In psychology, meaning-making is the process of how people construe, understand, or make sense of life events, relationships, and the self. [1]
The term is widely used in constructivist approaches to counseling psychology and psychotherapy, [2] especially during bereavement in which people attribute some sort of meaning to an experienced death or loss. [3] The term is also used in educational psychology. [4]
In a broader sense, meaning-making is the main research object of semiotics, biosemiotics, and other fields. [5] Social meaning-making is the main research object of social semiotics and related disciplines. [5]
Psychiatrist and holocaust survivor Viktor Frankl, founder of logotherapy in the 1940s, posited in his 1946 book Man's Search for Meaning that the primary motivation of a person is to discover meaning in life. [6] Frankl insisted that meaning can be discovered under all circumstances, even in the most miserable experiences of loss and tragedy. He said that people could discover meaning through doing a deed, experiencing value, and experiencing suffering. Although Frankl did not use the term "meaning-making", his emphasis on the making of meaning influenced later psychologists. [7]
Neil Postman and Charles Weingartner, both of whom were educational critics and promoters of inquiry education, published a chapter called "Meaning Making" in their 1969 book Teaching as a Subversive Activity. [8] In this chapter, they described why they preferred the term "meaning making" to any other metaphors for teaching and learning:
In the light of all this, perhaps you will understand why we prefer the metaphor "meaning making" to most of the metaphors of the mind that are operative in the schools. It is, to begin with, much less static than the others. It stresses a process view of minding, including the fact that "minding" is undergoing constant change. "Meaning making" also forces us to focus on the individuality and the uniqueness of the meaning maker (the minder). In most of the other metaphors there is an assumption of "sameness" in all learners. The "garden" to be cultivated, the darkness to be lighted, the foundation to be built upon, the clay to be molded—there is always the implication that all learning will occur in the same way. The flowers will be the same color, the light will reveal the same room, the clay will take the same shape, and so on. Moreover, such metaphors imply boundaries, a limit to learning. How many flowers can a garden hold? How much water can a bucket take? What happens to the learner after his mind has been molded? How large can a building be, even if constructed on a solid foundation? The "meaning maker" has no such limitation. There is no end to his educative process. He continues to create new meanings...
By the end of the 1970s, the term "meaning-making" was used with increasing frequency. [10] The term came to be used often in constructivist learning theory which posits that knowledge is something that is actively created by people as they experience new things and integrate new information with their current knowledge. [4] Developmental psychologist Robert Kegan used the term "meaning-making" as a key concept in several widely cited texts on counseling and human development published in the late 1970s and early 1980s. [11] Kegan wrote: "Human being is meaning making. For the human, what evolving amounts to is the evolving of systems of meaning; the business of organisms is to organize, as Perry (1970) says." [12] The term "meaning-making" has also been used by psychologists influenced by George Kelly's personal construct theory. [13]
In a review of the meaning-making literature published in 2010, psychologist Crystal L. Park noted that there was a rich body of theory on meaning-making, but empirical research had not kept pace with theory development. [14] In 2014, the First Congress on the Construction of Personal Meaning [15] was held as part of the Eighth Biennial International Meaning Conference convened by the International Network on Personal Meaning. [16]
The term meaning-making has been used in constructivist educational psychology to refer to the personal epistemology that people create to help them to make sense of the influences, relationships, and sources of knowledge in their world. [4]
For example, around 1980 psychologist Robert Kegan developed a theoretical framework that posited five levels of meaning-making inspired by Piaget's theory of cognitive development; each level describes a more advanced way of understanding experiences, and people may come to master each level as they develop psychologically. [11] In Kegan's book In Over Our Heads , he applied his theory of meaning-making to the life domains of parenting (families), partnering (couples), working (companies), healing (psychotherapies), and learning (schools). [17]
According to the transformative learning theory that sociologist and educator Jack Mezirow developed in the 1980s and 1990s, adults interpret the meaning of their experiences through a lens of deeply held assumptions. [18] When they experience something that contradicts or challenges their way of negotiating the world they have to go through the transformative process of evaluating their assumptions and processes of making meaning, which can lead to personal growth and expanded perspectives. Experiences that force individuals to engage in this critical self-reflection, or what Mezirow called "disorienting dilemmas". [18]
