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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Open Access Journal

Affiliated ISCAR

 

Relationship between Education, Development & Health from Cultural-Historical Perspective 44

Zaretsky V.K.
PhD in Psychology, Professor, Chair of Individual and Group Psychotherapy, Faculty of Counseling and Clinical Psychology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-8831-6127
e-mail: zar-victor@yandex.ru

Kholmogorova A.B.
Doctor of Psychology, Professor, Dean of the Faculty of Counseling and Clinical Psychology, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0001-5194-0199
e-mail: kholmogorova-2007@yandex.ru

Abstract
The article reflects on the authors’ professional journey to problematizing the relationship between Education, Development and Health. This journey consisted of 4 stages or steps: 1) from research on cognitions in creative problem solving in healthy and pathological samples to identification of the role of reflection in cognitive self-regulation and coping with challenges; 2) from the practice of helping to overcome learning difficulties and psychological maladjustment to making meaning of these practices using cultural-historical concepts; 3) from using the cultural-historical framework to understand the relations within the Education- Development and Health-Development dyads to considering complex relations within the Education-Development-Health triad; 4) from relations within the triad to “a new parallelogram of development”, i.e. creating the basis for helping practitioners’ (educators’; psychologists’; psychotherapists’) efforts that would account for “a tripartite goal” using a conceptual framework of cultural-historical psychology, including the reflection-activity approach (the zone of proximal development; the multidimensional model of the zone of proximal development; dual resource; collaboration; reflection; problem epicenter, a subjectness position; self-development). When discussing each step, the authors identify gaps in efforts invested by specialists working in every dimension and provide evidence to an essential contribution of cultural-historical psychology theory and practice to bridging these gaps and establishing an evidence-based practice of education aiming at students’ development and health enhancement.

Keywords: education; development; health; cultural-historical psychology; reflection-activity approach; creative thinking; psychological counseling; psychotherapy; reflection; zone of proximal development; multidimensional model of the zone of proximal development; problem epicenter, double resource; collaboration; subjectness position; self-development

Column: Cultural-Historical Psychology: Traditions and Innovations

DOI: https://doi.org/10.17759/chp.2020160211

A Part of Article

The authors of the article believe that establishing the relationship between three fundamental subject matters of psychology as a science, and essential areas of psychological practice — and namely, Education1, Development and Health — is prerequisite to achieve practical goals in any of these three areas. However it took the authors much time and effort to come to conceptualize the relationship between the three disciplines.

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