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Chapter Four – The diachronic analysis – who, what and when? – Page 114 Hopes Outcomes Frances How to hold confidence and not lose it. Heidi Isolation. Concern for client in the semester. Kelly How to understand and manage the role of therapist Mary Understand and use the relationship, confront own feelings Nancy Bamboozled, gauche. Hope to learn something Paula Difficulty re-joining, abandonment, losing, wish to do it all over again Ron How to hold noncaptive clients. The challenge of working differently Tom To strengthen self as a therapist. Deal with ambivalence Veronica Confusion with people. How much to say (in therapy) and with what as the focus Difference and identity, difficulty with openness. Acknowledges enactments, and also now has a place for these in her own therapy. Found somewhere to be herself. Didn’t have to be anything other than she was. Scared, difficult with two approaches. Surprised by what she got from the third hour Exhaustion, enabled, the setting made it safe. Jagged edges, rivalry From denial to rapprochement, being like Mum, and being held and challenged (Thoughts disturbed on ending). Enjoyed this (the seminar), couldn’t take in the third hour Transition, from differences and pulling away to commonalities and pulling towards Equality, unconscious competence, pleased at an experience with no status anxiety Table 4.1 – For each person, hopes at the beginning of the semester and outcomes at the end.
Chapter Four – The diachronic analysis – who, what and when? – Page 115 This table portrays an important view of the experience of the participants in this learning group. It sets in the same row their hopes at the start of the semester and a phrase to capture what they have learned at the end. Purely as a form of evaluation, it is interesting for me to read down the list, to think of the individual, and to see if I can make sense of the transition that has taken place between the collection of Hopes and that of Outcomes. This table highlights one perspective on the outcome of the work of the semester and the course, and of the process that has taken place. This is the viewpoint of comparison of some of what people say about themselves at the beginning and at the end of an experience. An alternative viewpoint is for me to think about the people involved from my perspective. Dramatis Personae – The Students Frances, Paula, Tom, Mary, Heidi, Ron, Kelly, Nancy and Veronica. When first writing this chapter, I went through the group, listed each person, gave their profession (e.g. psychotherapist, psychologist, doctor, nurse), and their workplace (e.g. private practice, public mental health service, voluntary agency, residential setting). I then tried to capture something of them by representing them in relation to the group in one sentence. An example of me doing this is, ‘_____ is by (their) own admission a beginner and an outsider in relation to psychoanalytic psychotherapy, but (they) want to get in and learn more’. On reflection, I am not going to describe individuals in that form. The individuals can be seen in their own right, or at least in their own words (or in my account of those words) at a number of points in the text that follows. To say more risks identifying them
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The Learning Group: Dynamics, Conce
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Chapter Two Part Two - Methodology
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Transcript of the beginning of Sess
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The use of breaks 260 Displacement
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The conclusions 329 An overall crit
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Acknowledgements I feel very honour
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Abstract This is a study of the fin
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ole as a trainer, 1 I was concerned
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himself in the foot’. Supporting
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Here, differences between staff mem
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obscure or miss altogether the know
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Part One Introduction, Methodology
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Chapter One - An introduction to th
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Existing practice Chapter One - An
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A gap in ways of investigating Chap
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Conclusion Chapter One - An introdu
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Chapter Two Part One - Literature r
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Chapter Two Part Two Methodology Th
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Chapter Five - A Beginning - Page 1
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Judi Of course, yes, hmm … I supp
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Mary Sorry I’m late. I nearly sto
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Mary We lived on a country block fo
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INTERPRETATION Chapter Five - A Beg
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Chapter Six Part of a Session (The
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Chapter Six - Part of a Session - P
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Judi Do you feel that it’s someth
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Introduction Chapter Seven A Discus
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DESCRIPTION The episode in the cont
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Chapter Seven - A Discussion - Page
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PAUSE Paula Different analogy! Judi
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Clinical Experience (Clinical) This
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Punctuation of a developmental shif
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Summary of INTERPRETATION Chapter S
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Chapter Eight A Consulting Break (T
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The aims of this chapter Chapter Ei
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Chapter Eight - A Consulting Break
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Judi Yeah, maybe more maturely, I k
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Bill I thought you could do the sam
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Bill Yeah oh thank you. It's easy t
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I'll mention before the meeting tom
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I'm finding a lot of stuff is comin
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Displacement and projection Chapter
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Introduction Chapter Nine An Ending
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Chapter Nine - An Ending - Page 275
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My own inner world at the time Chap
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Chapter Nine The Ending Missing Tim
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INTRODUCTION Chapter Ten Summary an
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Chapter Ten - Summary and Conclusio
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The question of co-facilitation Cha
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Introduction Chapter Eleven A Criti
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Chapter Eleven - A Critical Reflect
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Objectivity Chapter Eleven - A Crit
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Chapter Twelve - Implications for T
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References - Page 338 Bion, W. R. (
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References - Page 340 Foulkes, S. H
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References - Page 342 Jackson, J. E
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References - Page 344 Morgan, D. L.
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References - Page 346 Stolorow, R.
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Appendix One Papers relating to eth
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A.6 Complete this section only if o
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B.9 Is this project a clinical tria
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Finally, I believe that intermediat
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D. SUBJECTS THE AUTEC TAKES THE TER
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E. OTHER PROJECT DETAILS E.1 Where
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F. DATA F.1 Who will have access to
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H. OTHER INFORMATION H.1 AUTEC trea
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J. CHECKLIST J.1Complete the applic
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Farrell Consulting Consultation - T
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Attached: Farrell Consulting Consul
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January 2003 2 A u c k l a n d U n
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M E M O R A N D U M Auckland Univer
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Introduction Appendix Two The Metho
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Appendix Two - The Methodology in A
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