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Resonances June 2007 Joan, Malcolm, Hanne, Pere & Mercè.

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Presentation on theme: "Resonances June 2007 Joan, Malcolm, Hanne, Pere & Mercè."— Presentation transcript:

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2 Resonances June 2007 Joan, Malcolm, Hanne, Pere & Mercè

3 Building bridges Joan, the network knitter See Joan Campos Professional Milestones

4 Building bridges Malcolm the propagator (standard-bearer) See Malcolm Pines Professional Milestones/ Interview with D. Flapan

5 Building bridges A group prepares in group, a conference a duo from a group analytic perspective We talk about the format and the audience We talk about the format and the audience What distance is there between what Joan/Malcolm, Malcolm/Joan would like to talk about and what people would like to or are able to listen to? What distance is there between what Joan/Malcolm, Malcolm/Joan would like to talk about and what people would like to or are able to listen to? No doubt there will be expectations, their long experience in group and institutions is appreciated, but in the last instance the demand is for practical recipes useful in the here and now. What have I done (my curriculum), What have I done (my curriculum), As the initial offer as to what should I do (as an initial demand) As the initial offer as to what should I do (as an initial demand)

6 Building bridges Coming back to the format Hanne will make the presentation, explaining briefly the professional trajectory of Malcolm and Joan Hanne will make the presentation, explaining briefly the professional trajectory of Malcolm and Joan Mercè will moderate the debate, centered on a small number of questions which Joan and Malcolm will answer Mercè will moderate the debate, centered on a small number of questions which Joan and Malcolm will answer Time preoccupies us, to leave space for debate Time preoccupies us, to leave space for debate We are also preoccupied about getting lost in the discourse, not to bring out the essential. What is the essential? We are also preoccupied about getting lost in the discourse, not to bring out the essential. What is the essential? We are preoccupied about not motivating the dialogue, even that the format may not favor dialogue between the audiences. We are preoccupied about not motivating the dialogue, even that the format may not favor dialogue between the audiences. My own free association: I am thinking of the parable of the seed… I am thinking about other experiences, how little wheat is harvested… My own free association: I am thinking of the parable of the seed… I am thinking about other experiences, how little wheat is harvested…

7 Building bridges Returning to the subject (see preliminary questions for the dialogue J. Campos 4-4-07) The discussion leads us along many pathways: The training of Malcolm and Joan (similarities and differences). The beginnings The training of Malcolm and Joan (similarities and differences). The beginnings Participation in institutions and professional associations (similarities and differences). Links between professional groups. Long life experience. Participation in institutions and professional associations (similarities and differences). Links between professional groups. Long life experience. Training others, spreading group analysis or creating networks. From psychoanalysis to group analysis (similarities and differences). Training others, spreading group analysis or creating networks. From psychoanalysis to group analysis (similarities and differences). Interest in historical analysis; differences in the insertion of group analysis in view of cultures, of different processes of institutionalization in different countries. Interest in historical analysis; differences in the insertion of group analysis in view of cultures, of different processes of institutionalization in different countries. Personal free association: I look at Joan and Malcolm, listen to them, they surprise me, the connections (in spite of the differences), I enjoy the free floating discussion. I think in Foulkes article (Communication of a group by a group). I feel that this climate and this experience cannot be transmitted in the space of the Congress, its irrevocable Personal free association: I look at Joan and Malcolm, listen to them, they surprise me, the connections (in spite of the differences), I enjoy the free floating discussion. I think in Foulkes article (Communication of a group by a group). I feel that this climate and this experience cannot be transmitted in the space of the Congress, its irrevocable

8 Building bridges Hanne Thank you for the document A bridge called group, chart for a joint inaugural conference of J. Campos & M. Pines. I hope you will get the information of Malcolm to complete it. Thank you for footnotes, for getting us back onto the task, for the care, for the knowledge… for everything ;-)

9 Building bridges This time Pere is our reporter

10 Building bridges Group analysis: motor of social change? KNOWLEDGE KNOWLEDGE Evolution contributions (others) Personal contributions (Malcolm / Joan) Processes of integration (inter-theories) COMPETENCES COMPETENCES ATTITUDES ATTITUDES HISTORY CULTURE THEORY PRACTICE Training and Accreditation A way of thinking, being and acting

11 Building bridges Group analysis: motor of social change? To the question of the preceding page (this would be my interest, what I would ask if I was the audience), a bit more restructured some days afterwards, emerge many answers. My impression: Knowledge (Malcolm): avid reader, interested in other currents and disciplines, individual integration, more explicit in the discussion with peers y in practice than in new conceptualizations. Knowledge (Malcolm): avid reader, interested in other currents and disciplines, individual integration, more explicit in the discussion with peers y in practice than in new conceptualizations. Knowledge (Joan): avid researcher, wide interests, revising history, multiple attempts at integrating collectives (example: Convergencia Analítica), made explicit in different writings, group discussions and correspondence. Knowledge (Joan): avid researcher, wide interests, revising history, multiple attempts at integrating collectives (example: Convergencia Analítica), made explicit in different writings, group discussions and correspondence. Note: I am much more familiar with the trajectory and writings of J. Campos, so that by force I am more subjective with the trajectory of Malcolm (sorry). Note: I am much more familiar with the trajectory and writings of J. Campos, so that by force I am more subjective with the trajectory of Malcolm (sorry).

