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PDF (PhD Thesis) - UWE Research Repository - University of the ...

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Stewart and Joines (1987) suggested this unconscious process was<br />

usually learnt in <strong>the</strong> family.<br />

In <strong>the</strong> persecutor role acting as an attacker or in an aggressive way, <strong>the</strong>y<br />

put o<strong>the</strong>rs down or belittle <strong>the</strong>m giving an implicit message that <strong>the</strong> o<strong>the</strong>r is<br />

out <strong>of</strong> order. The rescuer <strong>of</strong>fers help and this is <strong>of</strong>ten done not from an<br />

equal positioning but from a one up position, seeing o<strong>the</strong>rs as ‗not ok‘.<br />

When <strong>the</strong> switch comes <strong>the</strong> rescuer feels hard done by; ‗I was only trying<br />

to help‘. The victim invites o<strong>the</strong>rs to help him/her using a ‗poor me‘<br />

invitation because this person feels that he/she is ‗not ok‘. When <strong>the</strong><br />

switch happens for example, <strong>the</strong> victim may feel <strong>the</strong> person helping <strong>the</strong>m<br />

isn‘t good enough i.e. switching to persecutor role, that person is <strong>the</strong>n<br />

likely to verbally attack <strong>the</strong> rescuer. The original persecutor will <strong>the</strong>n move<br />

into victim role feeling ‗poor me‘, and ‗hard done by‘.<br />

Sometimes referred to as racket feelings, one <strong>of</strong> <strong>the</strong> purposes <strong>of</strong> this game<br />

is to block <strong>the</strong> honest expression <strong>of</strong> emotions by re-experiencing emotions<br />

that are familiar from <strong>the</strong> past so that intimacy, collaboration and shared<br />

meaning is not experienced (Bagshaw 2000). It is proposed that <strong>the</strong>se<br />

feelings are safer as <strong>the</strong>y are familiar and that this is an unconscious<br />

process (Berne 1975). I found this <strong>the</strong>ory sometimes helped students on<br />

my reflective practice modules or work-based learning modules, gain a<br />

different insight into <strong>the</strong>ir practice. I noticed in nurses‘ stories that, ra<strong>the</strong>r<br />

than caring for patients, <strong>the</strong>y were sometimes inclined to rescue <strong>the</strong>m, and<br />

would feel really bad about a situation i.e. feel hard done by as a victim or<br />

feel persecuted. The patient or colleague would present as a victim,<br />

unconsciously inviting <strong>the</strong> nurse to make everything better for <strong>the</strong>m, i.e.<br />

rescue <strong>the</strong>m. In <strong>the</strong> interactions <strong>of</strong> this game a person is always left feeling<br />

hard done by; ‗I was only trying to help‘. Drawing attention to <strong>the</strong> effects <strong>of</strong><br />

The Drama Triangle game seemed to support nurses by encouraging<br />

<strong>the</strong>m to see that <strong>the</strong>re is a fine line between caring for someone and<br />

rescuing <strong>the</strong>m. Blaming someone as a way <strong>of</strong> avoiding ones own<br />

responsibility may potentially unconsciously invite <strong>the</strong> game to take place.<br />

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