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Chapter One – An introduction to the study - Page 23 The gap in relation to the learning group is … … that there is a lack of a clearly articulated awareness of how the learning group operates, how it might contribute to the primary task of the teaching and learning, how it might be stopped from hindering the primary task of the teaching and learning, and how the answering of these questions might have application outside of the fairly specialised field in question. Table 1.1 – The gap in knowledge in relation to the learning group The gap in ways of investigating is … … that there isn’t a method that is satisfactory for the investigation of some aspects of training in psychoanalytic psychotherapy, particularly the role of the learning group. The question then becomes, can a method be constructed that values and privileges the philosophical world-view underlying psychoanalytic and group-analytic psychotherapy, and which can fruitfully yet critically investigate aspects of those practices? Table 1.2 – The gap in ways of investigating
Conclusion Chapter One – An introduction to the study - Page 24 The two gaps and the questions that they lead to have been spelled out. Next, in Chapter Two Part One, it is important to examine the theoretical and philosophical context of these gaps, in order to understand them as well as how they can be addressed.
Page 1 and 2: The Learning Group: Dynamics, Conce
Page 3 and 4: Chapter Two Part Two - Methodology
Page 5 and 6: Transcript of the beginning of Sess
Page 7 and 8: The use of breaks 260 Displacement
Page 9 and 10: The conclusions 329 An overall crit
Page 11 and 12: Acknowledgements I feel very honour
Page 13 and 14: Abstract This is a study of the fin
Page 15 and 16: ole as a trainer, 1 I was concerned
Page 17 and 18: himself in the foot’. Supporting
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Page 23 and 24: Part One Introduction, Methodology
Page 25 and 26: Chapter One - An introduction to th
Page 29 and 30: Existing practice Chapter One - An
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Page 49 and 50: Chapter Two Part One - Literature r
Page 71 and 72: Chapter Two Part Two Methodology Th
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A return to Foulkes’ Levels Chapt
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Chapter Two Part Two - Methodology
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Introduction Chapter Three Research
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Chapter Three - Research methods an
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The induction of figurations Chapte
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Part Two Data and Analysis
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Chapter Four - The diachronic analy
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INTRODUCTION TO CHAPTERS FIVE TO NI
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Introduction to Chapters Five to Ni
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Chapter Five - A Beginning - Page 1
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Mary What’s the date of the last
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I really noticed how often I’ve b
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Paula Yes. Mary Yeah. Paula But the
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(laughter). Paula (laughing) A wind
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Paula Yeah … Ron That somehow had
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It’s almost like if they can be a
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It’s hard to know what to do with
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Judi Of course, yes, hmm … I supp
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Mary Sorry I’m late. I nearly sto
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Mary We lived on a country block fo
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INTERPRETATION Chapter Five - A Beg
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Chapter Six Part of a Session (The
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Chapter Six - Part of a Session - P
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Judi Do you feel that it’s someth
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Introduction Chapter Seven A Discus
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DESCRIPTION The episode in the cont
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Chapter Seven - A Discussion - Page
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PAUSE Paula Different analogy! Judi
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Clinical Experience (Clinical) This
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Punctuation of a developmental shif
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Summary of INTERPRETATION Chapter S
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Chapter Eight A Consulting Break (T
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The aims of this chapter Chapter Ei
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Chapter Eight - A Consulting Break
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Judi Yeah, maybe more maturely, I k
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Bill I thought you could do the sam
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Bill Yeah oh thank you. It's easy t
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I'll mention before the meeting tom
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I'm finding a lot of stuff is comin
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Displacement and projection Chapter
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Introduction Chapter Nine An Ending
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Chapter Nine - An Ending - Page 275
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My own inner world at the time Chap
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Chapter Nine The Ending Missing Tim
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INTRODUCTION Chapter Ten Summary an
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Chapter Ten - Summary and Conclusio
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The question of co-facilitation Cha
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Introduction Chapter Eleven A Criti
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Chapter Eleven - A Critical Reflect
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Objectivity Chapter Eleven - A Crit
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Chapter Twelve - Implications for T
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References - Page 338 Bion, W. R. (
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References - Page 340 Foulkes, S. H
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References - Page 342 Jackson, J. E
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References - Page 344 Morgan, D. L.
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References - Page 346 Stolorow, R.
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Appendix One Papers relating to eth
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A.6 Complete this section only if o
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B.9 Is this project a clinical tria
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Finally, I believe that intermediat
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D. SUBJECTS THE AUTEC TAKES THE TER
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E. OTHER PROJECT DETAILS E.1 Where
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F. DATA F.1 Who will have access to
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H. OTHER INFORMATION H.1 AUTEC trea
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J. CHECKLIST J.1Complete the applic
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Farrell Consulting Consultation - T
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Attached: Farrell Consulting Consul
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January 2003 2 A u c k l a n d U n
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M E M O R A N D U M Auckland Univer
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Introduction Appendix Two The Metho
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Appendix Two - The Methodology in A
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