The large group in training

2021 ◽  
pp. 053331642110379
Author(s):  
Jale Cilasun ◽  
John Schlapobersky ◽  
Maria Papanastassiou ◽  
Andy Thomas
Keyword(s):  
Learning Experience ◽  
Group Analysis ◽  
Training Group ◽  
Large Group ◽  
The Core ◽  
Principles Of Practice ◽  
Large Groups

This article studies the work of large groups in the training of group psychotherapists and is organized in two parts for sequential publication. We review the literature on the history and evolution of large groups in general, concentrating on those devoted to the large group in training, starting from the very first, Skynner’s, from which we take our title. The core of the paper explores the learning experience provided by the Large Training Group (LTG) serving students on the Diploma and Qualifying Courses at the Institute of Group Analysis, London (IGA). We describe the LTG from the standpoint of its staff and participating students over a period of some eight years; discuss the role of the staff sub-group in the evolution and co-creation of a particular discourse and we give special attention to the question of leadership and the role of the convener. Each of its two parts contains a vignette that is discussed in the light of the literature reviewed; and each contains a summarizing table, the first devoted to our principles of practice and the second to the primary purposes of the LTG and our staffing responsibilities.

Emerging Principles of Practice Research

2020 ◽  
pp. 166-196
Author(s):  
Austin Michael ◽  
Sarah Carnochan
Keyword(s):  
Human Services ◽  
Practice Research ◽  
Service Users ◽  
The Third ◽  
The Core ◽  
Partnership Model ◽  
Negative Findings ◽  
Principles Of Practice ◽  
Core Practice

Chapter 8 summarizes the core practice research principles identified in Practice Research in the Human Services: A University-Agency Partnership Model. The first set of principles relates to learning from the experiences of others, and includes understanding the context of practice research, the role of persistent communications, and the process of disseminating results. The second set of principles focuses on knowing how to implement practice research by utilizing specialized skills, balancing the dynamics of practice and research, and engaging in collaborative teamwork. The third set of principles relates to managing complexities by coping with the tensions and ongoing change associated with practice research, responding to negative findings, and engaging service users. The last set of principles focuses on the process of sharing practice research with the practitioners who are most able to integrate it into their practice. The chapter concludes with a discussion of rigor, relevance, and theory in practice research.

The Social Unconscious and the Large Group – Part III: Listening to the Voices in the Wind

2014 ◽  
Vol 47 (4) ◽  
pp. 420-435 ◽  
Author(s):  
Juan Tubert-Oklander ◽  
Reyna Hernández-Tubert
Keyword(s):  
Latin American ◽  
International Workshop ◽  
Group Analysis ◽  
Large Group ◽  
The Third ◽  
The Social ◽  
Social Unconscious ◽  
Large Groups ◽  
Group Part

This is the third of a series of three articles, based on the lecture we delivered at the International Workshop ‘Studies of Large Groups and Social Unconscious’, which took place in Belgrade in June 2013. In the first part we compared the British and the Latin American traditions of group analysis. In the second, we discussed the conception of the social unconscious and the group analytic large group, in both traditions. Now we present our own approach to large groups and discuss the problem of the wider context in which the large group takes place.

Beyond rejection, glory and the Soldier’s Matrix: the heart of my group analysis

2018 ◽  
Vol 51 (4) ◽  
pp. 389-405 ◽  
Author(s):  
Robi Friedman
Keyword(s):  
Group Analysis ◽  
Social Motivation ◽  
Analytic Approach ◽  
Large Group ◽  
Distinctive Group ◽  
Professional History ◽  
Large Groups ◽  
Special Space ◽  
Sandwich Model

During my 45 year journey in the different approaches to psychotherapy, an interest in small, median and later in large groups have influenced me professionally. Many in the Israel IGA had a similar professional history until we finally felt group analysis as our home. I also learned from experiences of rejection and glory. A Trauma-Glory continuum, connected to rejection and inclusion, will be discussed. Glory, which is considered a basic social motivation, could have a special space in group analysis. The concept of the Soldier’s Matrix will be discussed, with a distinctive group-analytic approach to the large group and ‘the Sandwich model’. This group analytic application, could be taken as a possible ‘anti-dote’ to difficult social configurations as are found in ‘soldiers’ matrices’.

