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Chapter Ten – Summary and Conclusions – Page 296
markers of moments that I chose included parapraxes or mis-performances, eruptions of
emotion or humour, expressions of probable unconscious conflict, and awkward
silences. This marker, largely an eruption of emotion, manifested as it is largely through
the experience of one individual, presents a set of challenges.
This moment is a demonstration of the complex issues faced in the utilisation of a
group-analytically informed model of teaching and learning, and also an example of a
missed opportunity (and anything but a model response). The complex issues are
illustrated by the challenge of the imperative of treating the student who becomes
central with respect and care, and yet (if trying to make use of the opportunity for
learning about the integration of theory and practice) using phenomena which could be
experienced as highly shameful to some in the class in order to focus exploration. It can
be seen from the episode that is studied that this challenge is not fully met on this
occasion. What has been made clear is that some of the potential benefit of the teaching
model will only be realised when the group is prepared to confront moments such as
this. Had that preparation happened, members of the group (including the tutors) would
be ready for the possibility that one or more of them might come to stand for or
symbolise some aspect of the dynamics of the work of the learning group, and that
exploration of that would take place once individuals’ comfort and dignity had been
sufficiently attended to. This point represents a major contribution of the thesis to the
proposed model for teaching and learning.
Chapter 7
In Chapter Seven, The Fishhook, I need to ask how has the group in the example given
been shown to be helpful (and not), to the learning of psychotherapy, and specifically,
applying theory to practice? As in Chapter Six, the illustration of the contribution of the