East Coast Gestalt Student handbook
In the practice of the Tao, everyday something is dropped. Learn what you
can, then learn how to leave your learning behind for it can hide from you the
ceaseless change in and around you.
Lao
Tsu
I would like to welcome you to
the Gestalt community.
This community exists at the
local level through the East Coast Gestalt, its trainees and graduates.
It exists Australia wide in the
form of GANZ, which hosts conferences, meetings, publications etc.
It also exists world wide -
Gestalt training and practitioner organisations exists in most countries.
There are numerous international
conferences and trainingÕs held each year, in Australia, Europe and the USA.
East Coast Gestalts in Australia host special trainingÕs with guest presenters
and there are wide range of very high quality workshops to choose from. The
centres in Lismore, Brisbane, Wollongong, and Melbourne all bring trainers out
to run specialised programs.
I believe that the development of
community amongst Gestalt trainees and graduates at a local level is very
important. This tends to happen naturally, and to aid the process I have
designed in a number of opportunities where everyone can meet.
This manual is written from me as
Director to you as trainee. I have chosen this more direct mode of expression
rather than from the more impersonal communication, Ôfrom East Coast Gestalt to
The TraineeÕ.
If you are a continuing trainee
you will have read this manual before. You are encouraged to re-read it, both
to familiarise yourself with the essentials I communicate, as well as update
yourself with changes to East Coast Gestalt policy and procedures. You can go
directly to a short list of East Coast Gestalt policies on your student
webpage.
There is
nothing with which every man is so afraid as getting to know how enormously
much he is capable of doing and becoming.
-Soren
Kierkengard
The orientation of this course is
training. It is different than a series of personal growth groups. A
significant reason for embarking on the training is for professional
development, and the eventual ability to work with people in a Gestalt mode in
whatever form that may take.
It is essential to keep in mind
that ultimately any therapy, Gestalt or otherwise, is successful mainly in due
to the nature of the relationship between client and therapist. Skills are
important, but is primary is being present, fully, with all of who you are, and
being open to all of who the client is. It is about humanity, not clever
techniques.
Something else important to point
out in these days of accreditation, competency standards, and structured
training programs, is that Gestalt is ultimately not something that can be held
at arms length. Its not a body of knowledge and practices which you use with
clients and then forget about in the rest of your life. Fundamentally it is
something you live rather than something
you do to people. The more you
live it, the more grounded will be your work. What is important is the impact
you as a person will have on the
client, rather than you as a technician.
In terms of training, this means
that the course is not just about reading, practice and attendance at training
sessions. It is essentially about putting the concepts into practice in your
own life, not as a 24 hour a day therapist to others, but as someone committed
to their own growth.
The first basic expectations is
that you will maintain absolute confidentiality in regards to all personal work
of others that takes place during training.
Another basic premise is that if
there is anything which may significantly interfere with your ability to
continue the course, it is essential that you speak with me about it. Likewise,
if there are significant issues which arise in relation to the group or the
training process which are interfering with your participation, it is important
that you address these either in personal therapy, in the group, or with the
trainer.
Until one
is committed, there is hesitancy,
the chance
to draw back, always ineffectiveness.
Concerning
all acts of initiative (and creation),
there is
one elementary truth
the
ignorance of which kills countless ideas and splendid plans:
that the
moment one definitely commits oneself,
then
Providence moves too.
All sorts of
things occur to help one
that would
never otherwise have occurred.
A whole
stream of events issues from this decision,
raising in
oneÕs favour all manner of unforeseen incidents
meetings and
material assistance,
which no man
could have dreamed
would have
come his way.
Whatever you
can do
Or dream you
can,
Begin it.
Boldness has
genius, magic
And power in
it.
Begin it.
- Goethe
The most primary requisite you
will need in this training program is commitment.
Firstly, commitment to yourself:
your own growth and development. And in the context of this, commitment to the
training process. This is what will keep you going through the challenges of
the learning journey; it is essential that you continue to actively invest yourself
throughout the training. No course of study is easy, but particularly one which
calls you to confront difficult places in yourself requires a steadiness which
will bear you through. The support of friends, family and other trainees is
essential; however, most important is the support you give to yourself.
Your commitment is manifested in
the way you participate in the group, the amount you actively chew over what
you learn, and the extent to which you apply Gestalt principles in your daily
life.
You need to be willing to assign
sufficient priority to the training. This means that setting aside time to
study, read, reflect, and doing your utmost to attend all sessions.
It means considering yourself in
for the long haul.
The time factor is very central.
You will need to set aside time for:
¯ Training
sessions
¯
Study groups
¯
Attending therapy
¯
Reading - readers, texts, and wider reading such as
from the Gestalt library.
¯
Assessments - essays, seminar presentations, journal
writing, concept maps
¯
Working through the Learning Challenges manual
This is a significant workload,
and not something that will be achieved if it is placed lower down your list of
priorities. Apart from the first two items, the rest are basically
self-directed; this requires a great deal of self-structuring. Some structure
is offered in terms of the teaching schedule - you know when topics will be
covered in the group so you can prepare for them, and you know when assignments
are due. However, the rest is up to you.
To meet this challenge it is
essential that you develop a sense of ownership of the learning process; for
instance doing what it takes to finish assignments by the deadline, even if
that means going through a lot of resistance.
Concurrent with your desire to
learn, you are likely to find a certain amount of resistance to the learning process. It is often like hard work,
and there are many other things you can find to do which are more pleasant, or
at times less painful.
However, unless you deal with
your resistance head on by acknowledging it and working with it and through it,
you may find that you end up sabotaging yourself; or at the least, get less out
of the course than you otherwise might.
In the end it is about making it
important for you,
to do for you,
rather than to Ôplease the teacherÕ
or simply because it is a mandated course requirement.
I, as director of training am committed to providing the highest
quality training program. There is always room for improvement, and I am always
interested in considering ways to do this.
You are expected to take
responsibility for noting dates and times, and making training sessions a very
high priority. It may mean you have to miss out on other important events, but
unless these are vitally important, you are asked to do so.
It is very much in your own
interests to attend all training sessions. Due to the great breadth that must
be covered, often very important and core material is presented formally only
once during the four years. Thus if you
miss that session, it will make it difficult for you to understand the topic
sufficiently when it is referred to in subsequent sessions.
The training offered by East
Coast Gestalt is a generalist Gestalt training. There are many areas we touch
on – for instance in later years we look at Gestalt as related to groups,
psychopathology, couples, and addictions. Each of these areas could entail an
entire year of post graduate training to become fully skilled. The point here
is that to miss one monthÕs session may mean that you do not get the face to
face training necessary to have even a basic grounding in the subject.
All sessions are a mixture of
theory, skills and practice. If you unavoidably have to miss a session there
are several things you can do.
¯ The
experiential group component can be made
up by attending extra therapy groups (at additional cost) which are available
from time to time. The personal development aspect can be made up by additional personal therapy hours
(again, at your own expense), which will not replace the group-derived
learning, but will increase your competency in the personal arena.
¯ Exercises
and skills practice may be done by
arranging catch up sessions with other trainees.
¯ In
second and third year training there is a great deal of supervised work. Arranging for extra peer supervision sessions can
go some way towards keeping up with the learning requirements.
¯ The
theory component may have reading
materials associated with it that you can catch up on. It is essential for you
to follow up with other trainees as to the details of the theory that was
covered. This can also be a valuable chance for other trainees to deepen their
integration of the topic by relaying it to you.
