Relational hermeneutics: According to Anderson (2005) relational hermeneutics is processed through which individuals engage each other through dialogue so as they can extract meanings and understandings of themselves as well as their environment. Anderson (2005) posits that the way our life events are explained and described is subject to change depending on the way one interprets them (p.499). Thus according to Anderson (2005), for us to understand others and understand our events and experiences, we need to engage in an interactive dialogue where we give our interpretations and listen to what others say about it. Anderson (2005) explains that it is through the dialogue process where we listen and respond to others to come up with a new language, meaning and invent an understanding based from the familiar (p.500-501). For example in clinical settings, therapists engage in a dialogue with a client where he/she listens and interacts with clients language to come up with new history based on their mutual activity (p.500).
Client-as-expert: according to Anderson (2005) posits that clients understand themselves better and thus they are experts of their lives. Clients have the richness of their lives history, and thus the "therapists voices are not the voices of the expertise in the dialogue between the two (Anderson, 2005 p. 502). In other words, CITATION Har05 \l 1033 (Anderson, 2005) implies that the therapists should create a room for dialogue with the client and let the clients story determine the history he/she writes about the client. For instance, therapists are encouraged not to take the clients history and apply it directly to a therapeutic framework based on their knowledge and wisdom. Instead, therapists should let the clients perspective rule their decision through trying to understand it well.
Not-knowing: Anderson (2005) describes the notion of Not-knowing as an idea and orientation about cognizant and the intent and the way we in which we utilize it (p.502). Anderson (2005) uses the case of therapist and client to bring out the real meaning the concept "not-knowing." He posits that not-knowing is the orientation and mental acceptance that the therapist does not have access to clients crucial information and that he/she exhibits inquisitive behavior that will help him/her learn more on what has been said and what is yet to be said. In other terms, "not-knowing means that the therapist is humble about his/her knowledge," (Anderson 2005, p. 503). For example, a notion of not-knowing represents a new critical approach of clients in hospitals and other social places of work where the clinician is supposed to enquire about everything the client shares with them with an aim to get maximum information without assuming they know. An aspect of not-knowing is very significant in the contemporary world social service deliveries.
Mutual/shared inquiry: Anderson (2005) realized that a persisted inquiry by the therapist leads to corresponding curiosity by the client and later, the hitherto seemingly one-sided inquiry becomes a dialogue (Anderson, 2005, p. 500). Anderson (2005) tries to explain how an active listening stance can trigger mutual/shared inquiry between the clinician and the therapist. Anderson (2005) posits that therapists have the power to either invite or disinvite a mutual inquiry between the client and themselves. Anderson (2015) explains that the therapists inner conversation is responsible for initiating a shared inquiry or dialogue. For instance, if the client shares his/her story with the therapist about his/her partner and the associated issues, the therapist is supposed to share a little with the client on the same topic so as to trigger more explanations from the client which will later help the clinician make conclusive history without devoid of his/her assumption.
BIBLIOGRAPHY Anderson, H. (2005). Myths About Not-Knowing. Fam Proc, 497-504.
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