In operant (behavioral) psychology, Richard DeGrandpre cited Kegan and showed how the operant conditioning model could be interpreted as a meaning-making process. [19] [20] As traditionally understood in behavioral theory, the stimulus operates control over behavior as that behavior is reinforced in the presence of that stimulus. [19] DeGrandpre argued that consequences do not reinforce behavior, per se, but rather shape the meaning of the stimulus conditions in which the behavior occurs. [19] Thus in DeGrandpre's interpretation, much of human meaning is a product of this contingency, where meaningful stimuli come to guide people's behavior, including private emotions, as a result of people's long histories of consequent events. [19] This interpretation is summarized:
The emphasis ... is on the generality of basic operant concepts, where learning is a process of meaning making that is governed largely by natural contingencies; reinforcement is an organic process in which environment–behavior relations are selected, defined here as a dialectical process of meaning making; and reinforcers are experiential consequences with acquired, ecologically derived meanings. [21]
With the experience of a death, people often have to create new meaning of their loss. Interventions that promote meaning-making may be beneficial to grievers, as some interventions have been found to improve both mental health and physical health. [22] However, according to some researchers, "for certain individuals from challenging backgrounds, efforts after meaning might not be psychologically healthy" when those efforts are "more similar to rumination than to resolution" of problems. [23]
Some researchers report that meaning-making can help people feel less distressed, and allows people to become more resilient in the face of loss. [24] On the converse, failing to attribute meaning to death leads to more long-term distress for some people. [25]
There are various strategies people can utilize for meaning-making; many of them are summarized in the book Techniques of Grief Therapy. [26] One study developed a "Meaning of Loss Codebook" which clusters common meaning-making strategies into 30 categories. [27] Amongst these meaning-making strategies, the most frequently used categories include: personal growth, family bonds, spirituality, valuing life, negative affect, impermanence, lifestyle changes, compassion, and release from suffering. [28]
Individuals using existing family bonds for meaning-making have a "change in outlook and/or behavior towards family members". [29] With this meaning-making strategy, individuals create meaning of loss through their interactions with family members, and make more efforts to spend more time with them. [27] When individuals use family to give meaning to loss, more meaning-making strategies emerge within the family system. A couple of strategies that family members use to help each other cope are discussing the legacy of the deceased and talking to non-family members about the loss. [30]
When family members are able to openly express their attitudes and beliefs, it can lead to better well-being and less disagreement in the family. [31] Meaning-making with one's family can also increase marital satisfaction by reducing family tension, especially if the deceased was another family member. [22]
Meaning-making through spirituality and religiosity is significant because it helps individuals cope with their loss, as well as develop their own spiritual or religious beliefs. [32] Spirituality and religiosity helps grievers think about a transcendental reality, share their worldview, and feel a sense of belonging to communities with shared beliefs.
When individuals with a divinity worldview make meaning through spirituality and religiosity, those "individuals perceive the divine to be involved in a major stressful life event" and use the divine to develop a meaning for the loss. There are three main ways in which a theistic individual may create meaning through religion, all of which contribute to how the griever may create meaning of their loss: [33]
Another meaning-making strategy people use is to create meaning by valuing their own life. People who create meaning in this way may try to cherish the life they have, try to find their purpose, or change their lifestyles. [27]
Grievers can make meaning of death through philanthropic services such as charities, foundations, and organizations. Meaning-making through philanthropy can create financial support, social support, emotional support, and helps create positive results from the negative experience of the death. For example, one couple that lost a child described how they developed "Nora's Project" after their daughter with a disability died, in order to help provide wheelchairs for children with disabilities around the world. The mother said: "With Nora's Project, I am also healing. I am able to turn something that was horrific, the way she died, into something that will do good in the world". Like this mother, it is common for individuals to want to create or do something positive for others. Philanthropy helps people make meaning by continuously and altruistically honoring a life while simultaneously helping others going through a similar experience. [34]
Positive psychology is a field of psychological theory and research of optimal human functioning of people, groups, and institutions. It studies "positive subjective experience, positive individual traits, and positive institutions... it aims to improve quality of life."
