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Chapter Ten – Summary and Conclusions – Page 310
and learning edges on commencement, and that from considering the same items on
ending. Even though this appears to individualise the transition, it is manifold, involving
each student, all of them together, them as a reflective group, the learning group, the
tutors and other staff, and the researcher. If pushed to express succinctly what the group
does in the learning situation, it supports, mirrors, echoes and develops identity in
transition, both individual identities and various group identities.
Towards a potential form of teaching model
I want to look now at the task, that is, task as described in the Reference Locator in
Chapter Eight (see Table 7.2 on Page 219), that of teaching the integration of theory and
practice in psychoanalytic psychotherapy. Task in that model is differentiated from
Clinical and Group as a focus in the learning group. In other words, the overt business
of the group is differentiated both from the material used to conduct that business, and
from the process of doing that business. In the array of fields considered in Chapter Two
Part Two on Pages 49 and 50, Teaching, Practice and Research, this is the Teaching
field. As an aside, these arrays (of foci, and of fields respectively) are intended to reflect
and capture both metaphor and metonymy, by allowing the recognition of both contrasts
and contiguities, and hence they exemplify core components of the research
methodology.
It has been argued in the study that a major underlying process which is going on in the
semester, and which leads to many of the outcomes that are sought and emerge, is that
of identity in transition. As noted above, this is a multi-level process, involving various
collections of individuals and the group as a whole. For individual clinicians, to work in
the clinical model (in the Clinical focus, the Practice field) requires them to take a series
of steps. These are towards a more profoundly relational method of working, attending