Transformation of Metaphoric Representations of a Person’s Path of Life During the Period of Self-Isolation in Adults



This article discusses theoretical approaches for understanding metaphorically expressed life paths social representations. The results of a longitudinal empirical study of life paths metaphorically expressed social representations of adult group are presenter. In the first half of study, 267 respondents took part, in the second half of study – 37 respondents. During the first stage of this study, the categories of analysis of metaphorical representations were selected on the basis of the essay material of 267 respondents. At the second stage of the study, data of 37 respondents analyzed. Participants with an interval of six months described in the form of metaphors their life path in a normal situation and in a situation of self-isolation. During this study content-analysis of the words that make up the metaphoric representations of life path and life path in self-isolation was performed. Categories of metaphoric representations were picked out, and analysis was performed with the use of these categories. We created next two nuclear-peripheral structures of social representations, expressed metaphorically: life path and life path in self-isolation (in the adult group). Comparative analysis of representations about life path in everyday life and during the period of self-isolation performed, dynamic changes in the structural elements of social representations identified.

General Information

Keywords: social representations, life path, metaphor, self-isolation

Journal rubric: Empirical Research

Article type: scientific article


For citation: Salikova E.V. Transformation of Metaphoric Representations of a Person’s Path of Life During the Period of Self-Isolation in Adults [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2020. Vol. 9, no. 2, pp. 147–160. DOI: 10.17759/cpse.2020090207. (In Russ., аbstr. in Engl.)


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Information About the Authors

Evelina Mariia V. Salikova, Post-Graduate Student, Faculty of Pedagogy and Psychology, Moscow State Pedagogical University, Moscow, Russia, ORCID:, e-mail:



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