This catching up process is fully your responsibility. You are expected to follow up
in the above ways as soon as possible after a missed session. This is relevant
even if you just miss say an evening, as in that time an important component
may have been presented. If you miss an entire theory module you will be
expected to demonstrate that you have grained sufficient understanding through
your catch-up work.
Part of the criteria for
admission to each subsequent year is sufficient attendance at training
sessions. The aim is 100%, but obviously emergencies may arise which
necessitate a trainee being elsewhere. If your attendance falls below 90%, you
will need to make up that time by attending other experiential group events at
your own expense. You will need to document this.
If you are not going to attend
a session, or have to come later or leave early, the procedure is to notify the
trainer. It is not a
question of asking permission - you are an adult and this learning is for your
own benefit. What you do need to do is discuss how you are going to cover the
missing session through other means.
It can be quite disconcerting for
the group if someone simply doesnÕt show up, so it is important that the
trainer is able to let everyone know about absences.
So if you are unable to, or
decide not to attend a training session, you are expected to notify the trainer
beforehand. If for some reason this occurs at the last minute or on the second
day of a session, contact the trainer after hours to notify them. This provides
the opportunity for some contact around whatever is happening. Your
self-regulation is always supported, and you are also expected to bring to
relationship what is happening for you.
If you are at a visiting
presenter workshop, and for some reason have to leave early, it is respectful
to let the presenter know ahead of time.
Another dimension of attendance
is in terms of your commitment to the training; simply showing up is a part of
the evidence of your active involvement in the learning process. So if you feel
a bit down or tired, and would rather stay in bed or walk on the beach, you are
being asked to take responsibility for your resistance and choose to come and
bring it whatever you are carrying with you. ÔNot feeling like comingÕ is not
enough of a reason to stay away.
Some people find they manifest
sickness at the time training is scheduled. It is worth noting if this is the
case, and working on it. Scheduling your work and life around the training
structure is essential. Attendance is one place not to be organic – if
you donÕt feel like coming, come anyway and explore what is happening. If you
need a holiday, arrange it around sessions – there is generally one
session a month and sufficient space in between.
This is not about forcing
yourself in a rigid way, but of choosing to stay in relationship. If you find
yourself with an intense experience that makes you want to walk out of the
group, you are asked to bring that desire to leave back into relationship with
the group. This may be a simple as saying ÔI am overwhelmed right now and need
to take a walkÕ. Or it may mean bringing the overwhelm to the attention of the
group and then asking for support to deal with it.
The group is like a crucible,
allowing very hot things to arise and be dealt with. For this to occur requires
a willingness to contain a strong charge within the group, rather than
ÔleakingÕ it out, through avoiding attendance, or talking to others outside the
group rather than deal with people directly inside.
Compulsory
There are two days in the year which are absolutely compulsory: the mid
year and end of year evaluation sessions. Full attendance at these sessions is
a core part of the course and is non-negotiable.
Sometimes the going gets tough in
the group, or the rest of your life becomes intense. The demands of study on
your time and energy plus the personal issues which come up in the group may
seem too much, and you may feel like withdrawing.
You are strongly encouraged to
stay with what is coming up, to work with it in personal therapy and in the
group, to talk about it with your trainer, and to discover what it is you need
to be able to continue with the training. You need to touch base with the
reasons you had for enrolling, the place you see the training taking you, and
the resources which you may not be fully utilising. There is a great deal of
goodwill towards you as a student from the trainer and other group members, and
it is important that you draw on this when times get hard.
If you are thinking about leaving
the training for any reason before the end of the training year, it is very
important that you talk with me about your concerns first. It is also essential
that you also speak with the group. In this way you can have help in exploring
possible unconscious reasons for leaving, so that you can identify what is
motivating you, before making a firm decision.
People develop close
relationships in these groups, so if do you do decide to leave, it is very
important for your sake and for the group's that there is enough time for
everyone's feelings to be processed. Your commitment to the training includes
how you process any desire to leave. Often the greatest work in therapy occurs
when things are most difficult in the therapeutic relationship, as it brings
out the core humanity of the people involved.
This course operates under a number of
models of education. The most obvious is the academic model, in which there are
set subjects, authoritative presenters, assessments and semesters. The course
is fixed length of time, and the assessment process is formal.
There are some adjustments which have been
made in this model. There is some scope for negotiation of the content of
assessments. The assessment are not just theory based, but also skill and
personally oriented.
Another model which is operational is the
Master-apprentice one. In this, learning takes place by watching, and then
being watched by a master practitioner. This is the traditional model of
education, before the development of mass-schooling.
This operates in the sense that a great deal
of the learning which takes place derives from the modelling provided by the
trainer. Over the years this is absorbed by the trainee, and then replicated in
their own fashion.
Learning can also be understood to take
place via experiential learning. Personal work, supervised practice, and the
learning challenges manual all operate on this basis.
It may help to understand these, and other
levels on which learning takes place. Doing so takes the focus off of Ôgetting
it rightÕ, or being able to parrot content back after hearing it once. Learning
happens at a much deeper level than we know, and requires as much relaxation as
effort, as much observation as participation.
Each training group elects a student
representative who is responsible for representing the students both for GANZ
matters and for the East Coast Gestalt.
The representatives also provide feedback
and comment regarding all aspects of the course and can provide reports or ask
for matters to be addressed,.
Student representatives also act as support
for students who have a grievance with faculty or the director. At any point in
the program where a student feels aggrieved in relation to matters with other
students, faculty members or the director, then as part of the grievance
process the student can elect to use the student representative as a support.
Student reps are asked to encourage other
students to participate in functions such as the forums, which are basically
community events.
The feedback which reps may collect and give
to East Coast Gestalt is accepted with interest. Not all suggestions will
necessarily be taken on board, but all input is taken seriously. Although East
Coast Gestalt may not follow some suggestions as they are presented, it may
find other ways to take on board concerns or creative ideas. All areas are open
to input, but some decisions - such as the selection of trainers - are the
prerogative of East Coast Gestalt.
East Coast Gestalt adminstration is located
at the Lismore campus.
East
Coast Gestalt is committed to supporting individuals with a disability to be
able to enjoy full access to employment opportunities and training programs,
and encourages them to participate as fully and independently as possible.
If
you have special needs, then please ask for the support you require. For
instance, someone with dyslexia may need a different assessment method than essays.
The
personal information of trainees
collected by East Coast Gestalt will only be used for administrative related
processes.
Trainee
contact details will be made available to other trainees, but will not be
available to outside inquiries unless the student concerned has given their
consent.
Trainees
may request to see personal information stored by East Coast Gestalt.
If
you have any concerns regarding the management of personal information please
inform or contact the Director.
This course is designed at a post graduate
level. Many of you come from varied backgrounds, and sometimes your
qualification or experience is not in the therapy field.
If you find it hard to follow all the
discussions in class; if you do not understand a particular word, please ask.
If you need something clarified, please request. Do not allow yourself to feel
overwhelmed – you are expected to ask for what you need in the learning
process so that you can take in what is being taught.
The
East Coast Gestalt believes that all staff, clients and students are entitled
to enjoy a work and learning environment free of workplace harassment.
Workplace harassment includes:
¯
unsolicited approaches, comments or physical contact of
a sexual nature
¯
victimisation
¯
bullying
¯
racial vilification
Workplace
harassment complaints are dealt with in a strictly confidential manner and are
investigated promptly and thoroughly by East Coast Gestalt workplace harassment
complaints officer.
