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Research

The Dialogical Self Theory has led to several hundred publications (scientific article and book) worldwide. There are four main areas that have led to new developments: (a) culture, (b) education and learning, (c) counseling and psychotherapy; and (d) religion.

The Handbook of the Dialogical Self Theory (2012) brought together several relevant research areas. In this text, there are chapters about the applications of the theory on CULTURE: Bhatia about the multi-voicedness of East Indian migrants in the US; Van Meijl about identity problems among youths who emigrated from the Pacific to New Zealand; Surgan & Abby about the relationship between independence and interdependence by immigrants in the US; Chaudhary about childrearing in India; and Lindegger and Alberts on relationships between various populations post-apartheid in South Africa.

In the same Handbook there are also chapters about the applications in the area of EDUCATION: Ligorio about dialogical relationships between teachers and students; and Winters, Meijers, Lengelle and Baert on ‘career learning’ in education.

The handbook contains other chapters on the application of COUNSELING AND PSYCHOTHERAPY as well: Rowan about changes among anxiety-laden I-positions of clients in psychotherapy; Dimaggio about the stimulation of meta-positions by clients with personality disturbances; P. Lysaker en J. Lysaker about the three kinds of problematic organization of the position repertoire of schizophrenic patients; and Konopka about the letting go of I-positions (‘depositioning’) by clients in counseling situations.

An overview of studies with applications of the theory on RELIGION is given in a book by Buitelaar and Zock “Religious Voices in Self-Narratives" (2013). Furthermore there is a FACEBOOK PAGE with a variety of assorted publications that show applications of the Dialogical Self Theory with regards to a series of theoretical and practical problems.

The Academy is not only focused on stimulating research that brings together scientific publications, but also on fostering NEW RESEARCH, in particular based on the ‘science-practitioner’ paradigm. Bringing together research and practice and bringing that to educational programs is one of the main tasks of the Academy. In stimulating PhD research in The Netherlands, the academy works closely with the University of Tilburg (prof. dr. Rens van Loon and prof. dr. Jaap Denissen), with the University of Humanism in Utrecht (prof. dr. Hans Alma) and with the Radboud University in Nijmegen (prof. dr. Toon van Meijl and prof. dr. Frans Wijsen).

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