Large Groups and Women Leadership: Caregiving for Multiple Authenticities

2005 ◽  
Vol 38 (2) ◽  
pp. 328-340
Author(s):  
Lauren E. Storck
Keyword(s):  
Group Dynamics ◽  
Group Analysis ◽  
Leadership Roles ◽  
Group Leadership ◽  
Women Leadership ◽  
Large Group ◽  
Large Groups ◽  
Home Territory

Professionals in many disciplines are interested in large group dynamics, and simultaneously, there is a need to formulate coherent trainings for large group leadership roles. Group analysis being my ‘home territory’ to explore these highly complex forces and challenges, this article is one woman’s group-analytic understanding of larger groups and issues of conducting larger groups in our interconnected and interdependent world.

The anti-science in the culture of group analysis (1)

2020 ◽  
pp. 053331642094213
Author(s):  
Henry Luiker
Keyword(s):  
Group Analysis ◽  
Magical Thinking ◽  
Large Group ◽  
Conventional View ◽  
The Relationship ◽  
Do So ◽  
The Way

This is the first of two articles examining the pervasiveness of religious, primitive and magical thinking in the culture of group analysis. I do so through the vehicle of the writings of Patrick de Maré. The article spells out what I believe to be the misunderstandings underlying de Maré’s rejection of causality, evidence and logical argument; calls into question the conventional view of de Maré’s writings as erudite but difficult; and examines the relationship between de Maré’s ideas and the way he takes up the role of large group conductor.

The first revolution: Taking Jaak Panksepp seriously: Group analysis and the neuroscience of emotion

2019 ◽  
Vol 52 (4) ◽  
pp. 441-457
Author(s):  
Claire S. Bacha
Keyword(s):  
Social Psychology ◽  
Group Analysis ◽  
Affective Neuroscience ◽  
Philosophical Thinking ◽  
Basic Emotions ◽  
Series Of Experiments ◽  
Large Groups ◽  
Vital Element ◽  
Dominant Paradigm

Jaak Panksepp, like Foulkes, broke from the dominant paradigm in his field to fashion a series of experiments. In the process, Panksepp discovered that the midbrain is the seat of seven basic emotions. Moreover, these basic emotions are shared with all mammals. He called this discovery ‘affective neuroscience’. Panksepp’s work, taken seriously, is transforming ideas, previously expressed in the area of philosophical thinking, into a new kind of social psychology. Group analysis is a vital element in this transformation. Among other things, Panksepp shows us that humans are not unitary. The most that we can hope for is a comparatively peaceful integration of the various processes that make up our selves and our small and large groups. The external and internal role of the group conductor is helpful, philosophically, clinically and politically, to promote this integration.

Approaching the mountain: A journey into the wilderness of large group thinking

2020 ◽  
pp. 053331642094619
Author(s):  
Emma Reicher
Keyword(s):  
Lived Experience ◽  
Group Analysis ◽  
Historical Trauma ◽  
Field Research ◽  
Ethical Practice ◽  
Race And Gender ◽  
Large Group ◽  
And Gender ◽  
Group Thinking ◽  
Large Groups

Although the large group is a mandatory part of the Institute of Group Analysis London Qualifying Course, its history and theory have been absent from the curriculum. This fringe status can be seen as a reflection of the challenge the large group offers the analyst—trainee and practitioner alike. It exposes structures of power, reveals issues around race and gender, and brings historical trauma to light. The question is, are we willing to look within? My ‘journey into the wilderness’ is a step towards an answer. As such, this article is framed as field research, focusing on the lived experience of the large group, as well as revisiting its past. It moves between two paradigms of practice—developmental large groups in training institutes and discrete large groups at conferences—and seeks to define the purpose of this ritual, as well as set new ground lines for ethical practice. Through the use of large group material, I trace the theoretical language of koinonia, fellowship, dialogue, outsight and equivalence, and exemplify learnings around the mechanisms of projective processes. I suggest that a projection must be felt before it can be returned, but in such a multi-person setting, ‘countertransference’ does not do this work of integration justice. Finally, I address containment and introduce the concept of reverie/participation. Through this model the large group grants us an experience of embeddedness, and awakens our responsibility for the challenges of history making, and social change.