East
Coast Gestalt supports equal opportunity in the selection of employees and
students and ensures that people are not discriminated against on the basis of
sex, pregnancy, race, beliefs, marital status, physical or intellectual
disability, homosexuality or age. This means that all employees and students
are entitled to equal consideration and respect in their dealings with East
Coast Gestalt.
Conflict is a natural occurrence in healthy relationships. The Institute
encourages the airing of grievances, and works towards the resolution of conflict
using the principles of Gestalt therapy.
If you have a grievance or conflict, you are asked to:
¯
take responsibility for developing sufficient self-support and environmental
support to work through the process
¯
be mindful of the context in which the conflict has developed, to look for
holistic solutions
¯
resist pathologising or scapegoating people or events
¯
be willing to look at your part rather than focusing on change in the other
¯
use the phenomenological method to describe and talk about the grievance:
o
set aside initial biases, prejudices, expectations and assumptions so as to
focus on the primary data of the experience
o
describe rather than explain the experience
o
regard all pieces of information related to the experience as having equal
value so as to avoid making immediate, misleading judgements
¯
adopt a dialogic stance in the conflict resolution process:
o
engage in the process with a willingness to be open and affected by it, and
willing to be responsive to the other
Trainee
action
|
Institute
response
|
Institute action
|
1. Informally request one or more one to
one meetings with the trainee involved
|
--
|
Provide a space for
such a meeting if requested
|
2. Formally request (in writing) the Institute
provide a staff member to attend a mediated session
|
Written response within 7 working days of reception of written
request
|
A meeting will be organised
by the staff member as soon as possible for both parties
|
3. Ask the other trainee to attend more mediation sessions as necessary.
|
Encourage such joint mediation work
to occur
|
-
|
4. Both trainees work on the issue in their
individual therapy sessions
|
--
|
--
|
A
certain amount of support may be provided within a training session if
the conflict is between two trainees in the same group. However, this time
will be limited, and the trainees will be referred to the above processes.
If
the conflict remains stuck at the end of the training year and of concern
to the parties and/or the trainer, both trainees may be required to do
additional mediation and extra therapy hours as
a condition for re-enrolment.
Email
Email is NOT an effective medium for dealing
with conflict. The institute policy is not to discuss the content of
conflicts by email, beyond a basic exchange. If a conflict appears to
becoming difficult, then firstly phone contact will be made, and then
face to face contact arranged if necessary.
All students are strongly encouraged to follow
this policy. It is extremely rare for a heated interchange to be dealt
resolved by email, rather further exchanges tend to make things worse.
Ethics
The Institute is accredited with GANZ and
is committed to following the GANZ code of ethics. This means that trainees
can expect trainers to evidence adherence to those principles and practices
in their attitude and behaviour.
Likewise, trainees are expected to orient
themselves around this code. It is not just something that you start to
think about and hold yourself to after you
graduate, but a part of the learning process of integrating and applying
Gestalt in both your personal and professional lives.
At whatever point you are seeing clients clinically,
the code becomes very important. This is structured into the training in
3rd year, and is covered in the curriculum. Throughout the training you
are requested to read through the GANZ code, consider how it applies to
you, and ask questions regarding any situations of potential conflict or
uncertainty regarding ethical matters. The code is listed in the appendix.
Respectful
behaviour
The Institute promotes an ethic of respect
for others, for both staff and trainees. Spontaneity and playfulness are encouraged;
boundary violations and other forms of disrespectful behaviour are not.
The latter may include (but is not
exclusively limited to) comments or actions which create
the effect of putting down someone on the basis of racial origin, age,
marital status, disability, pregnancy, religion or sexual preference.
Another important boundary is sexuality. Examples of disrespectful
behaviour are: touching or flirting with unwilling persons, telling sexual
jokes or making sexual innuendoes, making unwelcome
sexual advances or requesting sexual favours.
Other behaviours include threats, teasing,
ridicule, name calling, or spreading rumours or any form
of bullying.
If
you experience being on the other end of such behaviour, or you think you
see it happening, the first step is to speak directly to the person/s involved.
If the behaviour continues, the next step is to speak with your trainer
about the matter. Refer to the Grievance procedure below.
Ethics and the learning process
In the varied facets of contact with others during the course of training,
ethics is a consideration. Any work you do with clients is an obvious place
where ethics are essential. The standards in the GANZ code outline a very basic
framework. However a lot of thought is required in terms of what the principles
actually mean in application.
When working with other trainees as clients, there is obviously a different
situation, not necessarily described so much by the GANZ code, and so requiring
particluar thought and care.
In study groups, group process in the training, and in other situations arising
out of the training context, it is important to maintain an awareness of the
ethics of behaviour. This is not about imposing some moralistic code, but more
oriented to taking the principles of Gestalt seriously, and making a sincere
attempt to live them in practice.
So for instance in group process, there is a great deal of space and support
for authentic expression, and this may at times lead to conflict. You are invited
to consider what makes actions in a conflict ethical. Listed above are some
of the suggested dimensions of respectful behaviour. To this might be added:
speaking in ÔIÕ language, talking directly with people rather than about them,
and listening to peopleÕs limits.
The Graduate Diploma of Gestalt Therapy combines theory, skills development
and personal awareness work.
Personal awareness work is undertaken through the following forms:
¯
individual personal counselling
¯
the experiential component of group, pair and triad work
¯
essays which require personal experience
¯
peer supervision groups
¯
tutorials
This component of the course involves the revelation of personal information
which may be of a sensitive nature.
All care is taken to ensure that such information is to be treated by all
staff and students:
¯
with complete confidentiality
¯
with appropriate respect
Staff ensure that such personal disclosure is met with:
¯
appropriate levels of support
¯
an understanding that a student can stop at any time
¯
a understanding that the student is in complete control of how much they choose
to reveal
Within the scope of this policy, written work is received, processed, and
returned in such a way as to maintain privacy and ensure confidentiality.
The Institute deals with all complaints, grievances and appeals promptly
and systematically. Staff and students are informed of the Complaints, Grievances
and Appeals Procedure through:
¯
Student orientation sessions
¯
Staff induction sessions
¯
Code of Practice
¯
Training Manual
¯
The Institute website
All trainees of the Institute or
those seeking to enrol in a course of study with the Institute are entitled
to access the grievance procedures set out in this policy. The aim
is to offer a process whereby persons with a grievance can raise their issue
and know that it will be dealt with in an appropriate manner with due process.
What is a grievance?
A grievance is another word for concern or complaint to do with the operation
of the Institute or the behaviour of staff. Under certain circumstances, the
complaint can also be made regarding the behaviour or other students.
Grievances are generally personally based. You may object for instance to
the way a staff member speaks to you. But if you object to the way they speak
to someone else, then it is better to support that person to act for themselves.
Similarly, you may object to the way that an institute process impacts on you,
but a general critique of institute processes is better put in the form of
a suggestion than a grievance.
Staff are answerable to the GANZ code of ethics, and the institute is answerable
to its accrediting bodies – the Education Department, and GANZ. You may
place grievances which relate to these matters, but you will need to ensure
that you frame such concerns within the terms of reference of those accrediting
bodies.
If the grievance is against another student, you should firstly exhaust the
above directions in terms of dealing with a conflict.
In this, and all other regards, it is important to understand that initiating
a grievance process involves moving from an informal to a formal mode of working.
The formality ensures that you concern is heard and addressed. This is your
power, in the face of the power that institutions and its staff hold. However,
doing this means that you will get a formal response, and this may not be satisfying
to you. Whilst you can appeal such a response, at each stage you will get a
single decision. Thus a grievance process forces matters to be dealt with,
but also tends to close down dialogue and replace it with judgements. These
judgements provide clarity but may not solve the underlying dynamics of conflict.