12 Building bridges Group analysis: motor of social change? My impression: Training (Malcolm) from the Institute of Group Analysis (training and accreditation together). His experience in the Nordic countries. His efforts of propagator and facilitator in attracting people towards the group analytic experience. Training (Malcolm) from the Institute of Group Analysis (training and accreditation together). His experience in the Nordic countries. His efforts of propagator and facilitator in attracting people towards the group analytic experience. Training (Joan): has created groups wherever he passed (IESE, San Joan de Deu, University School of Psychology, Autonomous University Barcelona, etc.). Almost all interdisciplinary and pioneering projects in Spain, which he, in some way, left when the pressure towards institutionalization grew. I think he is more inclined towards continuous training in group, and feels a certain resistance towards traditional forms of accreditation. Training (Joan): has created groups wherever he passed (IESE, San Joan de Deu, University School of Psychology, Autonomous University Barcelona, etc.). Almost all interdisciplinary and pioneering projects in Spain, which he, in some way, left when the pressure towards institutionalization grew. I think he is more inclined towards continuous training in group, and feels a certain resistance towards traditional forms of accreditation. Note: I am absolutely subjective with both; its a devolution of what made me resonate. Note: I am absolutely subjective with both; its a devolution of what made me resonate.

13 Building bridges Group analysis: motor of social change? Some sentences picked out from the report We arrived at the conclusion that the degree of acceptance of group analysis in society at large depends basically on people who have political or academic influenced or a recognized authority to implement group analysis in universities, national health services or in institutions or organizations (all). Being group analysts we can influence society by writing, publishing and going to conferences. Then, we are able to create a network (Malcolm). There appeared several questions: How can group analysis influence the wider social system beyond therapy?. How can group analysis influence the wider social system beyond therapy?. Analysis in the groups and analysis between groups?. Analysis in the groups and analysis between groups?. How individualistic are we in group analysis?. How individualistic are we in group analysis?.

14 Building bridges Group analysis: motor of social change? My impression Attitudes In general: A way of thinking and living. Group analysis changes your way of perceiving reality. Group analysis is more than a therapeutic technique, perhaps only possible in peer groups. In general: A way of thinking and living. Group analysis changes your way of perceiving reality. Group analysis is more than a therapeutic technique, perhaps only possible in peer groups. Malcolm: a point of view more integrated with formal transmission in the clinical ambit, creating networks through contacts between institutions, congresses, etc. Possibility of network transmission (social synapses). Malcolm: a point of view more integrated with formal transmission in the clinical ambit, creating networks through contacts between institutions, congresses, etc. Possibility of network transmission (social synapses). Joan: disillusioned with formal networks, he puts his stake on correspondence groups, now virtual, between interdisciplinary peers, breaking the hierarchical boundaries (influence of T. Burrow) Joan: disillusioned with formal networks, he puts his stake on correspondence groups, now virtual, between interdisciplinary peers, breaking the hierarchical boundaries (influence of T. Burrow) Note: I am absolutely subjective with both; its a devolution of what made me resonate. Note: I am absolutely subjective with both; its a devolution of what made me resonate.

15 Building bridges Group analysis: motor of social change? A possible outline or script: Where do we come from? Training, experience, trajectory of Joan and Malcolm. Where are we now? Really it is where we have arrived at, our here and now. Where we are heading for? Future perspectives of group analysis. A different title: Bridging the social synapsis Bridging the social synapsis

16 Joan y Malcolm A synapses between groups? Between cultures?

17 What is a synapses? It is a way of communicating information from one nerve cell to another. The nervous impulse arrives to the terminal pre-synaptic body of the nerve cell the synaptic vesicles open and release neurotransmitters into the synaptic cleft on the post-synaptic dendrite there are receptors where some of the released neurotransmitters fit in.

18 What is a synapses? It is a SPECIFICALLY CLOSED system, something similar to a key and a lock, supposing that the neurotransmitter is the key and the receptor-surface is the lock. Only if they fit, the transmission of information between one cell and the following will be produced, and, in consequence, their activation in the inter-synaptic cleft. There also float enzymes, which are in charge of breaking the transmission. The neurotransmitters separate from the receptor-surface and return to the synaptic vesicles.

19 And if we apply this concept to the social context (synapses between groups) ? Bridges between groups (synaptic connections) should be established. To build bridges does not guarantee that there will be communication and, consequently, an activation of the social network. This only is possible if there is a real intention of communicating, of being permeable to new ideas that activate some shared change. Groups, very often, are closed (closed speciality). Causes: theoretical framework, socio-cultural influences, fights for power,…

20 The idea of the double helices The double helices really is a spiral As a symbol, the spiral implies evolution The sequence of simple elements repeats itself, but makes up a unique Gestalt Gestalt means form, configuration or structure and refers to a quality of perceptual form, a global quality that transcends the elements which constitute it. I always thought that this concept is very meaningful in relation to the concept of group. The influence of Gestalt is very clear in the work of Foulkes.

