Experiential events

In these kinds of experiential event, however, there will normally be a tutor on hand to make the necessaiy feedback explicit should the participant fall to perceive it, and perhaps too to confront him or her with its significance. This kind of external prompt to insight and action is of course missing in most everyday management. One of the objectives of this book is to help managers to heighten their awareness of their behaviour and its consequences. In other words, to learn the art of self-feedback from experience. 

In the future, research in psychiatry will probably be increasingly focused on the sequence traumatic life events, disruption of brain development and/or brain functioning, then behavioral and experiential disturbances. For such truly psychobiobehavioral research programs, scientific scrutiny of the factor psychogenesis will be indispensable. 

The time that it t es to complete toe experiential sequence - experience-reflection-abstraction-experiment - can be extremely brief, almost simultaneous. Donald Schon has characterized toe process as one of reflection in action . Box 5.3 summarizes his description of toe moment-by-moment sequence of events in this process of doing-reflectlng-adapting. 

Much development through experience takes place at the time of the experience. Often it is Intuitive, virtually unconscious. You have done something, so you know it. Something happens and you absorb its meaning. But some experiential learning will need more deliberate and calm reflection after the event. 

Some readers may be on an academic course which demands that you write a report or dissertation in which you relate your experiential learning to the wider body of management theory and knowledge, perhaps even develop your own theories or principles. The process of relating your experience to organized knowledge Involves analysing the events you have experienced, to produce ... 

Events and experiences happen at a certain time in a certain place. The naive view of this situation is that we simply perceive the spatial and temporal dimensions of real events. A more sophisticated analysis shows that space and time are experiential constructs that we have used to organize sensory stimuli coming to us. Because the organization has been so often successful for dealing with the environment, we have come to believe that we are simply perceiving what is "out there," rather than automatically and implicitly imposing a conceptual framework on what comes in to us. Ornstein 47 illustrates this in considerable... 

Observation of internal events is often unreliable and difficult. Focusing on external behavior or physiological changes in useful, but experiential data are primary in d-SoCs. we must develop a more precise language for communicating about such data. 

The concept of schizophrenia as a neurode- velopmental disorder has inspired attempts to create adverse and early postnatal events in, animals to model the psychopathological processes underlying the disorder (109, 110). These neurodevelopmental models include prenatal malnutrition, viral infection and hypoxia, disrupted neurogenesis by X-ray irradiation or neurotoxins in utero, adverse postnatal experiential factors such as maternal deprivation and social isolation, and postnatal brain damage created by hippocampal, neocor-tical, or thalamic lesions (109-111). With the possible exception of maternal deprivation and social isolation, these models have not been sufficiently characterized pharmacologically to be used for antipsychotic drug screening. 

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