It should also be noted that only under exceptional circumstances are third
party grievances (complaining on behalf of someone else) appropriate. Given
that everyone has access to this process, it is important for people to lodge
their own grievances. If you know someone has a grievance, you may encourage
them to act on it formally.
An example of exception to this might be if you have clear evidence of sexual
misconduct on the part of a staff member and the subject is not bringing the
matter forward.
Trainees or applicants enrolling in any course in the Institute are entitled to access the grievance procedures set out in this policy, regardless of the location of the campus of the Institute at which the grievance has arisen, the trainee’s place of residence or the mode of their study.
There are ordered stages by which a complaint may be addressed. Each stage is free of charge.
The complainant and respondent will not be victimised or discriminated against in any of the stages set out in this policy.
The complainant and/or respondent have the right to be represented by a third person (such as a family member, friend, counsellor or other professional support person) if they so desire.
At all stages of the process, reasons and a full explanation in writing for decisions and actions taken as part of the procedures will be given if requested.
Records of all grievances and applications for review of decisions are kept and are accessible to all interested parties for a period of 5 years.
Records of grievances and their outcomes are kept strictly confidential and filed in a separate file (not kept on the student or staff file) and stored in the office of the Director for a period of 5 years. Parties to the complaint will be allowed supervised access to these records.
The procedures set out in this document do not replace or modify procedures or any other responsibilities which may arise under other higher education provider policies or under statute or any other law.
Please be aware that formal grievance proceedings are not extended discussions. They involve formal decision stages, with limited windows for investigation and response. They produce action responses, but these are different in character from ongoing dialogue.
Procedure
If a person is aggrieved about:
- An administrative decision
- Perceived discrimination
- Sexual harassment
- any other matter to do with the running of the institute or the behaviour of staff
…the procedure is as follows:
Grievance action |
Time for written response |
Action response |
1. Formally request (must be in writing) a one to one meeting with the staff member involved. The request should indicate that this is a grievance. |
Written acknowledgement within 7 working days of reception of written request. Request can be emailed to admin, and must say ‘Grievance submission’ in the title. |
A meeting will be organised by the staff member as soon as possible for both parties.
A written decision will be provided within 10 working days afterwards. |
2. Formally request (must be in writing) a mediated meeting with the staff member involved. This must be done no sooner than 7 days and no longer than 14 after receiving the decision. |
Written acknowledgement within 7 working days of reception of written request |
A mediated meeting will be organised as soon as possible for all parties.
A written decision will be provided within 10 working days after the meeting. |
If there is still no resolution:
Grievance action |
Time for written response |
Action response |
3. Formally request (must be in writing) a meeting with the Director to discuss the matter. This request should also outline the issues of concern.
This must be done no sooner than 7 days and no longer than 30 days after receiving the decision.
If the Director is the subject of the grievance the request should be addressed to the Senior Adjunct Professor, marked ‘confidential’ and sent to the institute address.
|
Written acknowledgement within 10 working days of reception of written request |
A meeting will be organised by the Director/Senior Adjunct Professor as soon as possible for both parties.
A written decision will be provided within 10 working days of the meeting. |
If you are not willing to accept the decision then you must write to the address below, no sooner than 7 days and no longer than 30 days after receiving the decision.
4. Write to:
Chair of the Ethics Committee:
Dr Trevor Crowe
Illawarra Institute for Mental Health
Building 22 University of Wollongong
NSW 2522
|
Acknowledgement within 15 working days of reception of letter |
A written decision within 25 working days of receipt |
If there is still no resolution:
Grievance action |
Time for written response |
Action response |
5. For ethical matters you must write to the address below no sooner than 7 days and no longer than 14 after receiving the decision.:
The GANZ Ethics Committee
PO Box W343
Waringah Mall, NSW 2099
You will need to address the GANZ code of ethics, and show where and how it has been breached. See http://www.ganz.org.au/pages/ethics081200.html |
Acknowledgement within 20 working days of reception of letter |
The Committee will convene as soon as is possible to consider the matter.
There may be an investigation process.
The outcome will be a written decision, and this will be attempted to be provided within 80 working days of receipt. |
5. For issues to do with the training program, you must write to the address below no sooner than 7 days and no longer than 14 after receiving the decision.
write to:
GANZ Accreditation Committee
PO Box W343
Waringah Mall
NSW 2099
You will need to address the GANZ accreditation criteria, showing where and how this has been breached. See http://www.gestalt.org.au/ganzstandards.htm |
Acknowledgement within 20 working days of reception of letter |
The Committee will convene as soon as is possible to consider the matter.
There may be an investigation process.
The outcome will be a written decision, and this will be attempted to be provided within 80 working days of receipt. |
If either of these bodies makes recommendations in relation to the grievance they have reviewed, they will forward them to the Director within 15 working days of the decision. The Director will ensure they are implemented within a one month period, or as soon as is practical.
If there is still no resolution:
Stage 4 – External – Community Justice
This is a participatory process, provided free of charge by the government. Mediation, dispute counselling, conflict management and facilitation are offered. The waiting time after contacting this service before a session is arranged is usually 2 weeks.
Grievance action |
Time for response |
Action response |
6. You must write to the following address, no sooner than 7 days and no longer than 14 after receiving the decision.
Contact:
Melissa Valentinis
Community Justice Mediation Service
Cnr Church & Bolton St.
Newcastle NSW 2300
Ph: 4925 0306
|
You will be contacted within 10 working days to organise a session |
A session will be organised between parties as soon as possible for all to attend. |
Notes
There are a number of important issues to understand about the grievance process. The first is that it is a clearly defined process for your concerns to be heard by those with more power than you.
It is a formal process, which has specifically defined steps. If through the normal process of conversation over time you do not believe your concerns are being taken seriously enough, then you can initiate this process.
In order for you to increase the likelihood of getting to a satisfactory outcome, your grievance should describe four components.
your feelings
the facts – events, behaviours
your exact grievance – this must be succinct, best in point form or a short paragraph
what you want
Your feelings are of course subjective, and not something that can be questioned. However, you need to ensure that when stating your feelings you are not in fact providing your interpretation. So ‘I feel that I am being unfairly treated because the lectures move too fast’ is not a feeling. In the above format you might more clearly say:
I feel frustrated and anxious when the lecturer is speaking
because of the speed at which he talks
My grievance is that he is going too fast, certainly for me
I want him to slow down his presentation and check that I am keeping up
Or heres another example: ‘I don’t agree with the feedback I received, I think its biased’
I feel hurt and upset by
The critical feedback from the trainer
My grievance is that I think its inaccurate, and I think it comes from a bias against me because of my religious beliefs
I want the feedback reviewed and I want the trainer to examine what I believe to be his religious bias
By putting your grievance in this format, you are more likely to get the response you are looking for. Remember that #1 should describe your feelings, not your thoughts. Statements such as ‘I feel that….’ do not describe feelings. Similarly, ‘I feel insulted’ is not a feeling. Particularly in the case of a grievance, it is essential to use language that accurately describes your feelings, and separates them from your perceptions.
It is also essential that when you name facts, they are descriptions of something that actually happened, that is either your direct experience, or is directly verifiable. Hearsay is not acceptable.
In naming what you want, you will do better when you name specific actions, behaviours, by specific people, in relation to yourself. You are less likely to find satisfaction if your requests are generalised, or not personalised.
The response
The response to #1 is that efforts will be made to listen to your feelings.
The response to #2 is that you may be requested for more facts, or clarification on the facts you have presented.
