Background and Rationale

Transcription

1 Postgraduate Supervision Conference Contact Making: the role of the self in successful supervision Herman Grobler Background and Rationale Presenter s background (Social Sciences, Lecturer/Supervisor in Masters and Doctoral programme in Gestalt Play Therapy at the Institute for Child, Youth and Family Studies (Huguenot College) in Wellington) Presenter s interest in self (identity) formation and the realization that the role of the self within the supervision process is significant Presentation is theoretical of nature, based on presenter s experience as supervisor for masters and doctoral students Field Theory, Phenomenology, Awareness, Process, Dialogue Person versus Self Not one true self, but population of selves within one person Self is formed by means of process of configuration

2 The Self The self... is conceived in Gestalt Therapy as the capacity of the organism to make contact with its environment spontaneously, deliberately and creatively. The function of the self is to contact the environment (called the how of human nature) Perls, Hefferline and Goodman Knowing the self quest of the supervisor As supervisor, ask the following questions relating to Supervision sessions: What prominent physical feelings am I aware of? What emotions are prominent? Are there specific thought processes present? In what way do I anticipate the outcome of the supervision sessions? In what way do these feelings and thoughts influence my supervision with the student? In what way do the above questions differ for specific students? Answers to the above questions may indicate a specific manner in which the supervisor relates to certain students, determining the outcomes of supervision sessions with different students. A process that starts with AWARENESS OF THE SELF

3 Diversity of Selves Essential Selves - so-called enduring selves with which individual identifies strongly - they are the selves people most strongly identify with - However, they may be falsely guiding the person to believe that they are the only self - Essential selves can be modified into less dominant selves or member selves as the line between the two is not clearly drawn Member Selves - Fluctuating and more responsive to immediate experience - Often overshadowed by the awareness of a bigger self (essential self) Characteristics - Cluster of characteristics contribute to a self, e.g. critical self may be made up of constant negative remarks, breaking down others, setting high goals, etc. Four conditions of self formation a deeper understanding of the self Contradiction between unconscious and existence leads to confusion of self FOUR CONDITIONS (Polster, 2005:5) Point/Counter point - Not one real self, but interplay of member /essential selves, each with own character (contrapuntal music against harmonic music - Integration is NB, thus whole is more than sum of its parts (The more supervisor denies parts of the self that is not liked, the less he/she will be ok with the self) Configuration - selves are formed by configurational reflex where different details of personal experience (e.g. what we are told we are stupid, beautiful, naughty) are formed into unified pattern (How the supervisor reacts towards a student has to do with his/her process of configuration) - sometimes we do not know what is wrong with us because we do not know how wrongly have we summed ourselves up Animation - it is the personification of characteristics, e.g. supervisor who speaks his/her mind may be seen as a critic (would rather refer to critical self that is speaking than that the supervisor is critical) - that which is experienced (e.g. altruism, dependency) may become a unity (altruistic self, dependable self) Dialogue - Selves compete with each other for place in the host person and that may lead to friction - Fusion (Perls) versus keeping their different roles within the whole organism ic point/counterpoint interrelationship (Polster) supervisor thus needs to know the selves in order to make contact with students in the most sufficient way

4 Three Functions of Self Id, ego and personality are examples of person s capacity to relate to the world ID (inner zone of awareness physiology ) (Joyce & Sills, 2001:30; Ginger, 2007:34) Organism makes contact with the field through physical sensation (needs, urges, desires) consciously and unconsciously - supervisor may experience feelings of irritation with student PERSONALITY (outer zone of awareness use of contact functions in contact making) make contact with environment on basis of what one has become, how I see myself, my self-image (For example: I (supervisor) set high standards and expect them to be met by students) EGO (middle zone of awareness negotiator, action-taker) Depend on both the id and personality, functioning in the here-and-now (tell student work is not good enough, although she has put in effort) Intervenes in the process of creative adjustment by making choices, and taking responsibility For example, meeting a student I do not like for supervision: - muscles tense, breathing, tightness in chest (id) - I am a sort of person who do not like having these negative emotions (personality) - allows development of excitation connected with the emotion, eg introjecting (I am irritated and I actually should not be), projection (My colleagues would be irritated too with this student) or retroflection (pressing my nails into the palm of my hand) - ego Ego functions are capacities to make contact or resist contact Cycle of Experience

5 End Remarks Contact-making is not purely a conscious process, but also is determined by an unconscious process of configuration Supervisors need to be aware of their selves and the way in which they make contact with their students during supervision This contact-making process can determine whether supervision might be successful or not Once aware, the process of making efficient contact can begin AWARENESS IS NOT ENOUGH, BUT A HEALTHY WAY TO START!! REFERENCES Hay, D Supervisory Relationships, in Lategan, L.O.K. An Introduction to Postgraduate Supervision. Stellenbosch: Sun Press International Gestalt Journal, Volume 31, number Joyce, P. & Sills, C Skills in Gestalt counseling & psychotherapy. London: SAGE publishers Ltd. Perls, F., Hefferline, R.F. & Goodman, P Gestalt Therapy: Excitement and Growth in the Human Personality. London: Souvenir Press. Polster, E A Population of Selves: a therapeutic exploration of personal diversity. San Francisco: The Gestalt Journal Press. Ginger, S Getsalt Therapy: the art of contact. London: Karnac Books Ltd. Wheeler, G Gestalt reconsidered: a new approach to contact and resistance. Cleveland: The Gestalt Institute of Cleveland Press. Woldt, A.L. & Toman, S.M. (eds) Gestalt Therapy: history, theory and practice. London: SAGE publications. Yontef, G.M Awareness Dialogue & Process: essays on gestalt therapy. Gouldsboro: The Gestalt Journal Press.