Tibor Cece Kiss
Zsuzsa Marlok, Tamás Martos: The teaching profession – personal development. Developing personal competences of teachers using psychodrama techniques
Szilvia Sümeg: Depth of our eyes – a case history
Imre Szecsődy: Sándor Ferenczi – the first intersubjectivist
Discussion on touching and body contact – József Pál Vas, Noémi Császár ¨ Mária Tornyossy ¨ Tibor Cece Kiss
Debate on psychotherapy conducted via specific communication channels (like VOIP) –Andrea Bencsik ¨ Anna Mária Hansjürgens ¨ Tom Ormay
Point of view – Ethical statement of the British Association for Counselling and Psychotherapy
Conferences – Linda Bernáth ¨ András Tóth
Review symposium – Anna Borgos ¨ Béla Buda ¨ Gábor Flaskay ¨ Dénes Lukács ¨ Ferenc Süle
Professional programs Trainings ¨ Conferences
Zsuzsa Marlok, Tamás Martos:
The teaching profession – personal development. Developing personal competences of teachers using psychodrama techniques
In 2007 the Hungarian Psychodrama Association ran a psychodrama-based, accredited professional development course for teachers entitled “The teaching profession – developing personal competences of teachers using psychodrama techniques”. In the current paper we first summarize the general experience gained during our courses. We tackle the theoretical issue of the boundaries of working “only” with the professional persona at the course, and see to what extent it is separable from working with the “whole” personality. We attempt to define the relationship between the professional persona and the whole personality. We would also like to outline the code of behaviour and attitudes of the psychodrama-leader specific to the method of this kind of course. We present the aims and special features of our method, differentiating them from more conventional forms of developing self-awareness. We describe the methodology of how certain psychodrama techniques can be applied at the course (eg. protagonist play, social atom, group play, playback theatre and forum theatre). The examples are drawn from group events. Three cases illustrate the nature of our work, the technical difficulties and their solutions. Finally we describe course opportunities and dilemmas.
Key-words: psychodrama – continuous education of teachers – development of the professional persona – professional self-awareness
Depth of our eyes – a case history
The history of the 72-year old Stacey is presented in this case history by a therapist of Hungarian origin, currently living and working in Denmark. The therapeutic work of basically dynamic approach was carried out in a psychiatric department in North-Denmark during the period of three months, 2-3 times a week, in 60- minute sessions. The patient is still being followed up in the out-patient department of the Psychiatric Institute. Stacey is an artist, a painter suffering from alcoholism and depression that were so severe that she had not been able to paint 18 months prior to the therapy. Her reputation faded and she developed severe flares of suicidal fantasy. How to help Stacey find a way out of alcoholism and be able to paint again?
The initial language barrier between the patient and the therapist created a type of therapeutic atmosphere where the non-verbal communication became dominant. The opportunities provided by this special communicational attitude were utilized by the therapist. The development of a deeper relationship between patient and therapist was due to stepping over the barriers spontaneously during drawing together – closing the eyes together – , where the patient started to tell her story first in scribbles, later in words using and supplementing the scribbles drawn together with the therapist.
This new approach helped Stacey paint and exhibit again and recover from her alcoholism. The adaptation of the negative emotions brought to the surface without a sense of guilt via the scribble-drawings serves as a basis of further therapy. The case putting the self-knowledge and container function of the therapist to the test helped find a technique to catalyse therapeutic work. As a literary background a parallel can be drawn between the above story, a variation of the scribble technique, Winnicott’s „squiggle game” and Michael Balint’s „Basic Fault”. The transferences and the counter-transferences process is reflected by the common scribble drawings.
Keywords: therapy in a foreign language — scribble drawing — closed eyes — basic trust — psychotherapy in old age
Sándor Ferenczi – the first intersubjectivist
Sándor Ferenczi MD (1873-1933) met Freud in February 1908 and became closely attached to him. He gave his first paper on psychoanalysis in the same year and followed it up with 246 publications and lectures. Ferenczi proposed to form the International Psychoanalytic Association (IPA) in 1910, founded the Hungarian Psychoanalytic Society in 1913, was elected IPA president in 1918, and appointed professor in psychoanalysis in Budapest in 1919. More and more engaged in his psychoanalytic work, looking for ways to help and to heal, Ferenczi experimented with a methodology different from Freud’s, that led to a schism between him and many leading analysts. Contrary to his contemporaries, who saw counter-transference as an impediment to analysis, Ferenczi emphasized that the analyst has to concern himself with the experienced trauma of the patient in order to find the core of the relationship between analyst and analysand. By placing the personal relationship between patient and analysis as the essence of treatment he aimed to refine the gold of psychoanalysis itself. Most important to this process is the working through, which results in both the analyst and analysis itself slowly becoming part of the patient’s life history. Today there are few analysts who do not accept that intersubjectivity is central to psychoanalysis.
Key–words: intersubjectivity – mutual participation – empathy – furor sanandi – continuous self-analysis
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