The response to #3 is that your perceptions will be acknowledged, and clarification may be sought from you. You may receive back a different perspective on the matter. This is not an ongoing conversation or debate, but a one-off response.
The response to #4 is a decision. Again, this is a one-off statement,, not subject to debate or ongoing conversation. If you are unhappy with the decision, you can choose to move to the next stage.
After submitting your grievance, you need to wait for the decision. Do not move to the next stage until you have received the decision.
You may or may not be satisfied with the decision. If you are dissatisfied and choose to move to the next stage, note the time window. You are required to wait 7 days, to give some time for thought, but you must submit an appeal within the following week. This is to ensure the process does not drag out over too long a period of time.
Academic appeals may involve concerns about student progress, assessment, curriculum and awards, for example:
- Marks involved a computational error
- Discrimination in academic evaluations
- the assessment was not in accordance with the stated criteria
…the procedure is as follows:
Stage 1 – Direct
Appeal action |
Time for written response |
Action response |
1. Formally request (in writing) a one to one meeting with the staff member involved, nominating this as a grievance.
This must be done within 10 working days of receipt of written notification of assessment results. |
Written acknowledgement within 10 working days of reception of written request |
A meeting will be organised by the staff member as soon as possible for both parties. The reasons for the mark will be explained. |
If there is still no resolution:
Stage 2 – Formal appeal
Appeal action |
Time for written response |
Action response |
2. Write to the Director, or if the appeal involves assessment by the Director, to the Senior Adjunct Professor, outlining the reasons for the appeal.
This must be done no sooner than 7 days and no longer than 30 days after the above meeting.
In relation to written work, the original assessed work plus a clean copy of the original work must be submitted.
|
Written acknowledgement within 10 working days of reception of written request |
The Director/Senior Adjunct Professor will investigate the matter and provide a written decision within 20 working days.
The decision will either be:
1. no change to the mark
2. Re-grading of the work. The new mark must not be lower than the original mark.
3. Reassessment through a new assessment exercise covering the same material |
3. Request an interview with the Director or Senior Adjunct Professor if the Director is the subject of the appeal, in order to discuss their decision.
This must be done no sooner than 7 days and no longer than 14 after receiving the decision. |
Written acknowledgement within 10 working days of reception of written request |
A meeting will be arranged as soon as possible for both parties.
A written decision will be provided within 10 working days afterwards. |
If there is still no resolution:
Stage 4 – External – East Coast Gestalt
4. Write to:
The Academic Board
East Coast Gestalt
50 Snape St
Kingsford, 2032
The grounds for an appeal are:
that the case had not been heard/decided on its merits
that the trainee is able to provide new evidence
that a procedural irregularity has occurred.
These are the only grounds that the Board will consider.
This is the final court of appeal. |
Acknowledgement within 15 working days of reception of letter |
A written decision within 40 working days of receipt |
Notes
The decision made on your grievance appeal at each stage will contain an official heading ‘Decision on Academic Appeal’.
When you have your initial meeting with your marker, listen carefully to the reasons for the mark. Keep these in mind when thinking about any further response.
If you decide to take the matter further, it is important to clearly identify the point of your appeal and write a well-presented argument that is easy to follow.
It is best to question a trainer ‘s assessment process rather than academic judgement.
You need to have a realistic idea of what outcome you want before you start your appeal process. Examples of outcomes may include a second academic opinion, an extra assessment, a different type of assessment or a change of weighting towards a particular piece of work.
Reasons will be provided at each stage for decisions made.
You may or may not be satisfied with the decision. If you are dissatisfied and choose to move to the next stage, note the time window. You are required to wait 7 days, to give some time for thought, but you must submit an appeal within the following week. This is to ensure the process does not drag out over too long a period of time.
If a decision is made to re-grade the assessment, in the case of the personal development assessment, this will involve a committee consisting of the trainer and two other trainers who have worked with the trainee. This is necessary as personal development assessments are primarily based on the year’s experience of the trainer. There is no way to avoid the subjectivity of this situation; it is inherent in the fabric of the Gestalt training process.
If any external body makes recommendations in relation to the grievance they have reviewed, they will forward them to the Director within 15 working days of the decision. The Director will ensure they are implemented within 30 days, and will write back to the concerned body indicating this has been done.
Grievance policy approved by Board of Governance 4/5/10
Why not go out on a limb – thatÕs
where the fruit is.
-
Will Rogers
Your
readiness to speak out in the group is valued, and your silence and need to
withdraw at times is respected. This is essential for allowing the organic ebb
and flow of attention. It is important to be aware of where your energy is, and
respect it. It is also important to make a commitment to being present in the
group, doing personal work, and participating in discussions. This is a
demonstration of your willingness to take risks and be a part of the process,
as well as an opportunity for the trainer to be able to get a solid sense of
you and your development.
If you have concerns about what is
happening in the group, about the trainer, or other trainees, it is important
that you are willing to take the risk to bring it up. Without this level of
participation there is a danger of complaining without the concerned person/s
being present, or else going underground with your discontent. The previous
leads to unhealthy gossip, the latter to unhealthy silence. Neither of these
two paths is productive for you, the group, or the quality of your training.
Remember – there are no dumb
questions. There are sensitive times in the group or in therapeutic processes
where questions are discouraged and statements encouraged. And in other spaces
during the training, asking questions can be a good way to get involved.
Some trainees become concerned about
taking up space in the group. This can be a respectful sensitivity to the
group/ others, and not enough of this type of consideration can lead to a very
competitive and noisy group.
However, if no one took up space in the group, there would either be the
voice of the trainer, or silence.
Most people err on the side of taking up less space.
Guidelines for a Gestalt group
Here are some guiding principles for
your participation in the group process.
1. Honesty - be
willing to state what is true for you
2. Responsibility - speak
from your own experience, use I language
3. Separate
feelings (internal sensory experience), observations (external
sensory experience) and thoughts
(cognitive/imaginative)
4. Confidentiality - what you
see and hear in the room stays in the room
5. Here
and Now - stay with your experience in the present moment
6. Relationship - be
willing to bring your experience into relationship with others
7. State
needs - notice what you need and ask for it
8. Limits - notice
and respect your own limits, do not go further than you are willing to go;
listen to and respect otherÕs limits
9. Risk - be willing
to stretch yourself, learn, grow, try different things
10.
Choices - in group you can:
~
remain silent - notice your own experience
~
give feedback - state your experience in response or share something from your
field (do not interpret, judge or analyse)
~
ask to work on an issue
11.
Curiosity - donÕt assume; ask about
another person's experience
12.
Validation - firstly validate experience
(your own and others) before correcting, confronting, understanding or solving
Types
of issues
1.
Personal
2.
Interpersonal
3.
Group
4.
Outside issues
Now
or then
1.
Present
2.
Past or future
Alcohol
and drugs are a part of many peopleÕs lives. Setting aside addictive behaviours
or overuse, the use of mind-altering substances is generally seen as innocuous
at the least, and generally as a source of pleasure and relaxation. They are
used a social lubricant, and an means to, and indication of Ôhaving a good
timeÕ.
However,
the context of both training and practice of therapy is different.
It
would be inappropriate for a trainer or therapist to come to a session pissed,
or even slightly under the influence. Why? The most basic reason is the same
reason its dangerous to drive a car under those conditions – you have
less control. ÔDonÕt drink and therapiseÕ. Working as therapist or trainer
requires being very much in touch with both oneself and the client, being on
the ball, noticing the fine detail, and having all oneÕs faculties on board.
