Resident Training in Cotherapy Groups

Anderson, Bruce N.; Pine, Irving; Mee-Lee, Denis

doi:10.1080/00207284.1972.11492158

Cited by 14 publications

(7 citation statements)

References 2 publications

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“…This is a possible outcome of the large number of dance/movement therapists who co-lead with students or interns, and corroborates the findings of Anderson, Pine & Mee Lee (1972). Both cotherapists in this situation have dual roles; the student being a trainee and a cotherapist and the senior cotherapist being supervisor and a teacher, as well as being responsible for the leadership and direction of the group.…”

Section: Discussionsupporting

confidence: 76%

An exploratory study of the use of cotherapy in dance/movement therapy

Hudson¹

1995

Am J Dance Ther

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Although cotherapy is a modatity widely used in the training and practice of dance/movement therapists, there is little literature on cotherapy in dance/movement therapy. Through the use of a questionnaire, this author conducted an exploratory, descriptive study on the general use of coleading in the dance/movement therapy modality and the opinions of dance/movement therapists on this usage. The questionnaire was sent out to 300 dance/movement therapists at the second level of registry (ADTR) nationwide. This study found dance/ movement therapists trained partly by coleading reported a higher perceived success rate in cotherapy relationships than those who were not. Also found, the perceived success rate of the cotherapy relationship is higher in dance/movement therapy groups than in other listed psychotherapy groups.

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Section: Discussionsupporting

confidence: 76%

An exploratory study of the use of cotherapy in dance/movement therapy

Hudson¹

1995

Am J Dance Ther

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“…Although this structure allows the senior leader to provide direct observation, interaction, and ongoing supervision to a counselor-intraining (Bernard, Babineau, & Schwartz, 1980), it also introduces the issues of responsibility sharing, coordination, and group-member perceptions of power issues. However, the anxiety and transference that is associated with emerging therapeutic competence is thought to be managed better in a senior-junior dyad (Anderson, Pine, & Mee-Lee, Pine, & Mee-Lee, 1972;Gafni & Hoffman, 1991;Romano, 1998), although no studies have examined this issue, nor is it known how lower anxiety influences group leadership or coleadership. Because the junior-junior and senior-junior structures are more prevalent in training, a balanced and shared authority may be more the exception than the norm (Bernard et al, 1980;Fall & Menendez, 2002;Gafni & Hoffman, 1991).…”

Section: Coleadership Combinationsmentioning

confidence: 99%

Group Coleadership: A Critical Review

Luke

Hackney

2007

Couns Edu & Supervision

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A review of group literature, much of which is anecdotal or theoretical, revealed that coleadership has been a common practice in training and therapeutic settings for well over 50 years. Careful examination of group practice reveals a surprisingly small amount of empirical evidence to support what apparently is a widely practiced method for the training of group leaders. However, the anecdotal support of group coleader practice is impressive if not convincing. That scholarly work is summarized in this article, and research implications for coleader practice are discussed as they relate to counselor preparation.

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“…Cotherapists always have differences or inequalities and probably have the greatest difficulty working effectively when the differences are denied and there is the illusion of equality. Anderson et al (1972) noted this point and quoted George Orwell's Animal Farm: "All animals are equal but some are more equal than others .... We have found that failure to recognize these realistic differences may be an important source of confusion and misunderstanding" (p. 193). There are many inequalities or variables to be examined in looking at a cotherapy relationship; the group skill level of the therapists is only one of many.…”

Section: Equalitymentioning

confidence: 91%

The junior-senior team

Dublin

1995

Group

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This paper will focus on the nature and feasibility of junior-senior cotherapy teams. The opinions expressed are not based upon formal research or upon a comprehensive literature review, but rather upon the experience of the author developed during 25 years of conducting, supervising, and consulting with a variety of psychotherapy and psychoeducational groups. From these experiences, a point of view about cotherapy has been developed, including the nature of cotherapy pairings and, specifically, the relationship of junior and senior cotherapists. This paper will discuss many of the factors that affect the operation of this type of cotherapy team while it is working together conducting a psychotherapy group. Through consideration of case examples and an illustration of the elements involved in this type of cotherapy relationship, the author will suggest how these teams can be truly effective therapeutic partnerships.To start, a brief example of junior-senior educational relationships will be presented. Though not specifically about a cotherapy relationship, the example provides an illustration of the power inherent in unequal relationships, which is the main feature of junior-senior teams. In a first session of a group training program, someone asked the renowned leader what he thought about cotherapy. He gave a reasoned response that cotherapy was complicated because of the relationship issues between therapists and that sometimes it interfered with the group process. He thought that when one was learning to do group therapy, it was probably wiser not to add the complications of cotherapy. This was heard as "cotherapy is bad"! Because of the power of transference, it took 10 years for the author to overcome this edict and to begin to explore and value the vicissitudes and rewards of the cotherapy relationship. BASIC ASSUMPTIONSUnderlying any discussion of cotherapy are certain basic assumptions. They are: 1) Cotherapy can be helpful, and it can be useful. 2) Cotherapy is a relationship, and like all relationships it has stages of development and is a fluid and changing entity. The relationship is a process and is not static. For an outstanding discussion of the phases of cotherapy development, see Dugo and Beck (1991). 3) Transferences and countertransferences exist in groups. They are a naturally occurring element of group dynamics and also always occur with a

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Resident Training in Cotherapy Groups

Cited by 14 publications

References 2 publications

An exploratory study of the use of cotherapy in dance/movement therapy

An exploratory study of the use of cotherapy in dance/movement therapy

Group Coleadership: A Critical Review

The junior-senior team

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