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Chapter Eight – A Consulting Break - Page 270
organisation and of relationships enabled the staff and the group to contain conflict,
anxiety and pain, not least in relation to identity in transition, and hence to facilitate that
transition .
As will be discussed in Chapter Ten, Summary and Conclusion, if the fruits of this
research can be incorporated into the expectations of the outcomes of teaching such as
that in the study, then it will be possible to make maximal use of those opportunities.
For now, the meaning of this constellation of experience has been explored, by relating
the interaction between the tutors to the situations of the group and its members. Hence,
displacement is offered as the key characteristic of the unconscious prominent in this
session.
A table summarising the description, analysis and interpretation of data in this chapter is
on the next page. My aims in this chapter were as follows.
My methodological aim in this chapter was to conduct and elaborate the investigation of
a set of processes, those of the learning group, by using an allied experience,
consideration of the interaction between the tutors in the break, as an example of the
unconscious phenomenon of displacement.
My substantive aim was to detail what is revealed by this methodology, which includes
a reconstruction and appreciation by the tutors of the world of the students and the
group. This is argued to be central to the work of the semester, in that this process is a
core element of the learning group.