Mind altering substances interfere with these requirements, and can thus
potentially lead to harm to clients or trainees. Thus this is an ethical issue.
This
degree of responsibility does not happen in some instantaneous way when you
graduate. It needs to be inculcated as part of the training process.
As
a trainee, are asked not to come to group under the influence of drugs or
alcohol. This is not out of prudishness, but so that you can maximise your
awareness, allowing experiences to surface that may otherwise be masked or
soothed away. Some people feel that a beer at lunch time during training is not
going to make much of a difference, and may in fact relax them. Others feel the
same way about a joint. Nevertheless it is asked that you cut out supports of
these types during the training sessions, and instead find other ways to
support yourself. This is part of your preparation for practice as a therapist.
Trainees
have pointed out that coffee in large quantities and certainly cigarettes are
also drugs, and can be used to block awareness. This is true. Although trainees
can smoke during breaks, it is strongly recommended that this be reduced or cut
out, and that the use of cigarettes be seen for what it is – a reduction
in awareness.
Fritz
Perls was a chain smoker, and did so during Gestalt sessions. However, just
because one of the founders of Gestalt had a blind spot in this area does not
preclude naming the fact that smoking interferes with awareness, and that
nicotine is an addictive drug. Fritz may have been a master therapist, but who
knows how much his addiction to cigarettes (and LSD at one point) helped him
avoid taking responsibility for some of the obvious harm he did to clients.
So
in asking you to refrain from taking drugs during the training sessions, this
includes tobacco as much as alcohol or pot.
If
you find this almost impossible due to an addiction to cigarettes, this needs
to be seen for what it is, and worked on in your therapy so more choice can
come into the picture.
In
Gestalt it is also acknowledged that for every resolve to give up there is an
accompanying counter force which needs to be attended to in order to
successfully address the larger needs of the whole person. It is important that
trainees explore this type of internal conflict as part of their personal work.
Whilst
the above is clear in terms of training sessions themselves, another issue is
that of residentials. Residentials are not just about the training process
itself, they are also a setting for increased social interaction.
In
much of our society it is the custom to use alcohol or other drugs to both
relax and to celebrate on special social occasions such as this. In moderation
this can be healthy, and the following direction for residentials is not a
moral judgement regarding the use of drugs. It is based on practical issues
pertaining to the training process.
Mind
altering substances do something to your awareness, generally reducing it in
some way.
The
training process creates an extended and more intense focus on awareness. This
can be both liberating and very challenging. One of the additional challenges
that a residential provides is the lack of the normal supports of the home
environment. One response to such a challenge can be to reduce anxiety through
drug use.
You
are asked to find other ways to support yourself if you are feeling anxiety at
the residentials.
Another
reason for drug use is for fun. There is no doubt that a few glasses of wine in
the evening can be a pleasant social ritual, lubricating conversation etcetc.
You
are asked to find other ways to relax and form community at the residentials.
Whilst this may feel like a deprivation, there will also be a gain involved.
In
the past such requests to trainees have been basically ignored. People consider
it their right to consume what they want to, outside of Ôwork hoursÕ, and
directions to do otherwise can appear like a controlling parent. And we all
know how effective parental prohibitions are on adolescent drug taking
behaviour.
However,
the residentials are about stretching oneself, and this may be one area which
involves a stretch for some – to relax and have fun with others, without
the use of alcohol. If alcohol at such events is a preference, you are asked to
choose otherwise. If it feels more like an imperative for having a good time,
then you are invited to examine this, notice your accompanying resistance, and
choose otherwise.
So,
in a sentence: please do not bring drugs or alcohol to residentials.
Consider
it an experiment; notice your experience and bring it into dialogue. Ask for
support if you need it.
Fees
for residentials are collected in April for mid-year, and August for end of
year.
There is often confusion amongst students
regarding accreditation.
The most important thing to realise is that
to practice as a therapist, you need a set of competencies; this course aims to
facilitate you in developing these competencies.
The second thing is that you need to have
these competencies recognised. There are several ways to achieve this.
GANZ (Gestalt Australia and New Zealand) is
the overseeing body for Gestalt practice in our region. This training program
is audited by GANZ every four years, and must demonstrate that it is fulfilling
the requirements specified by the Standards and Accreditation Committee. A copy
of these standards is available if students wish to view them. This East Coast
Gestalt is committed to fulfilling and exceeding the GANZ requirements.
Students are eligible for student membership
(see forms at end of manual), and upon completion of the course will be able to
register as a Gestalt practitioner with GANZ. The level of registration you
will be able to achieve straight away is as a GANZ Member.
The recently formed PACFA (Psychotherapy And
Counselling Federation of Australia) is an umbrella organisation which will
potentially become as significant as the APS in the future.
GANZ is accredited with PACFA. This enables
GANZ members to apply to be admitted on the PACFA register.
Graduates from this program will be close to
being able to apply for this. You will only need to complete 25 more
supervision hours, and the balance of clinical practice hours set by PACFA (an
additional 650 practice hours after completion of training).
After you have achieved PACFA accreditation,
you will have most of the requirements towards GANZ college membership. The
additional requirement is 150 hours of training after your graduation. This can
be in the form of ongoing workshops offered by East Coast Gestalt, or
attendance at visiting trainers programs.
The Graduate Diploma of Gestalt Therapy
offered by this East Coast Gestalt has full tertiary academic standing, and can
be converted into credit towards other degrees which you may embark on.
The recognition this accreditation provides
is valuable in academic terms (knowledge competency), but is not a vocational
accreditation such as GANZ or PACFA membership.
This
academic accreditation is with the NSW Board of Higher Education. It is a joint
accreditation with two other East Coast Gestalts – Illawarra and Sydney
Gestalt; all three centres come under an umbrella named East Coast Gestalt
which holds the accreditation and supervises standards and delivery.
It can well be said that it takes 10 years
to train a therapist. Or more. Ongoing education, lifelong learning, ongoing
maturing is the issue. At 4 years you will hopefully be at a point of ready to
start. So its more helpful to keep the long term view in mind.
¯
Personal integration and balance, including an ability
to not let your own stuff get in the way
¯
Level of practice skills
¯
Grasp of theory and ability to relate to practice
You
need to demonstrate adequate development in all these areas. Some people may be
able to achieve this in four years, but others may take longer. Progression
from year to year is not automatic – you need to fulfil the specified
criteria, plus you need to demonstrate a personal readiness to move on to the
next year.
Readiness
is demonstrated by:
¯
willingness to participate and work in the group
¯
willingness to stretch and challenge yourself
personally
¯
knowing your growing edges
¯
working on your personal issues
¯
being able to bracket off your own stuff when working
as therapist
¯
owning your own projections in the group
¯
commitment demonstrated in a variety of ways such as
attendance and submission of assignments
¯
stuck ways of behaving in the group.
¯
consistently blaming and projecting onto others –
unwilling to take responsibility for oneÕs own stuff
¯
unwillingness to take risks, open up, and disclose
personal aspects of self
¯
consistently engage in destructive behaviours such as
shaming, annihilating, threatening
¯
inability to bracket own stuff as therapist
¯
frequently fragmenting in the group, lack of solid
ground for intensity of training process
¯
monopolising group time as a result of a consistently
high level of need
¯
frequently out of contact/awareness with oneÕs own
behaviour or impact on others
¯
not really present on a consistent basis, disengaged
from the process
¯
serious contravention of the GANZ code of ethics
¯
an overfull cup: difficulty taking in, learning, ÔI
know it alreadyÕ attitude
¯
Ôdump and runÕ behaviour
¯
lack of humility, enquiry and openness to the other
– speaking for otherÕs experience, discounting their reality, imposing
own interpretations on their experience
In the mid year evaluation you will be informed if any of these criteria
appear to be in danger of restricting your progress at the end of the year. You
will be given them as ÔyellowÕ or ÔredÕ flags. These indicate the current
degree of seriousness your trainer views these potential restraints to
progression as operating in your case.
