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Chapter Four – The diachronic analysis – who, what and when? – Page 125
Session 1
Present: Bill, Judi (Staff); Tom, Heidi, Mary, Ron, Nancy and Veronica (Students).
Absent: Frances, Paula and Kelly.
(What follows in relation to this first session is based on field notes made in the session
and shortly afterwards. This first session was not taped, as I had yet to gain consent for
this from the group in this session).
The session is spent contracting for the learning to follow, with each person being asked
(following modelling by the tutors) to articulate any questions that they have been left
with from the previous teaching, as well as their learning edges.
Interestingly, people take turns in a different order to that in which they subsequently
present, so they do not have a single pattern for organising themselves, as if they were
institutionalised. I go first. I talk about being Head of Training at The Agency and in
private practice, and doing research. Then (in order), Judi (my colleague), Tom, Nancy,
Veronica, Ron, Heidi, Mary. The next week (Week 2), Frances, and Kelly (who were
absent in Week 1). The next week, (Week 3), Paula (who was absent in Weeks 1 and 2).
This is a very staggered start, which seems to reflect a dynamic that comes to permeate
the Semester. I will list something of what each of the students says, using one phrase.
Questions and Learning Edges from Session 1
Tom - to be open and to have a stronger idea of how to practice; feels rejecting of some
traditional ...
Nancy - exploration of differences between people - some take 6 weeks, some take a lot
longer; I feel bamboozled, and gauche, just hope to learn something that I can try.
Veronica - always confused when with people, and more confused (about the
experience of merger in the work); how much to say back, where should the focus be?
Ron - How to hold clients that aren’t captive; challenge to work differently.