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The self-processing class and the psychotherapy situation: a comparative study.

R Langs1

  • 1Psychoanalytic Center for Communicative Education, New York City, NY.

American Journal of Psychotherapy
|January 1, 1992
PubMed
Summary
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This study introduces self-processing, a communication-based self-analysis method distinct from traditional psychoanalysis. It details a new class teaching self-processing, highlighting its unique healing mechanisms compared to psychotherapy.

Area of Science:

  • Psychology
  • Psychoanalysis
  • Communication Studies

Background:

  • Distinguishes traditional psychoanalytic self-analysis from a novel approach called self-processing.
  • Introduces a new educational model for teaching self-processing to diverse individuals.

Purpose of the Study:

  • To describe the methodology and ground rules of a self-processing class.
  • To compare the healing dynamics of self-processing classes with traditional psychotherapy.

Main Methods:

  • Describes the structure of self-processing exercises, including origination narratives and participant association.
  • Identifies emotional disturbance indicators and frame impingements within the class setting.
  • Explains the process of linking triggers, unconscious material, and associated images.

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Main Results:

  • Self-processing classes utilize instructor-induced triggers as powerful catalysts for unconscious processing.
  • Therapeutic holding is identified as the primary healing mechanism in psychotherapy.
  • Insightful linking of themes and triggers is highlighted as the key healing element in self-processing.

Conclusions:

  • Self-processing offers a distinct modality for emotional healing and understanding human information processing.
  • The study implications extend to psychotherapy, self-processing education, and broader theories of emotional functioning.