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Related Experiment Videos

On parallel processes in therapy and teaching

D M Sachs, S H Shapiro

    The Psychoanalytic Quarterly
    |July 1, 1976
    PubMed
    Summary
    This summary is machine-generated.

    Therapist-presenters unconsciously identify with patients, enacting these patterns in seminars. Analyzing these parallel processes offers an emotionally based learning experience for participants.

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    Area of Science:

    • Psychology
    • Psychoanalysis
    • Psychotherapy Education

    Background:

    • Case conferences are utilized for clinical supervision and training.
    • Unconscious processes and therapist-patient dynamics are central to psychoanalytic theory.
    • Difficulties in therapy, termed resistances, can evoke strong emotional responses in therapists.

    Observation:

    • Therapist-presenters unconsciously identify with patients, particularly when facing unresolved therapeutic challenges.
    • These unconscious identifications are enacted within the seminar setting.
    • Seminar members' responses mirror the therapeutic difficulties, creating parallel processes.

    Findings:

    • Eliciting empathic responses from seminar participants can reveal these parallel dynamics.

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  • Interpreting these parallelisms between the therapy and the seminar is key.
  • A novel teaching methodology emerges from this interpretive process.

    • Implications:

    • This methodology provides an emotionally based learning experience, akin to therapy itself.
    • It enhances the training of therapists by making unconscious dynamics explicit.
    • It offers a framework for understanding and teaching complex psychotherapeutic processes.