scholarly journals Co-Teaching an Online Action Research Class / Co-enseignement et classe de recherche-action en ligne

2014 ◽  
Vol 40 (2) ◽  
Author(s):  
Brent G Wilson ◽  
Jennifer Linder VanBerschot
Keyword(s):  
Action Research ◽  
Learning Environment ◽  
Nous Avons ◽  
Master's Degree ◽  
Learning Experience ◽  
Nous Sommes ◽  
The Core ◽  
Nous Concluons ◽  
E Learning

Two instructors report our experience co-teaching an action research (AR) required as part of an e-learning master’s degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an excellent learning experience for students. The case narrative describes the course and ways in which we have modified the course based on a variety of considerations. We also outline problems and areas still in need of improvement. We reflect on the role of theory in our own pursuit of excellence, and the role of theory in our students’ inquiry processes. We find that theory is just another tool or resource to apply to the work, with the core concerns being the needs of students and the learning environment. Deux enseignants font le rapport de leur expérience de co-enseignement d’un projet de recherche-action requis pour un cours de formation en ligne au niveau de la maîtrise. À l’aide d’une approche axée sur la pratique, nous nous sommes concentrés sur les activités de cours des participants (enseignants et étudiants), avec une attention particulière pour l’élaboration minutieuse d’éléments de cours. Il s’agissait finalement de créer une expérience d’apprentissage enrichissante pour les étudiants. L’exposé décrit le cours et les façons par lesquelles nous avons modifié le cours à partir de considérations diverses. Nous donnons également un aperçu des problèmes et secteurs nécessitant des améliorations. Nous nous sommes penchés sur le rôle de la théorie dans notre propre quête d’excellence et dans le processus d’enquête de nos étudiants. Nous concluons que la théorie n’est qu’un outil ou une ressource s’appliquant au travail et qu’il faut davantage se préoccuper des besoins des étudiants et de l’environnement d’apprentissage.

Between the Notes: A Musical Understanding of Change in Group Analysis

2012 ◽  
Vol 46 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Linde Wotton
Keyword(s):  
Group Process ◽  
Group Analysis ◽  
The Core ◽  
The Social ◽  
The Matrix ◽  
Creative Space ◽  
Musical Understanding ◽  
Musical Process

This article brings together insights from the fields of communicative musicality and group analysis and suggests that the matrix should be understood as a musical process. Linking the social and the biological, this offers an explanation of many of the mechanisms that are fundamental, both to our nature as social to the core and to the group process (particularly belonging and resonance), but which remain outside of awareness. This musical understanding leads to a recasting of the role of the group analyst, not as conductor but as tonic or home note and a view of change as the development of greater flexibility in relating. The basis for the analogy between music and the group process is, I suggest, the creative space from which meaning emerges that is common to both—the interval in music and the intersubjective space in the group.

Using the Arts to Differentiate Curriculum for the Gifted

2021 ◽  
Vol 44 (3) ◽  
pp. 171-173
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
Concept Learning ◽  
Core Curriculum ◽  
Aesthetic Experience ◽  
Learning Experience ◽  
Higher Order ◽  
Instructional Approaches ◽  
The Core ◽  
The Arts ◽  
Interdisciplinary Concept

This article describes how the arts may be used as interdisciplinary tools to enhance and deepen the learning experience for students. They may be (a) direct adaptations of the core curriculum, (b) added emphases in instructional approaches, and/or (c) an integration of artistic media into interdisciplinary concept learning. An organizer provides teachers with a way to integrate arts into an existing lesson, higher order questions to guide learners in understanding the artifact selected for consideration, and a reproducible rubric to assess a student’s developing sensitivity to the role of aesthetic experience in learning at a deeper and broader level.

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