Social constructionism is a term used in sociology, social ontology, and communication theory. The term can serve somewhat different functions in each field; however, the foundation of this theoretical framework suggests various facets of social reality—such as concepts, beliefs, norms, and values—are formed through continuous interactions and negotiations among society's members, rather than empirical observation of physical reality. The theory of social constructionism posits that much of what individuals perceive as 'reality' is actually the outcome of a dynamic process of construction influenced by social conventions and structures.
Grief is the response to the loss of something deemed important, particularly to the loss of someone or some living thing that has died, to which a bond or affection was formed. Although conventionally focused on the emotional response to loss, grief also has physical, cognitive, behavioral, social, cultural, spiritual and philosophical dimensions. While the terms are often used interchangeably, bereavement refers to the state of loss, while grief is the reaction to that loss.
Within personality psychology, personal construct theory (PCT) or personal construct psychology (PCP) is a theory of personality and cognition developed by the American psychologist George Kelly in the 1950s. The theory addresses the psychological reasons for actions. Kelly proposed that individuals can be psychologically evaluated according to similarity–dissimilarity poles, which he called personal constructs. The theory is considered by some psychologists as forerunner to theories of cognitive therapy.
Logotherapy is a form of existential therapy developed by neurologist and psychiatrist Viktor Frankl. It is founded on the premise that the primary motivational force of individuals is to find meaning in life. Frankl describes it as "the Third Viennese School of Psychotherapy" along with Freud's psychoanalysis and Alfred Adler's individual psychology.
According to the model of the five stages of grief, or the Kübler-Ross model, those experiencing sudden grief following an abrupt realization (shock) go through five emotions: denial, anger, bargaining, depression, and acceptance.
Robert Kegan is an American developmental psychologist. He is a licensed psychologist and practicing therapist, lectures to professional and lay audiences, and consults in the area of professional development and organization development.
In psychology, a dual process theory provides an account of how thought can arise in two different ways, or as a result of two different processes. Often, the two processes consist of an implicit (automatic), unconscious process and an explicit (controlled), conscious process. Verbalized explicit processes or attitudes and actions may change with persuasion or education; though implicit process or attitudes usually take a long amount of time to change with the forming of new habits. Dual process theories can be found in social, personality, cognitive, and clinical psychology. It has also been linked with economics via prospect theory and behavioral economics, and increasingly in sociology through cultural analysis.
Coherence therapy is a system of psychotherapy based in the theory that symptoms of mood, thought and behavior are produced coherently according to the person's current mental models of reality, most of which are implicit and unconscious. It was founded by Bruce Ecker and Laurel Hulley in the 1990s. It has been considered among the most well respected postmodern/constructivist therapies.
Leslie Samuel Greenberg is a Canadian psychologist born in Johannesburg, South Africa, and is one of the originators and primary developers of Emotion-Focused Therapy for individuals and couples. He is a professor emeritus of psychology at York University in Toronto, and also director of the Emotion-Focused Therapy Clinic in Toronto. His research has addressed questions regarding empathy, psychotherapy process, the therapeutic alliance, and emotion in human functioning.
Emotionally focused therapy and emotion-focused therapy (EFT) are related humanistic approaches to psychotherapy that aim to resolve emotional and relationship issues with individuals, couples, and families. These therapies combine experiential therapy techniques, including person-centered and Gestalt therapies, with systemic therapy and attachment theory. The central premise is that emotions influence cognition, motivate behavior, and are strongly linked to needs. The goals of treatment include transforming maladaptive behaviors, such as emotional avoidance, and developing awareness, acceptance, expression, and regulation of emotion and understanding of relationships. EFT is usually a short-term treatment.
