In the broad area of psychology, the search for self-knowledge is a constant journey. In this complex journey, clinical phenomenology emerges as a unique approach, allowing individuals to explore deep aspects of their psychology. Meet Juliana Farias, a psychologist who works with issues such as depression and anxiety, using this approach. Juliana encountered phenomenology during her undergraduate years, a study that deepened her roots at the University of Fortaleza. Her academic journey led her to investigate the roots of phenomenology, revealing the complexity of the human mind and the appreciation of individual experiences.
Juliana adopts the Person-Centered Approach with Merleau-Ponty’s phenomenological lens, a combination that allows for deep empathy and understanding of her patients’ experiences. Her therapy emphasizes the present moment, attentive listening, and the suspension of judgment, creating a trusting environment where patients can explore their thoughts and feelings freely.
Juliana’s versatility as a psychologist is reflected in her service to different age groups. She works with children, teenagers, adults and the elderly, adapting her approach to each group. With children, therapy is playful and active, while with adults, verbal communication is the focus. With the elderly, issues related to old age are explored sensitively.
Juliana’s therapeutic journey aims to promote self-knowledge, a fundamental element in her approach. She helps patients explore their experiences more deeply, using strategies such as open-ended questions, reflection, and writing. For mental well-being, it encourages physical activity, self-care and the search for moments of joy in everyday life.
Within educational institutions, school psychology plays a crucial role in emotionally supporting students. Juliana highlights the importance of partnership between family and school to deal with emotional and academic challenges. Your role is to observe, monitor and offer support, helping children face the emotional challenges that education can bring.
Juliana Farias is a professional who uses clinical phenomenology in her practice, contributing to the field of psychology. Her commitment to emotional well-being and her ability to adapt her approach to different age groups make her a valuable professional in the pursuit of mental health and self-awareness.
Clinical Phenomenology is a very specific approach. At what point did you come across this approach and why did it resonate with you?
Well, I came across phenomenology in my undergraduate studies, in my time, because today the curriculum has changed, but in undergraduate studies, we saw the three main approaches and their ramifications since the first semester. So, psychoanalysis, with Freud and Lacan, we saw, as well as behavioral and humanism, which has the ramification of the person-centered approach, which is CP, in which I work.
In the psychopathology discipline, at the end of the semester, we began to see psychopathologies from the perspective of each approach. That was when I really studied phenomenology in more depth. That was something very remarkable, I remember it well. It was in the phenomenology phenomenological psychopathology class, with professor Juliana Pita, and she was giving a class on how to interpret Cesánn’s paintings. It was in this class that my eye lit up, and I realized that this was the approach I wanted to follow. So I decided to delve deeper into this approach, which is magnificent. She studies the complexity of the human mind and values the uniqueness of each individual.
Then, I specialized in the clinical area, which gave me a better structure to delve deeply into the patient’s perspective. I often say that, for example, when Maria arrived at the clinic with a request for depression, I didn’t just look at depression, but at the phenomenon of the constant movement of human life. Maria will not remain depressed forever; she is going through this, experiencing this phase. We greatly value patients’ reports and their meanings. We also observe habits in an authentic and respectful way, maintaining a genuine connection with the patient. The bond is fundamental in this approach, as in any other, as it is what sustains this movement.
How do you approach the therapeutic relationship in the Person-Centered Approach with Merleau-Ponty’s Phenomenological lens? How does this approach influence the way you interact with your customers?
The person-centered approach, along with Merleau-Ponty’s phenomenological lens, provides me with a template with deep empathy and understanding of what the patient is bringing to me. In Maria’s case, for example, she came with a demand for depression, but I understand that Maria is not just about that. So my approach is to understand her unique experience from her perspective.
This approach emphasizes the importance of the present moment, attentive listening and, above all, suspending judgment. We use the concept of phenomenological reduction, which involves trying to suspend our judgments to be as present as possible with the other person. Whenever I start therapy or follow-up with a new patient, I usually joke with them, saying something like: “Look, I’m not a judge, I’m not here to say if what you’re doing is right or wrong. I’m here to facilitate the their understanding and development.”
