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Chapter Ten – Summary and Conclusions – Page 299
From a substantive perspective, some of what is available for analysis and interpretation
has been elaborated, illustrating how a break such as this can be more fully used than
for mere recuperation. Also, although not applied consciously and planfully, the staff
demonstrate in the break an aspect of the conduct of their core task, the creation,
maintenance and repair of a good-enough working relationship between them, at which
I would argue they are broadly successful (as evidenced not least by the eventual
outcome of this session). As with other demonstrations of the group being helpful, much
of the highlighting is of missed potential, but this then contributes to the proposed
teaching model (see below). Finally, the analysis of the episode and its context enabled
the elaboration of the concept of identity in transition as a significant component and
focus of that model.
Chapter 9
Regarding Chapter Nine, and asking, 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?, the answer appears to be layered. Approaching the
question directly, the students take turns (and indeed, almost the whole session) to
answer this. Their answers (see page 279) include: the provision (by the tutors and the
group) of safety; an opportunity for transition, and the resolution of conflict; a space to
be oneself; a freedom from status anxiety and a place to recognise unconscious
competence; being simultaneously held and challenged; an opportunity involving
struggle with different models of working; confusion; an experience of enactment as
well as an experience of what has been enacted becoming (appropriately) contained
elsewhere, and an awareness of the staff having provided support for these experiences;
and a place to consider difference and identity.