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Mary … yes, yes … you start talking about something and there’s something you desire or wish to continue … it’s like you’ve got a different audience, you’ve got to bring people up to speed with what they missed out last time, it just doesn’t feel like everyone’s there … Paula Hmm …, Hmm … It started happening for me at the beginning of the year but it’s got worse as the year’s gone on. Judi Hmm. Did you notice it in the first semester? Is this also something that … Paula This year? Yes. Yeah. Judi But you were away, though? Paula More than usual … Kelly There was less absences Paula … I think I missed a couple and that would be more than usual. Like the year … time before, I think I hardly missed any. I was one of these … Judi But this is the second year of the reflective group, isn’t it? Chapter Five - A Beginning – Page 152 Interesting, in this turn and the next two, there is an interweaving between Paula and Mary, almost like a merger. Succinct. Ungrammatical (there were) So, is it just about the Reflective Group? I wonder what else Judi has in mind.
Paula Yes. Mary Yeah. Paula But the process and that is much different. Mary We spent the first year trying to get into it and the second year trying to get out of it (laughs, and others laugh). (Frances enters). Judi Hello. Frances Hi. Did you get my message? Bill Yes, I did. Judi Yes. Bill (Inaudible) (Laughter) Frances It’s the one time I would have been on time, oh, and I was blocked in the car park and we just couldn’t find the owner of the car. Kelly How frustrating. Chapter Five - A Beginning – Page 153 So what’s different? This! Is it about ambivalence? Maybe groups have an attachment style. Cue all the feelings that have been expressed or alluded to previously. There seems to be considerable tension here. What did I say? I’m speechless. … you are. (Here, I’m adding something not said, but which I can feel at times, and which I imagine Kelly and the others feel).
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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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A return to Foulkes’ Levels Chapt
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Introduction Chapter Three Research
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Chapter Three - Research methods an
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Page 181 and 182: Paula Yeah … Ron That somehow had
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Page 203 and 204: INTERPRETATION Chapter Five - A Beg
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Chapter Six - Part of a Session - P
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Chapter Six - Part of a Session - P
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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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