Grief counseling is a form of psychotherapy that aims to help people cope with the physical, emotional, social, spiritual, and cognitive responses to loss. These experiences are commonly thought to be brought on by a loved person's death, but may more broadly be understood as shaped by any significant life-altering loss.
In psychology, constructivism refers to many schools of thought that, though extraordinarily different in their techniques, are all connected by a common critique of previous standard approaches, and by shared assumptions about the active constructive nature of human knowledge. In particular, the critique is aimed at the "associationist" postulate of empiricism, "by which the mind is conceived as a passive system that gathers its contents from its environment and, through the act of knowing, produces a copy of the order of reality".
In psychology, posttraumatic growth (PTG) is positive psychological change experienced as a result of struggling with highly challenging, highly stressful life circumstances. These circumstances represent significant challenges to the adaptive resources of the individual, and pose significant challenges to the individual's way of understanding the world and their place in it. Posttraumatic growth involves "life-changing" psychological shifts in thinking and relating to the world and the self, that contribute to a personal process of change, that is deeply meaningful.
Common factors theory, a theory guiding some research in clinical psychology and counseling psychology, proposes that different approaches and evidence-based practices in psychotherapy and counseling share common factors that account for much of the effectiveness of a psychological treatment. This is in contrast to the view that the effectiveness of psychotherapy and counseling is best explained by specific or unique factors that are suited to treatment of particular problems.
In positive psychology, a meaningful life is a construct having to do with the purpose, significance, fulfillment, and satisfaction of life. While specific theories vary, there are two common aspects: a global schema to understand one's life and the belief that life itself is meaningful. Meaning can be defined as the connection linking two presumably independent entities together; a meaningful life links the biological reality of life to a symbolic interpretation or meaning. Those possessing a sense of meaning are generally found to be happier, to have lower levels of negative emotions, and to have lower risk of mental illness.
Death anxiety is anxiety caused by thoughts of one's own death, and is also known as thanatophobia. This anxiety can significantly impact various aspects of a person's life. Death anxiety is different from necrophobia, which refers to an irrational or disproportionate fear of dead bodies or of anything associated with death. Death anxiety has been found to affect people of differing demographic groups as well, such as men versus women, young versus old, etc. Different cultures can manifest aspects of death anxiety in differing degrees.
Vittorio Filippo Guidano was an Italian neuropsychiatrist, creator of the cognitive procedural systemic model and contributor to constructivist post-rationalist cognitive therapy. His cognitive post-rationalist model was influenced by attachment theory, evolutionary epistemology, complex systems theory, and the prevalence of abstract mental processes proposed by Friedrich Hayek. Guidano conceived the personal system as a self-organized entity, in constant development.
Miscarriage and grief are both an event and subsequent process of grieving that develops in response to a miscarriage. Almost all those experiencing a miscarriage experience grief. This event is often considered to be identical to the death of a child and has been described as traumatic. "Devastation" is another descriptor of miscarriage. Grief is a profound, intensely personal sadness stemming from irreplaceable loss, often associated with sorrow, heartache, anguish, and heartbreak. Sadness is an emotion along with grief, on the other hand, is a response to the loss of the bond or affection was formed and is a process rather than one single emotional response. Grief is not equivalent to depression. Grief also has physical, cognitive, behavioral, social, cultural, and philosophical dimensions. Bereavement and mourning refer to the ongoing state of loss, and grief is the reaction to that loss. Emotional responses may be bitterness, anxiety, anger, surprise, fear, and disgust and blaming others; these responses may persist for months. Self-esteem can be diminished as another response to miscarriage. Not only does miscarriage tend to be a traumatic event, women describe their treatment afterwards to be worse than the miscarriage itself.
Bereavement groups, or grief groups, are a type of support group that bereaved individuals may access to have a space to process through or receive social support around grief. Bereavement groups are typically one of the most common services offered to bereaved individuals, encompassing both formalized group therapy settings for reducing clinical levels of grief as well as support groups that offer support, information, and exchange between those who have experienced loss.