Workshops & Paper Presentations
Friday 17.6.16
Paper PresentationsOP1
Chair: Ruth Duek Dissociation Processes in Groups Dr. Vered Bar I. Introduction: In the past, Dissociation literature was ascribed exclusively to pathologies. The term “dissociation” was defined by Freud (Freud, 1920) and by other authors (Janet, 1925), meaning that the person, in this aspect or another, is split within himself /herself.. In his book Standing in the Spaces, Philip Bromberg (2001) innovates when he attributes mental health to the ability to stand in the spaces, despite of dissociation. Bromberg suggests dissociation should be regarded just like any other personality trait and indicates that there is no integrated self that is "true self"; mental health is not integration, aside from the ability to stand in the spaces between realities, without losing any of them; the ability to feel like yourself, while you experience multiple "selves.” The premise of the lecture is based on the definition, which assumes that dissociation is a personality trait and is not necessarily a pathological trait (Bromberg, 2003). If indeed individuals are characterized with dissociation as a personality trait, and since groups and organizations are composed of individuals, then we are able to assume the aspects of a group as a whole, since the group matrix attributing to organizational entity can also dissociate (Foulkes, 1964). II. Discussion: Questions & Answers Addressed (1) Do dissociative processes take place in groups? (2) How to diagnose dissociation modes in groups? (3) What are the symptoms indicating dissociation modes in groups? (4) When is dissociation benign (normal and beneficiary), and when does it restrains? (5) Mapping different dissociation modes in groups, and conceptualization of theoretical concepts in light of the above. III. Theoretical Discussion & Case Studies IV. Key Terms Relevant For Discussion and for analyzing the case studies: 1. Benign Dissociation /Restraining Dissociation 2. Accessibility to group-self states and “Standing in the Spaces” 3. Multiple ‘selves’ – An authentic group entity or polyphony 4. High emotional arousal and Cocoon 5. Types of possible dissociation in groups that can be developed. 6. Group language as a symptom of the development of the phenomenon in groups Dr. Vered Bar, Organizational and managerial consultant - lecturer at the IDC- Herzlya Interdisciplinary MA (graduate) program on Organizational Behavior Development. Consultant to organizations, groups and individuals. Expert in post-modern managerial in working with Global and Multicultural organizations , groups and teams. Developer of the Benign Dissociation Theory in groups and organizations. Between hope for (ex)change and “inaudibility” Vida Rakic Glisic, Snezana Kecojevic Miljevic, Jovanka Cvetkovic, Milijana Niskanovic* With this article we wish to explore dynamic aspects of group with specific focus on constant oscillation between two opposites (love and hate, cooperation and rivalry, restoration and revenge, inclusion and exclusion, closeness and distance, peace and war, hope and despair) manifested at both physical and psychological level within the relationships. Malcolm Pines (2015) refers to this space of developments between the two opposites or persons as “in between” that contains the potential to facilitate or prevent growth and change. “The strength of the group lay not in its primitive unity, its cohesion but in its capacity to discuss, understand and negotiate, to value similarities and differences amongst themselves and with the others of the opposing group” (Pines, 2015). “In group analysis, it is communication, rather than interpretation which is the major factor for turning what is autistic into something articulate” (Pines in: Stein & Stein, 2000). This “in between” space will be discussed via clinical vignettes of long lasting once and twice weekly group analytic groups with adults and children. By documenting the interplay between the ability to verbalize the unspeakable and to hear the unimaginable in the groups we wish to explore what contributes to the mutual fertilization and growth in the group including the conductor. The groups took place during the war in former Yugoslavia and continue since then. Key words: twice weekly group analytic groups, children, (ex)change, “in between” space, war, hope Authors: *All four authors are members of the GAS Belgrade (GASB). Vida Rakic Glisic, MD, MS, psychiatrist, training and supervising psychoanalyst (International Psychoanalytic Association - IPA, European Psychoanalytic Federation, Belgrade Psychoanalytic Society - BPS), training group analyst (GASi, EGATIN, GASB). She cofounded the Psychoanalytic Study Group Belgrade/BPS within the IPA (1995), cofounded the GASB (1995) and founded the Child section within the GASB (2015). Presently she is secretary of the Committee on Education BPS and Chair of the Ethics Committee GASB. Works full time in private psychoanalytic and group analytic practice in Belgrade and writes in these fields. E [email protected] Snezana Kecojevic Miljevic, MD, psychiatrist, training group analyst (GASi, GASB), individual psychoanalytic psychotherapist. Member of the Training Committee GASB. |
