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Chapter Ten – Summary and Conclusions – Page 297
group is more potential than actual, and leads to a clear recognition of the need to
facilitate this contribution through preparation.
What is also explored post hoc in the analysis in Chapter Seven is the density and
overlap of meanings in condensation. The example illustrates the density of dynamics,
and the analysis of the data in the example has led to the articulation and development
of the Reference Locator (see Table 7.2 on page 219, and Figures 8.1 and 8.2 on pages
261 and 262), in order to enable some unpacking and sorting of these dynamics.
There is potential here for a very wide range of contributions of aspects of the group to
learning psychotherapy, and in particular, in applying theory to practice. If the
exploration that has taken place in the research can at least partly be brought into the
teaching and into the group, then the students stand to learn how to recognise and deal
with experience and dynamics in their clinical work, how to recognise and deal with
experience and dynamics in their collegial and training experience, and how to be
creative with clinical experience, as well as developing an understanding of a key
feature of the inner world of their patients and themselves. This potential is articulated
in Chapter Seven in relation to condensation (that is the density of meanings), but the
same is possible in relation to the other features of the unconscious explored in Chapters
Two and elaborated in Chapters Five to Nine.
Chapter 8
Chapter Eight. On reflection, one of the core competencies that the course has always
aimed to foster, and which is part of the explicit aim of this semester, is the capacity to
reflect in action. This is not unlike Casement’s (1985, 1990) concept of the internal
supervisor, discussed on page 38, and again on page 101. One of the major means to