Why Do Therapists Choose to Be Therapists? by
Almost two decades ago, the psychoanalyst Sussman concluded that the therapist's motivation for practicing was a neglected area. Is this maybe a question best left alone?This book revisits the question. The authors support Sussman's rationale for raising the issue in the first place and wonder if much has changed since he referred to it as a 'neglected' area twenty years ago?This is an inquiry that moves from personal musing to collaborative and systematic inquiry. At the heart of the book lie six separate accounts as told by counsellors and psychotherapists in a reflective writing- and peer support group. Each therapist represent a different modality and all come with very different backgrounds. These accounts are put into context of ongoing literature and viewed with reference to a survey where 238 other therapists provide their perspective on the question. Like in the case of, for instance, Feltham (1999), Rowan & Jacobs (2003) and Val Wosket (1999) 'the therapist's use of self', is a key theme. It is particularly so in the case of Wosket, who approaches the area of the therapist's use of self with an interest in reflective practice. The attention paid to what therapists bring into the therapeutic relationship is shared with Steve Page (1999) who explores the therapists' input in terms of both potential enlightenment and shadows.
Self Awareness and Personal Development by
Personal development is integral to much counselling and psychotherapy training. Self-awareness and critical reflection are also vital for developing effective therapeutic relationships. This uniquely focused sourcebook offers a fascinating range of approaches to the challenging and sometimes elusive task of self-development and self understanding. This textbook begins by introducing four core ways of seeing the 'self': as multiple, contextual, open to change, and always in relation to the 'other', and finishes by bringing together a range of specialist practitioners to explore different pathways to self understanding. Self Awareness and Personal Development�provides hands-on resources for the ongoing project of exploring the self. It is an invaluable text for students, trainees and practitioners in counselling and psychotherapy.
The Emotional Experience of Learning and Teaching by
This book aims to heighten the awareness of the emotional factors which enter into the process of learning and teaching. It is based on the work done by the authors with a group of teachers who attended the Tavistock Clinic for a course called Aspects of Counselling in education.
Reflective Writing in Counselling and Psychotherapy by
In this book Jeannie Wright takes readers on a journey from how to start writing, through the various approaches, on to how to deal with obstacles, and how to maintain reflective enquiry as a professional habit. Reflective writing exercises, case studies and ideas for self-directed learning will help readers practice and apply their skills. This second edition includes more content on: the new Ethical Framework technological developments impacting counselling diversity and difference in the therapeutic relationship This book is an essential how-to guide for trainees and practitioners that provides them with all the tools they need to develop writing for reflective practice.
The Learning Relationship by
This book offers a psychoanalytic perspective on learning and teaching and on many of the issues which preoccupy those who work in educational institutions. It looks at the origins of learning in childrens early relationships and at factors which help and hinder the educational process in later childhood and adolescence. Amongst the topics addressed in the book are the significance of play and playfulness, the impact of change, separation, times of transition, bereavement, bullying and racism. The author has aimed to set well-established psychoanalytic ideas about learning within the context of current educational practice and to look at the teachers experience alongside that of the students.This volume is a collection of papers, each of which is a version of a lecture previously given as part of the Tavistock course, "Emotional Factors in Learning and Teaching; counselling aspects in education". The course, which is for teachers and others working in educational settings, has been running for more than thirty years. It began as a collaboration between Martha Harris, then Head of the Child Psychotherapy training at the Tavistock Clinic and her husband, Roland Harris, an educationalist and writer. This partnership between clinical thinking and expertise in educational theory and practice continues to the present day, with child psychotherapists and educationists working closely together. The ideas underpinning the course were first elaborated by Isca Saltzberger Wittenberg, Gianna Henry and Elsie Osborne in 1983 in The Emotional Experience of Learning and Teaching, a book which remains a valued, core text. This new volume represents an attempt to revisit some of the same themes and to set the applied psychoanalytic thinking in the current educational context.