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Chapter Six – Part of a Session – Page 204 important topic for exploration, and not just ‘out there’ – what is the understanding in this group? Maybe this is one contributor to Heidi’s eruption. How to manage distance in relationships – am I too much for you, how do I deal with it when you pull away and push me away so forcefully, and how do I deal with the frustration when I can’t get close to you? How do I and we deal with our morale in the chaos that is in here? Conclusion - findings, both methodological and substantive Regarding how I am investigating and what that is revealing, I will consider investigating first. I have described in this chapter how I have processed the raw data of my participant observation and the audiotape recordings to arrive at consideration of a powerful moment, and how I have then dealt with that data to arrive at the themes and issues that I have elaborated. This, like other examples of the application of group- analytic ethnography, relies on an understanding of an individual unconscious as well as a group unconscious, and a capacity to engage emotionally with the range of researcher experience including countertransference. From a substantive perspective, an episode has been highlighted in this chapter, placed in the context of the session as a whole, and linked to the semester as a whole. A series of images have been traced that can be seen in the process of the session, and some themes have been outlined that locate these images. These can be summarised as a reflection of those faced by patients in the clinical work, and by students in the learning task of the course and the semester, and occur in the group. However, the group does not have the remit to address these directly, and the capacity to negotiate such remits does not yet exist between the staff and the students. What erupts sees the light of day, and is experienced and witnessed at some level, as is the absence of an overt acknowledgement of what remains un-acknowledged.
Chapter Six – Part of a Session – Page 205 A table summarising the description, analysis and interpretation of data in this chapter is on the next page. As noted in the table, the predominant characteristic of the unconscious in this session is seen as symbolisation. Whilst some difficulty is experienced in representing experience in words, the frustration of one member of the group comes to stand for (and hence, to symbolise) the frustration of many others. My aim in relation to the methodological question of the thesis (how can a learning group be investigated?), has been to conduct an exploration of a set of phenomena, extracting a set of themes by an impressionistic process, and then examining and transforming the material that can be generated from those themes. Substantively, I have offered a demonstration of the products of this process contributing to an understanding of moments of difficulty in the process of teaching and learning. This particular moment involves a sudden shift of mood, and I have shown how this approach to research can illuminate the personal and group elements of such experiences in this type of learning. I have also argued that the predominant characteristic of the unconscious in this session is symbolisation. Another exploration follows in Chapter Seven.
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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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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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INTRODUCTION TO CHAPTERS FIVE TO NI
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Introduction to Chapters Five to Ni
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Chapter Five - A Beginning - Page 1
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Chapter Five - A Beginning - Page 1
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Mary What’s the date of the last
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I really noticed how often I’ve b
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Chapter Eight - A Consulting Break
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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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