View/Open - Scholarly Commons Home

More documents

Recommendations

Info

Mary You’re lucky it was only one that blocked you in. I was blocked in by about five once and do you think we could find them all? Judi Is this at your respective … Mary It used to be at the same place, yes … Judi That’s absolutely … Mary I’ve said that … I’ve told them ever since I’ve started working they need to have a key rack where everyone hangs their keys at the start of the day so you could just shift each other’s cars, but … it’s the bad idea that never went anywhere … Judi So we’re waiting for Tom … is that right? Bill And Nancy. (others agree) Judi Of course, yes, hmm … I suppose we should … should we continue this discussion for another couple of minutes while … Bill Yes, maybe, yes … Judi Yes, so we’ll continue what you were bringing up. Up-bringing, whatever Chapter Five - A Beginning – Page 154 I think this conveys thinly veiled anger. Mary (on our behalf) wants to bury Frances in cars. (As above, where an apology for nearly breaking eggs was seen as a possible unconscious expression of aggression, I am using clinical experience and awareness of bi-logic to wonder privately, then and now, about veiled emotion). Mary is identifying with Frances. Is she defending against her rage, or rather her carrying of our rage, that she then voices (or not) for us. Here, I am interpreting Mary’s behaviour, and that of the learning group, proposing effectively that the group has delegated to Mary the making of their response to Frances, and in turn accepting that she does not really express it. For goodness sake. This is an adult learning experience. … give up. This is a sticky moment. Paula speaks from
(laughter). Paula (laughing) A windy baby! Judi I didn’t … the use of the word was unfortunate, it wasn’t … (laughter). Paula It’s probably quite appropriate, really. Yeah, I don’t really have anything else to say, other than that’s I suppose in a way … um … I’m defending myself for my absences. You know? Just kind of, talking about it. (Tom enters) Tom Apologies. Nancy’s on her way too. Judi Nancy’s on her way? Tom She was just parking. (Silence) Judi Do you want to briefly mention what you’ve been … brought up, again? Paula I was just talking about how I’ve noticed how may absences I’ve had, and kind of relating it … , thinking about … , I was thinking about what that was about, and obviously there’s practical things, but you can always have practical things (Nancy enters) which are really … um … sometimes … (to Nancy) … hi … sometimes really important but other times they could be overcome … um … Chapter Five - A Beginning – Page 155 the unconscious in response to Judi’s parapraxis. Image of The Group as Baby. It seems like Judi has come to feel defensive here. This seems very astute – as if Paula has taken over, somehow. (On reflection here, my comment refers to the way that Paula has somehow collected authority for herself, making sense of what she has been raising). What can anyone say at this point? I certainly wouldn’t – Paula must be in some kind of denial. Bravely setting off for the fourth time. Doing our job for us. Interesting example of environmental failure.
Page 1 and 2:
The Learning Group: Dynamics, Conce
Page 3 and 4:
Chapter Two Part Two - Methodology
Page 5 and 6:
Transcript of the beginning of Sess
Page 7 and 8:
The use of breaks 260 Displacement
Page 9 and 10:
The conclusions 329 An overall crit
Page 11 and 12:
Acknowledgements I feel very honour
Page 13 and 14:
Abstract This is a study of the fin
Page 15 and 16:
ole as a trainer, 1 I was concerned
Page 17 and 18:
himself in the foot’. Supporting
Page 19 and 20:
Here, differences between staff mem
Page 21 and 22:
obscure or miss altogether the know
Page 23 and 24:
Part One Introduction, Methodology
Page 25 and 26:
Chapter One - An introduction to th
Page 27 and 28:
Page 29 and 30:
Existing practice Chapter One - An
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
A gap in ways of investigating Chap
Page 45 and 46:
Page 47 and 48:
Conclusion Chapter One - An introdu
Page 49 and 50:
Chapter Two Part One - Literature r
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Chapter Two Part Two Methodology Th
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
A return to Foulkes’ Levels Chapt
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Introduction Chapter Three Research
