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Chapter Two Part One – Literature review - Page 43
purposeful attention of the seminar group to this aspect of the data, and in the location
(albeit in a manner adapted for an interpersonal analysis) of the contribution to
knowledge undertaken on the part of the thesis. Arguably, this current study, together
with the training work which it explores and seeks to understand, both contribute to the
practice tradition that Green espouses, and to a greater extent than the research tradition
originating in infant observation.
The work of Ogden, Norman and Salomonsson, Thorndeycroft
and McCabe, and Balint
Thoughts on related approaches to research lead on to related substantive knowledge,
which may take the form of theory, or accounts of practice, or any of a range of
combinations of the two. I will briefly consider some leading examples.
Ogden (1994) is a theorist studied on the course as part consideration of psychoanalytic
discourses, and contributions of his such as the analytic third (1994) and the role of the
analyst’s subjectivity in their clinical thinking are significant foundations of the practice
that the students on the course are encouraged to develop. Ogden (2006) has described
aspects of his clinical seminars and how he structures these. Ogden’s work clearly can
be seen as support for the approach to learning in the semester under study, although the
latter is a more explicit, systematic and formal approach to learning as part of basic
training, whereas Ogden’s work is more focussed on post-qualification opportunities for
learning available within routine professional development activities.
Norman and Solomonsson (2005) have described a method of discussing psychoanalytic
material in groups, based originally on professional development work by practising
psychoanalysts, although this is a valuable tool in its own right as well as for what it can