more We take up three fundamental considerations: (a) regardless of supervisory perspective adopted, there is a common process to supervision session process; (b) supervision is a cyclical affair across sessions and, oftentimes, even within sessions; and (c) beginning supervisor trainees, whatever the supervisory perspective to which they will eventually subscribe, can benefit from having a simple conceptual way of thinking about the commonalities of supervision session structure. Although the supervision process (e.g., supervision stages) is a widely considered topic, supervision session process-the workings of each individual session-is comparatively a far less considered facet of the supervisor-supervisee interaction. But beginning supervisor trainees often struggle mightily with that very issue: They lack any sort of conceptual perspective on how to best proceed in the moment to moment unfolding of the supervision hour and can understandably feel anxious and awed as a result. We propose a simple, straightforward way of thinking about supervision session flow-the Supervision Session Pyramid-as a teaching tool for use in supervisor education. Reflecting an integrated amalgam of views, the SSP provides beginning supervisor trainees with an easily-accessible visual that (a) captures a common structure of session action that is trans-theoretically applicable and (b) accentuates the ever cycling and recycling nature of the supervisory experience. Thus, we recommend that the SSP be used as a discussion stimulus in the beginning supervision seminar, or even in the supervision of supervisor trainees, as a way to organize and galvanize thinking about supervision session process.

International Journal of Supervision in Psychotherapy, 2019

ISRN Rheumatology (Print), Mar 20, 2014

International Journal of Supervision in Psychoterapy, Jun 1, 2021

International Journal of Supervision in Psychotherapy

International Journal of Supervision in Psychotherapy, 2022

The International Journal of Supervision in Psychotherapy, 2020

International Journal of Supervision in Psychotherapy, 2021

Journal of Contemporary Psychotherapy, 2019

Psiworld 2016 Proceedings, 2017

Procedia - Social and Behavioral Sciences, 2010

ISRN Rheumatology, 2014

Societies

International Journal of Supervision in Psychotherapy, no. 3,, 2021

Supervision models offer a synthesis of theoretical and practical elements demanded by an efficie... more Supervision models offer a synthesis of theoretical and practical elements demanded by an efficient clinical supervision. They are classified into first and second generation supervision models. The first generation supervision models follow the development path of psychological counselling and psychotherapy, being focused on therapy, the supervisee's development, on specifying the supervisee's needs and the roles assumed by the supervisor. The second generation supervision models are integrative supervision models, with the emphasis on the role of common crosstheoretical factors. The integrative strategic supervision model [1], [2], [3] is a second generation supervision model, with the objective, other than the underlining of crosstheoretical common factors of supervision, with a top spot offered to the learning process, that of introducing the constructivist approach of learning, the construction of supervision as an interdisciplinary discipline and the relating of supervision to didactics through supervision projecting. The word "strategic", from the model title, emphasizes the bases for the supervision process: the supervision framework, the learning methods used, the evaluation methods based on the supervisee's individual factors, the tools used to supervise and materialized into: contracts, therapeutic statuses, supervision sheets, relational diagnosis sheet, etc.

International Journal of Supervision in Psychotherapy, no. 3,, 2021

MULTIDIMENSIONAL AND DYNAMIC APPROACHES OF PERSONALITY, 2019

Journal of Contemporary Psychotherapy volume 50, pages15–20(2020), 2020

We take up three fundamental considerations: (a) regardless of supervisory perspective adopted, t... more We take up three fundamental considerations: (a) regardless of supervisory perspective adopted, there is a common process to supervision session process; (b) supervision is a cyclical affair across sessions and, oftentimes, even within sessions; and (c) beginning supervisor trainees, whatever the supervisory perspective to which they will eventually subscribe, can benefit from having a simple conceptual way of thinking about the commonalities of supervision session structure. Although the supervision process (e.g., supervision stages) is a widely considered topic, supervision session process-the workings of each individual session-is comparatively a far less considered facet of the supervisor-supervisee interaction. But beginning supervisor trainees often struggle mightily with that very issue: They lack any sort of conceptual perspective on how to best proceed in the moment to moment unfolding of the supervision hour and can understandably feel anxious and awed as a result. We propose a simple, straightforward way of thinking about supervision session flow-the Supervision Session Pyramid-as a teaching tool for use in supervisor education. Reflecting an integrated amalgam of views, the SSP provides beginning supervisor trainees with an easily-accessible visual that (a) captures a common structure of session action that is trans-theoretically applicable and (b) accentuates the ever cycling and recycling nature of the supervisory experience. Thus, we recommend that the SSP be used as a discussion stimulus in the beginning supervision seminar, or even in the supervision of supervisor trainees, as a way to organize and galvanize thinking about supervision session process.

International Journal of Supervision in Psychotherapy, 2019