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The use of breaks 260
Displacement and projection 261
Figure 8.1 Projection to-and-fro in the Learning Group 261
Figure 8.2 Projection to-and-fro in the Learning Group
linked to the Reference Locator 262
This is a kind of fight 263
The theme of turmoil about coming back 263
Extract 8.1 264
Layered attention – a contribution of psychoanalytic
(particularly group-analytic) theory 265
The matrix that can contain polarisation 265
Summary of ANALYSIS 266
INTERPRETATION 266
Conclusion – findings, both methodological and substantive 268
Table 8.3 A summary of description, analysis and interpretation
of data in Chapter Eight 272
Chapter Nine – An Ending
(Missing Time - Session 15) 273
Introduction 273
Theoretical and philosophical framing of the study 273
The aims of this chapter 274
DESCRIPTION 274
An associative journey 274
The case of the missing twenty minutes 277
A summary of the session 278
Another summary - themes in the transcript of Session 15 279
ANALYSIS 280
Consideration by level 280
Winnicott’s ‘good enough’ mother/teachers/group 280
INTERPRETATION 282
Phantasy in the group, and at the level of the group 282
My own inner world at the time 283
A developmental metaphor 284
Scapegoating 285
Conclusion – findings, both methodological and substantive 286
Table 9.1 A summary of description, analysis and interpretation
of data in Chapter Nine 289
PART THREE - CONCLUSIONS
Chapter Ten – Summary and Conclusions 290
Introduction 290
A SUMMARY OF FINDINGS IN THE THESIS 291
The methodological findings 291
How, using the examples present in the thesis, has the methodology
been shown to be capable of valuing and privileging the philosophical
world-view underlying psychoanalytic and group-analytic
psychotherapy, and of fruitfully yet critically investigating aspects
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