Page 113 and 114:
Chapter Three - Research methods an
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128: The induction of figurations Chapte
Page 129 and 130: Chapter Three - Research methods an
Page 135 and 136: Part Two Data and Analysis
Page 137 and 138: Chapter Four - The diachronic analy
Page 165 and 166: INTRODUCTION TO CHAPTERS FIVE TO NI
Page 167 and 168: Introduction to Chapters Five to Ni
Page 169 and 170: Chapter Five - A Beginning - Page 1
Page 173 and 174: Mary What’s the date of the last
Page 175 and 176: I really noticed how often I’ve b
Page 177: Paula Yes. Mary Yeah. Paula But the
Page 181 and 182: Paula Yeah … Ron That somehow had
Page 183 and 184: It’s almost like if they can be a
Page 185 and 186: It’s hard to know what to do with
Page 191 and 192: Judi Of course, yes, hmm … I supp
Page 197 and 198: Mary Sorry I’m late. I nearly sto
Page 199 and 200: Mary We lived on a country block fo
Page 203 and 204: INTERPRETATION Chapter Five - A Beg
Page 209 and 210: Chapter Six Part of a Session (The
Page 211 and 212: Chapter Six - Part of a Session - P
Page 213 and 214: Judi Do you feel that it’s someth
Page 229 and 230:
Chapter Six - Part of a Session - P
Page 231 and 232:
Introduction Chapter Seven A Discus
Page 233 and 234:
DESCRIPTION The episode in the cont
Page 235 and 236:
Chapter Seven - A Discussion - Page
Page 237 and 238:
PAUSE Paula Different analogy! Judi
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Clinical Experience (Clinical) This
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
Punctuation of a developmental shif
Page 257 and 258:
Summary of INTERPRETATION Chapter S
Page 259 and 260:
Page 261 and 262:
Chapter Eight A Consulting Break (T
Page 263 and 264:
The aims of this chapter Chapter Ei
Page 265 and 266:
Chapter Eight - A Consulting Break
Page 267 and 268:
Judi Yeah, maybe more maturely, I k
Page 269 and 270:
Bill I thought you could do the sam
Page 271 and 272:
Bill Yeah oh thank you. It's easy t
Page 273 and 274:
I'll mention before the meeting tom
Page 275 and 276:
I'm finding a lot of stuff is comin
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Displacement and projection Chapter
Page 287 and 288:
Page 289 and 290:
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Introduction Chapter Nine An Ending
Page 299 and 300:
Chapter Nine - An Ending - Page 275
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
My own inner world at the time Chap
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Chapter Nine The Ending Missing Tim
Page 315 and 316:
INTRODUCTION Chapter Ten Summary an
Page 317 and 318:
Chapter Ten - Summary and Conclusio
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
The question of co-facilitation Cha
Page 341 and 342:
Page 343 and 344:
Introduction Chapter Eleven A Criti
Page 345 and 346:
Chapter Eleven - A Critical Reflect
Page 347 and 348:
Objectivity Chapter Eleven - A Crit
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
Page 355 and 356:
Page 357 and 358:
Chapter Twelve - Implications for T
Page 359 and 360:
Page 361 and 362:
Page 363 and 364:
References - Page 338 Bion, W. R. (
Page 365 and 366:
References - Page 340 Foulkes, S. H
Page 367 and 368:
References - Page 342 Jackson, J. E
Page 369 and 370:
References - Page 344 Morgan, D. L.
Page 371 and 372:
References - Page 346 Stolorow, R.
Page 373:
Appendix One Papers relating to eth
Page 377 and 378:
A.6 Complete this section only if o
Page 379 and 380:
B.9 Is this project a clinical tria
Page 381 and 382:
Finally, I believe that intermediat
Page 383 and 384:
D. SUBJECTS THE AUTEC TAKES THE TER
Page 385 and 386:
E. OTHER PROJECT DETAILS E.1 Where
Page 387 and 388:
F. DATA F.1 Who will have access to
Page 389 and 390:
H. OTHER INFORMATION H.1 AUTEC trea
Page 391 and 392:
J. CHECKLIST J.1Complete the applic
Page 393 and 394:
Farrell Consulting Consultation - T
Page 395 and 396:
Attached: Farrell Consulting Consul
Page 397 and 398:
January 2003 2 A u c k l a n d U n
Page 399 and 400:
M E M O R A N D U M Auckland Univer
Page 401 and 402:
Introduction Appendix Two The Metho
Page 403 and 404:
Appendix Two - The Methodology in A
Page 405 and 406:
Page 407 and 408:
Page 409 and 410:
Page 411 and 412:
Page 413 and 414:
Page 415 and 416:
Page 417 and 418:
Page 419 and 420:
Page 421:
show all

View/Open - Scholarly Commons Home

Create successful ePaper yourself

Delete template?

Save as template?