Learning from experience in case conference: A Bionian approach to teaching and consulting

Burka, Jane; Sarnat, Joan E.; John, Cornelia

doi:10.1516/ijpa.2007.981

Cited by 5 publications

(7 citation statements)

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“…In dependency mode, members turn to an external person (leader), expecting him or her to meet all the material and emotional needs of the group. As Burka et al (2007) show, in this basic-assumption mentality, members act as if they know nothing, cannot understand complexity and expect the omniscient and omnipotent leader to solve their problems. In contrast, the leader is overwhelmed by the burden of providing solutions to totally passive followers.…”

Section: Discussionmentioning

confidence: 99%

A community of practice or a working psychological group? Group dynamics in core and peripheral community participation

Gray

Gabriel

2018

Management Learning

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The concept of communities of practice (CoP) has become increasingly influential in management literature. Yet, many scholars regard the term as too homogenous and lacking in empirical support. Our study explores the Silver Academy, a project involving over 100 unemployed and self-employed managers over the age of 50, who came together with the purpose of sharing knowledge and experience in starting up their own businesses. The study shows how the Academy matches the notion of CoP including mutual relationships, shared engagement and a common consensus of membership. However, applying Bion's (1961) theory of groups, we challenge the homogenous and consensual notion of a community of practice, illustrating how, through unconscious group processes, some group members exhibit workgroup mentality and the capacity for realistic hard work (and leadership), while others are caught in a basic-assumption mentality, prone to feelings of anxiety, guilt and depression. This is particularly so for a group that has gone through the recent trauma of unemployment.

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Section: Discussionmentioning

confidence: 99%

A community of practice or a working psychological group? Group dynamics in core and peripheral community participation

Gray

Gabriel

2018

Management Learning

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“…The relational psychodynamic model of supervision, which I developed with Mary Gail Frawley-O'Dea (Sarnat 1992;Frawley-O'Dea 1997;Sarnat 1998Sarnat , 2011Frawley-O'Dea and Sarnat 2001;Sarnat 2006;Burka et al 2007;Beck et al 2008), explicitly prioritizes accomplishing those tasks. I briefly describe that model here.…”

Section: Developing Emotional and Relational Capacities And Teaching mentioning

confidence: 99%

“…But in my view, the supervisor who does not sit with a supervisee, and help him or her to calm down, misses an opportunity to teach in the here-and-now how emotional distress can be tolerated, worked with, and transformed in a helping relationship. The supervisor misses an opportunity to provide an experience of containment that might contribute to the development of the supervisee's capacity to contain his patients' distress (Burka et al 2007). It is no easy task to stay in emotional contact with a supervisee during moments of intense distress, and to process ones own responses sufficiently to provide affect regulation.…”

Section: Pressing Needs and Future Possibilitiesmentioning

confidence: 99%

Supervising Psychoanalytic Psychotherapy: Present Knowledge, Pressing Needs, Future Possibilities

Sarnat

2011

J Contemp Psychother

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Existing research from the fields of education, cognitive science, neuroscience, and psychoanalytic psychotherapy points us toward possibilities for the future of psychoanalytic supervision. This research suggests that we need to go beyond communicating abstract knowledge and make our supervisory relationships more experiential, participatory, relationship-focused, and personal in order to teach usable knowledge, develop complex psychotherapeutic skills, and facilitate emotional and relational development in our supervisees. The author concludes that a relational model of supervision fits this pedagogical profile. After grappling with our resistances to change, the author hopes that more psychoanalytic supervisors will make use of a relational model of supervision, as well as drawing upon new technologies and neuroscience-based teaching techniques.

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“…Group dynamics operate in most consulting situations (Burka et al, 2007). Powerful feelings and anxieties can occur in groups of professionals who take part in a supervision or consultation process.…”

Section: Therapeutic Presence -A Conceptual Frameworkmentioning

confidence: 99%

Offering a ‘therapeutic presence’ in schools and education settings

Solomon

Nashat

2010

Psychodynamic Practice

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Learning from experience in case conference: A Bionian approach to teaching and consulting

Cited by 5 publications

References 0 publications

A community of practice or a working psychological group? Group dynamics in core and peripheral community participation

A community of practice or a working psychological group? Group dynamics in core and peripheral community participation

Supervising Psychoanalytic Psychotherapy: Present Knowledge, Pressing Needs, Future Possibilities

Offering a ‘therapeutic presence’ in schools and education settings

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