It is essential to create an interaction environment in which the patient feels comfortable and safe to share their thoughts, feelings and concerns, without fear of criticism or judgment.
You are a school and clinical psychologist, meaning you deal with different age groups. What are the nuances of working with adolescents, adults and seniors in therapy and how do you adapt your approach to each group?
Well, at school, I deal with children ranging in age from two years old to around 10 or 12 years old, which ranges from childhood to pre-adolescence. It is interesting to observe the differences, even within this age range. For example, a fifth-grader may be more mature than a third-grader, so you need to adjust your approach accordingly.
With teenagers, it is sometimes necessary to take a more active and engaging approach, as they may be less emotionally articulate. I work on social projects with teenagers, focusing on playful activities, games and other strategies that attract their attention. This month, for example, we are exploring the theme of valuing life and empathy with teenagers.
As for adults, therapy tends to be more focused on verbal communication, as most of them are better able to express their feelings and thoughts. In this context, we help to understand sensations and emotions, working together to identify strategies and goals that can facilitate reflection and personal growth.
In the case of the elderly, the focus is on issues related to old age, such as relationships, loneliness and physical challenges. Therapy with the elderly involves exploring life experiences and communication, taking into account the physical limitations associated with age.
My approach is adapted for each group, being more active and engaging with children and adolescents, more focused on verbal communication with adults and sensitive to issues related to old age with the elderly. It is important to respect the limitations and needs of each age group.
Phenomenology values the subjective experience of each individual. How do you help your patients explore and understand their own experiences more deeply?
To help my patients explore and understand their own experiences in a deeper way, I use several therapeutic strategies. During the session, I am genuinely present, listening intently to what they have to say. As soon as I enter the office, I put aside my personal concerns and focus completely on the patient.
I use open-ended questions to stimulate reflection, allowing them to explore their thoughts and feelings in more depth. Additionally, I encourage writing, encouraging them to record their experiences and emotions. I ask things like, “Tell me more about that” or “How did you feel?” which helps them reflect more deeply on their experiences.
I demonstrate deep empathy, validating their emotions and experiences, creating a safe environment where they feel comfortable exploring their deepest feelings and thoughts. I also encourage exploration of the senses, for example by asking them to describe what it was like to explore the five senses in a given situation.
I respect patients’ autonomy and their choices, avoiding imposing my opinion on them. My goal is to create a welcoming environment that makes it easier for people to understand and resolve the challenges they face. All of this contributes to a deeper understanding of your experiences and emotions, promoting personal growth and problem solving.
How would you describe the importance of self-knowledge in the therapeutic process?
Self-knowledge plays an essential role in the therapeutic process. It is a fundamental piece because it allows the individual to understand their emotions and behavior patterns. Patients seeking therapy often face recurring emotional and behavioral issues, and self-knowledge helps to investigate whether there is any underlying pattern to these issues.
By understanding these patterns, the patient can reflect on their past and present experiences, which in turn empowers them to make decisions that align with their personal values. Furthermore, self-knowledge promotes self-acceptance. It’s important to remember that therapy is not just about solving problems, but also about developing empathy and sympathy for yourself.
People often tend to be self-critical, putting themselves second to others. Self-knowledge helps in resolving internal conflicts and understanding one’s own behavior. It allows you to identify areas in which it is possible to make different moves to establish healthier relationships with yourself and others. Therefore, self-knowledge is a valuable tool for personal growth and emotional well-being.
What are some of the strategies you use to help your patients deal with depression?
Depression is something that, unfortunately, is on the rise. People often face difficulties in dealing with frustration and challenging situations, which can trigger depression. I work as follows: I encourage patients to break down their experiences and describe their emotions, thoughts and physical sensations associated with depression. It is important to understand that depression often manifests itself through physical reactions. Additionally, I create a safe, non-judgmental environment for patients to express themselves freely by sharing what they are feeling.