Workshops Rachel Abramowicz Chejanovsky
WS1 Experiencing the Social Unconscious: Exchange and Growth in traumatized society Haim Weinberg, PhD Introduction words: Alisa Rosen The concept of the social unconscious refers to the existence and constraints of social, cultural and communicational arrangements of which the people are unaware (Hopper, 1996). It includes anxieties, fantasies, myths, defenses and object relations typical to a specific society, as well as various aspects of socio-cultural-economic-political factors and forces, many of which are also co-constructed unconsciously by the members of particular groupings (Weinberg, 2007). Applying the concept of the social unconscious to clinical work means that we should look for the hidden impact of social forces on our patient and ourselves, especially the influence of social traumas, sometimes occurring centuries earlier, because transgenerational transmission of trauma constructs in part this social unconscious, which can be enhanced by collective memories. Volkan (2001) related to chosen trauma as the collective memory of a disaster, which becomes a paradigm that keeps the existential threat in the national memory in order to ward off potential complacency. In this workshop we will reflect on our own experience in the society to which we belong, whether the Jewish-Israeli, Palestinian, European, or otherwise. We will try to identify how our own behavior (including as group conductors) is affected by social elements that we are unaware of, especially traumatic social events, and discuss our experience in the groups we conduct, illuminating how some group situations are impacted by the social unconscious. Touching traumatic events can be unpleasant and even re-traumatizing, however, I learned from my experience that the exchange between the workshop participants, using mirroring and resonance, enhances the growth of the group WS2 Marcia Honig and Alon Ronen The encounter of people in a group is an encounter between different ideas, feelings and fantasies with potential for growth and regeneration of the individual and the group. However, the encounter has a destructive potential as well. It creates conflicts that require mediation and appropriated connections\"bridges". In order to "build bridges" from one individual to another, we have to recognize the existence of boundaries between people, and to seek the right ways to make connections. Winnicott (1989) mentions the need to recognize the individual's own boundaries in order to understand the other. During the workshop, we will encourage members to explore, with the help of the group, their boundaries and interaction with others. "How much do I really open myself to others? How much do I allow others get connected with me? In which ways I "touch" others, and how it affects the whole group?" Nitzon (2006) emphasizes the importance of differentiation within the group, allowing integration. It is important to recognize and acknowledge the differences in order "to build a bridge" which is a beneficial and fruitful connection. Inside the group, there is a dialectical relationship between the wish to be flexible toward the others' boundaries and the desire to challenge it. Here lays a process of development of our identity as well as the identity of the group. Creating a true bridge requires learning skills, creativity, sensibility and flexibility with our borders. It is important to keep our borders in order to feel safe. But innate curiosity drives us to "taste forbidden fruits". There are open and hidden dialogues within the group about the benefits and the risks in "building bridges". These dialogues will be explored in the workshop through expressive and creative tools, combined with psychoanalytic thinking. WS3 “Playing with Group Analytic Concepts” Svein Tjelta, Lars Bo Jørgensen, Dina Leibovits Cotin and Rachel Abramowicz Chejanovsky We propose an experiential workshop focused on Group Analytic Concepts relevant to the theme of the Congress. It is intended to be a 90 minute long workshop. 1- The idea is to present a number of concepts and ask from the participants to rate them as to the personal relevancy they have for them. 2- Then to open a free discussion on the most rated concepts, the meaning they have for the participants and their clinical experience with them. 3-This will be followed by a short presentation of the concepts discussed. 