ABSTRACT

This chapter discusses the relation between reflexive processes and multimodal narrative devices in an innovative model of counseling interventions developed and implemented among underachieving college students.

We present a semiotic and psychodynamic conceptualization of reflexive processes based on a conception of emotions as regulators of sense-making and discuss two reflexive processes: reflection and reflexivity. Reflection is a psychological process that allows a subject to give a new meaning to an individual’s way of being, whereas reflexivity consists in giving a new meaning to a process. It denotes recognizing the active role assumed in orienting one’s own experience.