The criteria you must fulfil for
this year are outlined in your learning contract.
If it is necessary to take extra
time doing the training, or get extra support such as additional therapy hours,
this is NOT an indication of ÔfailureÕ, but simply a personalised need to take
more time to develop competency in one of the three major areas.
At the end of each year trainees
and East Coast Gestalt discuss the question of progression. There are a number
of choices – continue on, repeat a year, take a break from training, do
an extended year, do an interim year, or cease completely. These choices will
be explored with a view to best supporting each personÕs development. The
trainer may stipulate certain requirements in order to continue on in the
training process, which may include deferral whilst other developmental work
takes place. At times there may be a difference in views; in the end the trainer
will make a final decision which the trainee may not agree with. Such
circumstances can be difficult, but it is important that the trainer exercise
their best judgement, keeping the bigger picture in mind.
The period after the finish of
each training year tends to be a flux time, people looking to the future,
evaluating changes that have occurred. One common mistake trainees make is to
confluently tie their training plans into that of others; Ôwhat is everyone
else doing?Õ is not the best basis for
making such decisions.
In line with standards in the Gestalt
training field, the policy for trainees wishing to defer is that up to 2 years
break can be taken between any given training year.
If more than 2 years have elapsed, the
circumstances will be reviewed. If the trainee has been actively involved in
personal and professional development over that period, the allowed deferral
time may be extended.
For some people it works well to take a
break, and integrate what has been learned. For most however, the momentum
tends to get lost, life intervenes, other things become priorities. For this
reason deferral is not recommended in general.
If someone decides to defer, there may be an
option available of doing the year over two years.
Trainees may apply to any other GANZ
accredited program for advance standing for the years they have completed with
East Coast Gestalt. Given that this East Coast Gestalt has more requirements in
terms of hours and assessments than most other centres, trainees are in a solid
position in regards to any such transfers. An Inter-East Coast Gestalt Transfer
Form is necessary for this process, and it must be filled in by both the
trainee and the Director.
Please note that unless you complete all
requirements for a particular year, you cannot claim credit for that year if
moving to another East Coast Gestalt.
Enrolling in the course is considered a
serious commitment, and the contract trainees sign indicates a personal
dedication to the current year of study. Trainees who withdraw from the course
after commencement and before the Census Date are liable for a Late Withdrawal
fee of $280. There is no refund of fees (cash, financial contracts, or
Fee-help) after that date, unless extraordinary circumstances apply.
Fee-help debt
If you have incurred a Fee-help debt, after
the Census Date has passed this will remain due to the Commonwealth.
If however, after the census date, you
become seriously ill or other extraordinary circumstances occur and you are
unable to continue your studies, you can apply to East Coast Gestalt to have
your Fee-help balance re-credited and your Fee-help debt removed.
To do so you would need to apply to East
Coast Gestalt, stating the units of study involved and detailing the
exceptional circumstances that you believe made it impractical for you to
complete those units. This must be done within 12 months of withdrawal.
The Graduate Diploma award is
structured in terms of 8 main topic areas. Some areas are covered several times
over the four years in increasing depth, and some are specific to certain
years.
The units are as follows:
GDGT 01 Dialogue
in the Therapeutic Relationship
GDGT 02 Phenomenology
GDGT 03 Field
Theory
GDGT 04 Gestalt
Studies
GDGT 05 Clinical
Applications of Gestalt Therapy
GDGT 06 Personal
Development
GDGT 07 Special
Project
GDGT 08 Supervision
Each of these main topics are divided
into units. There are a total of 32 units over the 4 years.
Across these 8 units are 34
subjects. Each subject is used as the basis for evaluating theory
competencies.. The total list of subjects is as follows:
First year
1.1 Introduction
1.2 Awareness: zones,
figure/ground, awareness cycle, unfinished business
1.3 Field Theory/Holism
1.4 Contact
1.5 Contact boundary
phenomenon
1.6 Polarities
1.7 Responsibility,
support, maturation
1.8 Organismic Self
Regulation
Second Year
2.1 I-Thou/Dialogue
2.2 Dreamwork,
2.3 Paradoxical Theory of
Change
2.4 Phenomenology
2.5 The Gestalt Experiment
2.6 Middle Zone, metaphor,
fantasy
2.7 Authenticity/style
2.8 Art/creative media in
therapy
2.9 Managing a session/unit
of work
2.10 Bodywork
Third year
3.1 Shame
3.2 Psychopathology
3.3 Suicide
3.4 Couples and family work
3.5 Groupwork
3.6 Sexuality
3.7 Ethics, practice management
3.8 The Transpersonal
3.9 Transference, developmental
approaches
3.10 Character, personality systems, the
self
Fourth year
4.1 Historical influences
4.2 Work with trauma and abuse
4.3 Addictions and long term work
4.4 Community, ecology, politics
& Gestalt
4.5 Working with children
4.6 Working with Organisations
4.7 Research
4.8 Special Project
4.9 The broader field
Everyone needs support, particularly when
things are difficult.
Everyone needs more support than they have.
In an intensive training program like this,
support is needed on a study level, on a personal level, on a skill level.
The training program offers a certain amount
of support. This will often not be enough.
What to do?
Extra support can come through a number of
means:
Students
Each year we invite 4th year
students to volunteer to provide support contact for 1st years. They
are linked up with 1st year students, and make contact soon after
the commencement of training. This support can make a great deal of difference
in terms of finding oneÕs feet.
Of course, there are other students in your
group, or your year who you can reach out to if you need support.
As you get to know students in other years
there will be some that you connect with, and who you may want to ask support
from.
East Coast Gestalt
There are two student support officers
available for you to access. These are time limited position; not all students
are going to get all the extra support they need from these people. They are
also voluntary positions, so please be aware that they are there because they
want to do what they can, but they are not a paid representative of East Coast
Gestalt.
The two support officers are:
Jo Cooper ¥
ph 0427 398 397
Elmar Wolters ¥ ph 66 803 064
The director is available, generally on
Mondays from 9-10.30am. You can simply phone or drop by during the first hour,
or you can book one of two ½ hour appointments in the second hour.
Booking is via the webpage. Check availability, also listed on the webpage, as
there are times he is away.
If you have some kind of situation where you
have tried all other avenues and not been successful, the director is the person-of-last-resort,
the buck-stops-with-me, the final-decision-maker. So you can seek to approach
the director with matters of this nature. Designate this a Ôred-flagÕ issue,
and this indicates it is of high priority.
Trainers are available for a designated time
each week by phone. You can look up their profile on the webpage.
The
secretary does a magnificent job of supporting the running of East Coast
Gestalt.
As
with any job, there needs to be an on/off boundary where it is clear when
someone is on duty and therefore responsible in their role, and when they are
off duty. If she is on a lunch break, please respect her space. She is not
available to do tasks such as photocopying – she can show you how to do
that yourself.
She
is generally at work from 9-5.
If
you are starting 1st year, this is especially relevant. But its
never too late to act.
Over
the course of 4 years you are going to write probably about 35,000 words. Now
if you type at 70 words a minute, thatÕs about 3 hours a weekÉtimes 36 weeks
times 4 = 5,180 hours.