4- The workshop will be closed by the Group Analytic Dictionary editor; who will formally present the project at this point in time. WS4 (EX)change is gonna come - a writing workshop. Lea Chaikin Then I go to my brother And I say "Brother, please" But he just winds up, knocking me Back down on my knees Sometimes I thought I wouldn't last for long But now I think I'm able to carry on It's been a long, long time coming But I know a change is gonna come Oh yes it is (From the song A Change Is Gonna Come by Sam Cooke) There are changes in our lives that take effect as a result of contact with others. Can these changes happen independently or are they attributed to change-agents? Can the same be true when change is delayed? Is it prevented by others or do the constraints happen independently? In this workshop we will use creative writing to examine places where there has been or has not been significant change in our lives related to others and the impact this change or lack of change has had on us and perhaps on them. The workshop will be conducted in English. The writing will be in the participant's mother tongue and the processing and discussion will be in English. The workshop is limited to 8 participants. WS5 “Dramatic Change” – A workshop on growth and change within a group, using theatrical techniques. Conductor: Ofra Faiman Main theme: The use of theatrical techniques in order to experience different perceptions of a single reality. Keywords: Differences in narrative, perception, dramatic enactment, experience, seeing the other. In this workshop I shall introduce some techniques from the world of acting and theater, in order to enable the participants to experience, through enactment, different points of view relating to situations from their life or work as group conductors. The theme of the workshop is the result of group work with teachers at the Arabic-Hebrew Bi-lingual School in Beersheva. The school was founded on the principle of equality between the city’s Arab and Jewish citizens. There is, however, a certain amount of tension that arises in the school once a year during the period when the Jewish population celebrates “Memorial” Day, whereas the Arabic population observes the “Tragedy”. Both memorials, which have grown out of differences in perception of the same historic facts, are marked in the school. In the present workshop I shall invite participants to relate incidents from their own life or their work as group conductors in which they experienced a conflict of identity or an encounter with another narrative. We shall then enact the situation, both in its stated form and in alternative versions. The meeting will end with a group discussion and sharing of the extent to which these experiences have broadened the understanding of the participants. Ofra Faiman: Drama teacher, director of community theater in the Ramat Hanegev Regional Council, house director at the Theater of the Negev, and group conductor. Graduate of the Bet Zvi drama school, Ramat Gan, Israel. BA in education and Hebrew literature from Ben-Gurion University, Beersheva, Israel. MA in theater and directing from the University of New South Wales, Sidney, Australia. Graduate of the program in, group conducting in a multi-cultural society, at Bet Berl College, Kfar Saba, Israel. WS6 Group Schema Therapy – meeting with our inner group Sharon Sagi-berg In this workshop, participants will be introduced to the basics of the Schema Therapy approach as applied in individual and in group therapy. Schema Therapy (Young, 1990, 2003) is an integrative form of therapy that combines cognitive, behavioral, psychodynamic object relation and experiential approaches. It is a need- based approach that was developed to treat patients with personality disorders. There is a good evidence for its effectiveness both in individual therapy and group therapy. During the workshop we will learn the ST fundamentals and focus on the central concept of "schema modes" or "part of the self". We will get to know the "Vulnerable child", the "Detached protector", the" Punitive parent" and more. While it is not an easy task to identify the "schema modes" in any group, the challenge becomes even more significant when we have in the group individuals with personality disorders. It is a challenge that derives from the frequent fluctuations between the different self-states or modes of each patient, fluctuations that pose a great effect on the group as- a -whole. Sharing with our patients the simple, intuitive language of Schema Therapy, enhance their ability to understand and accept their own untouched and unknown "modes" as well as the "modes" of the other participants. I would like you to join me in a dynamic workshop, where through theory, experiential means and sharing we will meet our "schema modes" and gain a better understanding and access to the "modes" of our patients. |