21 The idea of the double helices An image most illustrative of cultural values, in this case of capitalism Can culture transform our DNA? We talked about Vigostky, Batjin & Luria. The socio-cultural school, emerged precisely under the influence of Marxism in soviet thought. Note: the paradox seemed significant to me Note: the paradox seemed significant to me

22 Some personal contributions (Communication) Resonating to the dialogue For Batjin To understand the statement of another person means to orientate oneself in relation to him in the corresponding context. For each word of the statement that we are in the process of understanding, we propose, so to say, a larger set of words of ours answer... For Batjin To understand the statement of another person means to orientate oneself in relation to him in the corresponding context. For each word of the statement that we are in the process of understanding, we propose, so to say, a larger set of words of ours answer... All real understanding is, by its very nature, dialogue". It has to be underlined that the concept of address of Batjin is not limited to the speakers in an immediate situation, but that voices to wich we direct ourselves can be temporally, spatially and socially distant (for example, when writing a text we can have in mind one o more people to which it is directed). It has to be underlined that the concept of address of Batjin is not limited to the speakers in an immediate situation, but that voices to wich we direct ourselves can be temporally, spatially and socially distant (for example, when writing a text we can have in mind one o more people to which it is directed). I think that the idea of which we have often been talking of internalised group or present in absence, has much to do with the concept of addressee of Batjin. I think that the idea of which we have often been talking of internalised group or present in absence, has much to do with the concept of addressee of Batjin.

23 Some personal contributions (Communication) Resonating to the dialogue We should underline two aspects which without doubt intervene in social behaviour: in one hand, language and communication as one of the most complex systems used by humans beings in regulating his cognitive functions (Vygotski, 1977 y 1979; Bruner y Haste, 1990; Werstch, 1991); on the other hand, the capacity of perceiving and representing that which others believe, think, wish for… a system with which to understand ourselves and understand others. We should underline two aspects which without doubt intervene in social behaviour: in one hand, language and communication as one of the most complex systems used by humans beings in regulating his cognitive functions (Vygotski, 1977 y 1979; Bruner y Haste, 1990; Werstch, 1991); on the other hand, the capacity of perceiving and representing that which others believe, think, wish for… a system with which to understand ourselves and understand others. Both mechanisms equip the human being to achieve an intelligent contact, especially, with others (transmission and reception of ideas, knowledge, intentions) and with his environment (adaptation to social and cultural norms). Both mechanisms equip the human being to achieve an intelligent contact, especially, with others (transmission and reception of ideas, knowledge, intentions) and with his environment (adaptation to social and cultural norms). Perhaps one of the peculiarities of the human mind that can more surprise us, is not so much all its knowledge functions (think, remember, perceive, resolve, create…) but the capacity to be conscious of these functions in ourselves and in others Perhaps one of the peculiarities of the human mind that can more surprise us, is not so much all its knowledge functions (think, remember, perceive, resolve, create…) but the capacity to be conscious of these functions in ourselves and in others The ideas coming from soviet school, symbolic interactionism or theories of mind, are relevant for understanding the conscience of oneself and the represented other from a different perspective but which can be integrated with the psychoanalytic one. The ideas coming from soviet school, symbolic interactionism or theories of mind, are relevant for understanding the conscience of oneself and the represented other from a different perspective but which can be integrated with the psychoanalytic one.

24 Some personal contributions (Communication) Resonating to the dialogue The social group contributes with different procedures in defining the personalities of is members, carrying out this process primarily through communicative interaction. Little by little, the individual learns to act in accordance with the norms, accumulated throughout various generations. This set of norms, explicit and implicit, we can call culture. The social group contributes with different procedures in defining the personalities of is members, carrying out this process primarily through communicative interaction. Little by little, the individual learns to act in accordance with the norms, accumulated throughout various generations. This set of norms, explicit and implicit, we can call culture. The approach, which from the point of view of psychology has tried understand how mental acts and processes locate themselves in the cultural, historic and institutional contexts, has its origin in the soviet school. The approach, which from the point of view of psychology has tried understand how mental acts and processes locate themselves in the cultural, historic and institutional contexts, has its origin in the soviet school. For Vigotsky, the development of the child depends on the use the latter makes, as we may say, of the toolbox of culture in expressing his mental faculties. For Vigotsky, the development of the child depends on the use the latter makes, as we may say, of the toolbox of culture in expressing his mental faculties. Perhaps these ideas can help us understand the different development of group analysis in view of the socio-cultural contexts. Perhaps these ideas can help us understand the different development of group analysis in view of the socio-cultural contexts.

25 Inviting you to resonate Let us think of people who represent the different cultures, especially in the Mediterranean area, so that they may share their ideas if the development of group analysis in each country or in each socio-cultural context. There emerged the idea of reserving a space for a workshop, perhaps with a fishbowl technique, were to realize the aforementioned idea.


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