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ANALYSIS Chapter Five - A Beginning – Page 172 Here I am trying to transform and render into a kind of summary prose some of the body of observations that I have from studying this session, and the dynamics and issues in and around the highlighted Sticky Moment. A Sequence What follows here is one view of the sequence of events that I have described (and which are transcribed above): one student presents herself as a mother (“my girls”); there is a style of talk which reflects the group getting into an associative mode, as if engaged in group-analysis; sadistic pleasure is expressed, at disrupting creativity; a series of pairs of people get alongside and face each other, apparently on behalf of the group; the group tries to tell of their struggle and to bring it into the here-and-now; there is a sense of an impulse (which the group seems to find difficult to express) to make an angry attack; one staff member subtly attacks the group, but then in turn is attacked in the break by the other staff member; after the break, the group work well at their core task. This view has been derived by extracting themes from the verbatim recording of the session. The elements of this sequence are now considered in turn. One student presents herself as a mother (“my girls”) Somehow, Paula’s putting herself forward in the early part of this session seems a precursor to her role in the interaction that follows, and there is a latent theme in that interaction about nurturance and growing up.
Mary Sorry I’m late. I nearly stood on those as I swung round the corner (referring to fresh eggs brought by Paula). Paula From my hens. They’re from my girls. Mary From your girls. Table 5.2 A fragment of interaction from Page 147 Chapter Five - A Beginning – Page 173 The meaning of one person’s representation of herself as a mother can be seen in a range of ways. In this section and in what follows, this plurality of possible meanings can be reached by the taking of an associative and allusory stance, informed by an appreciation of metonymy and of bi-logical depth. These meanings include that this is an attempt to soothe her own anxiety by assuming competence; that she is challenging the tutors as caretakers, particularly given the impending end of the course (signalled by the final mid-semester break, which will follow immediately after this session); and that disavowal of the tutors and the establishment that they represent may be a way of beginning to attempt to deal with the losses that are about to befall the individual members of the group and the group as a whole. These particular meanings are expressions of a group-analytic perspective on the interaction in the group and its relationship to the world of the group.
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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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The induction of figurations Chapte
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Part Two Data and Analysis
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Chapter Four - The diachronic analy
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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 and 178: Paula Yes. Mary Yeah. Paula But the
Page 179 and 180: (laughter). Paula (laughing) A wind
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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Page 213 and 214: Judi Do you feel that it’s someth
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Page 233 and 234: DESCRIPTION The episode in the cont
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Page 237 and 238: PAUSE Paula Different analogy! Judi
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Chapter Seven - A Discussion - Page
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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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