I help patients explore the underlying meaning of their depression, seeking to understand what may be triggering these feelings. I allow them to express their emotions authentically, encouraging them to share what they are feeling without fear of judgement. I work with them to change their perception, helping them to see their situation from different angles and perspectives. I help patients in constructing meaningful narratives of their experiences, seeking to give new meaning to what they are experiencing.
I recognize the richness of patients’ individual expressions, allowing them to tell their story of depression in an authentic and profound way. Together we seek to understand aspects that can help in overcoming the challenges of depression. I always emphasize to patients that the fact that they are going through this moment of depression does not mean that they cannot have a meaningful life in the future. Therapy seeks to help them find paths to a fuller and happier life.
How does the phenomenological humanist approach differ from other more traditional therapeutic approaches?
The phenomenological humanistic approach differs from other more traditional therapeutic approaches in several aspects. It places emphasis on the subjective experience of the subject, valuing the unique experiences, emotions and perceptions of each individual. Unlike more traditional therapeutic approaches, the phenomenological humanist approach is non-directive, meaning that the therapist acts more as a facilitator than as someone who imposes specific techniques or directions.
In this approach, the therapist works according to what the patient brings to the session, allowing the patient to lead the therapeutic process. Unconditional acceptance is a crucial element, as the therapist values accepting the patient regardless of their behaviors or emotions, creating a welcoming and judgment-free environment.
The humanistic phenomenological approach emphasizes the present moment, encouraging awareness of the here and now and reflection on how the patient can live more fully in the present. It also places personal responsibility in the hands of the patient, encouraging growth and self-knowledge.
This approach not only seeks to alleviate symptoms, but to promote personal development and the search for meaning in the patient’s life. In summary, the phenomenological humanist approach values the uniqueness of each person and seeks to understand and support their experiences in a deep and meaningful way.
What tips or practices do you usually recommend to your patients to promote mental well-being on a daily basis?
It’s a common question about how to promote mental well-being in everyday life. I usually recommend to my patients a variety of practices and tips that can contribute to their well-being. Firstly, I highlight the importance of practicing physical activities. It’s not necessary to limit yourself to the gym; Sports such as swimming, dancing, forró classes and even outdoor walks are excellent options for keeping the body active.
I suggest that my patients find activities that bring them joy and personal satisfaction, like cooking, for example. For some, cooking can be therapeutic and provide moments of pleasure. I also emphasize the importance of setting aside time for themselves where they can engage in activities that make them happy, such as playing with a pet.
I encourage the practice of self-care, which can include something as simple as a longer, relaxing bath or using skin care products that provide a feeling of well-being. Sometimes it’s the little things we do for ourselves that can have a significant impact on our mental well-being.
The key to promoting mental well-being in everyday life is to find activities and practices that bring joy, satisfaction and relaxation. It doesn’t have to be big actions; Often, it’s the small moments of self-care that make the difference.
What is the role of school psychology in the emotional support of students and how does this relate to your clinical practice?
School psychology plays an essential role in the emotional support of students within the educational context. Its main objective is to promote the emotional, social and academic development of students, helping them to overcome emotional challenges that may interfere with their academic performance. The school psychologist does not provide clinical care at school, but rather identifies demands and, when necessary, involves the family to work in partnership, as this collaboration between family and school is crucial for supporting the student.
The work of the school psychologist involves observation and monitoring to check whether there has been an improvement after the intervention and also to evaluate how the child reacts to emotional themes and specific situations. It is important to provide emotional support to children, as the pandemic, for example, has brought significant emotional challenges to many students. Some children may explode emotionally over small problems, while others may cry and feel overwhelmed. For them, these issues can be of great importance and complexity.
The role of the school psychologist is related to the differentiation of this role in relation to clinical practice. While at school, the focus is on students’ needs and creating a non-judgmental educational environment, clinical practice is broader, addressing mental health issues in different age groups and often involving individual and more specialized care.
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*With Regina Soares