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of those practices? 291
Chapter 4 – Diachronic analysis 292
Chapters Five to Nine – The synchronic analyses 292
Substantive findings from the analysis of data 293
How, using the examples present in the thesis, has the group been
shown to be helpful (and not), to the learning of psychotherapy,
and specifically, in applying theory to practice? 293
Diachronic analysis (Chapter Four) 293
Synchronic analyses (Chapters Five to Nine) 293
Chapter 5 295
Chapter 6 295
Chapter 7 296
Chapter 8 298
Chapter 9 299
SYNTHESISING THE FINDINGS FROM THE THESIS 301
Introduction to a series of concepts 301
The matrix of the learning group 302
Dynamic administration 303
The group as a reflective self 304
Allusion, metonymy and metaphor 305
Sticky moments 307
Transfer of form 308
Identity in transition 309
Towards a potential form of teaching model 310
Details of the proposed teaching model 311
The question of co-facilitation 314
CONCLUSION 315
Chapter Eleven – A Critical Reflection on the Study 318
Introduction 318
Preamble - the research is just what you do anyway 318
Veracity 319
Prolonged fieldwork 319
Seeking out reorienting or disconfirming observations 320
Good participative role-relationships 320
Attentiveness to speech and interactional contexts 321
Multiple modes of data collection 321
Objectivity 322
The trail of the ethnographers path 322
Respondent validation 322
Feedback from outsiders 323
Inter-rater checks on indexing and coding 324
Comprehensive data archive 324
Perspicacity 324
Intense consideration of the data 324
Exploration 326
Critiques of the design, the execution of the proposal, the analysis
and the conclusions 326
The design 326
The execution of the design 328
The analysis 329
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