If
you type at 35 words a minuteÉÉ thatÕs 10,360 hours. If you type at 20 words a
minute, thatÕs even more.
So
if you learn the rather straightforward skill of touch typing, you can save
yourself thousands of hours over the 4 years. ThatÕs precious time! For a small
investment of effort, itÕs a pretty huge reward.
Yet
most people seem intent on clinging onto their resistance, pride and whatever
strange rationalisations they may have rather than shake off old habits.
Every
time you write something for your essays, you are either improving your typing
skills or you are reinforcing inefficient typing habits. Why not consider the
former?
Computers
these days are fast beyond any possible human input. To finger peck the
keyboard on a computer is like owning a Porsche and only ever driving it in
first gear.
DonÕt
fall into the trap of doing what you know because you never Ôhave timeÕ to
learn something different. Make the effort, and learn to touch type.
Just
think what you could do with those extra 5,000 hoursÉ..
There is a growing library of Gestalt books,
tapes and dvdÕs in the training room. Apart from 4th year trainees,
all borrowings must be returned within a month. One renewal is allowed. 4th
year trainees have 2 months. The books are a collective resource, and in order
to ensure they are fairly available to all it is essential you return books on
time.
A limit of 5 books can be taken out at any
one time.
All borrowingÕs and returns must be passed through the barcoder. If you do not
return your book through the scanner, it will not be registered as returned,
and you will still be held responsible for the book.
The library will be open during hours posted
on the door. At other times it will be locked.
There is a late fee of 50¢ per day per book.
There is never more than a month between training sessions, and if for some
reason you are unable to make a training session, you can arrange for someone
else to bring them in, or can phone or email to notify this, to request an extension.
There is no librarian to put the books back,
so you must return them to their correct place in the shelves.
If you have recommendations of books for the
library – please let me know, and I may put them on the order list.
The library is closed between December 15th and January 20th. All books must be returned by the December date. Thus no books can
be taken out after 15th November.
We have a subscription to the Gestalt Review
and the British Gestalt Journal, and a cd of all past issues.
Online research
Distance
students
They will have to be returned by the due date – posted back if
necessary at the studentÕs expense.
It
is a requirement of the course that you have an email address, and most people
have their own connection to a server alongside this. However, research on the
internet can often be slow on a standard connection.
You
can order Macintosh equipment directly from Apple using our educational
discount. Go to:
and type in Lismore, choose East Coast Gestalt.
The
first aid box is kept in a cupboard in the Kitchen, above the fridge. The
cupboard is clearly marked.
Three
zones: middle, inner and outer. You are on more solid ground when you report
your experience in terms of sensory perceptions, or body sensations. As soon as
you move to middle zone, things get much more blurry.
You
will hear it many times from trainers in this course: separate out thinking and
feeling, middle and inner zones.
It
is so easy to manipulate the language of feelings, and of therapy, into a way
of blaming or projecting. So please, attend to the way you use language in the
course, with each other, and in the rest of your lives.
ÔI
feel abusedÕ
ÔI
feel shamedÕ
ÔI
feel disrespectedÕ
ÔI
feel rejectedÕ
ÔI
feel unmetÕ
ÔI
feel usedÕ
These
are blurry statements. They do have a great deal of feeling associated with
them, and there is definitely a unique experience associated with each
statement. These sentences communicate, but what do they communicate?
They
communicate hurt, pain, probably anger and sadness. Those are the feelings. You
can see they are not even mentioned here.
The
sentences above are actually incomplete. To complete them would probably sound
like:
ÔI
feel abusedÉby youÕ
ÔI
feel shamedÉby youÕ
These
are neither ÔIÕ statements, nor feeling statements. Another way to construct
the message is:
ÔYou
are abusing me.Õ
ÕYou
are shaming me.Õ
SoÉwhat
sounds like personal feelings statements are in fact accusatory statements!
ThatÕs
why they are neither responsible, nor therapeutic, nor sharing feelings.
I
advise against speaking in this kind of way. Here are some alternatives:
ÔI
feel abusedÕ ˆ
ÔI think your words are abusive, and I am really angry at youÕ
ÔI
feel shamedÕ ˆ
ÔWhen you speak to me in that tone of voice I feel shameÕ
ÔI
feel disrespectedÕ ˆ
ÔI consider that action disrespectful, and I want you to stop itÕ
ÔI
feel rejectedÕ ˆ
ÔI experience you pushing me away, and I feel hurtÕ
ÔI
feel unmetÕ ˆ
ÔI donÕt think you understood what I said at all, and I feel sad and aloneÕ
ÔI
feel usedÕ ˆ
ÔI think you are manipulating me by that statement, and I am very angry about
itÕ
A
great deal of the pain people carry is the result of aggression manifested in
the overstepping of boundaries.
Generally, aggression has a bad rap. A lot of socialisation is about
containing aggression; the child who bites other children is not seen in a very
good light.
In
Gestalt, we encourage the development of aggression. It is recast in a positive
light as life energy, necessary for engaging the world in a potent way,
allowing us to chew things over that come to us rather than swallowing them
whole/unquestioningly.
So
you will encouraged and supported to locate, feel and express your aggressive
energy. This is seen as necessary for the recovery of aliveness, vitality, and
the ability to meet others with all of who you are.
What
often happens in this process is that you get in touch with a lot of rage, the
result of healthy aggression which has been suppressed and locked away in the
mind or the body. At times this rage can become overwhelming, breaking the
banks so carefully constructed. It may emerge in ways which are familiar
– e.g. if you are prone to sarcasm thatÕs how it might come out. Or if
you use threats, then thatÕs how you might express it.
However
it comes out, it can be a good thing that you are no longer suppressing your
life energy, your aggression, your rage. Psychotherapy attempts to create a
safe container for this release to occur.
However
its complex, and its understand you understand something about this complexity.
Firstly
the effects of Ôcoming outÕ with your rage can be hurt and alienation on the
hurt part of others. People get restimulated and memories emerge about when
they been on the destructive edge of someoneÕs rage, often in a powerless
situation.
So
while you are encouraged to get in touch with your aggressive energy, its also
important that you take responsibility for the sometimes unintended
consequences of first doing this. This is not about blame, or ÔdonÕt do itÕ.
Its about getting that this is the territory.
Secondly,
its essential that you work hard to develop more skilful ways to be with your
aggression and rage. This is potent stuff, and the responsibility inherent here
is to lean ways to feel the feelings and express yourself ÔcleanlyÕ –
that is in ÔI languageÕ, with the kind of accuracy described above.
This
is a big ask – in rage we usually feel like anything but skilful. There
will be support in the program for the development of these skills, and you may
need to utilise a lot of support in your personal therapy to develop these
skills. An attitude of humility and learning is required here: a willingness to
both open the floodgates of feelings, and at that same time, learn new and more
respectful ways of expressing them.
Often
this can feel like a controlling and contradictory demand – be bigger,
but not too big. Express yourself strongly, but not too much.
This
is part of the challenge of psychotherapy training, and something you are
expected to come to grips with. Good luck.
How do you know how well you are
doing, how your learning is going? Most courses depend on exams and marks out
of 100 which are designed to give both you and the course organisers an idea of
your progression.
This course does not have regular
exams or the relentless stream of essays are part of a standard university
course. This reduces the external pressure somewhat, and means that you need to
take a greater degree of responsibility in terms of assessment.
To support you in this process
you will be encouraged to use a standard assessment/reflection sheet at the end
of each training session. By filling this in you have a chance to reflect on
your learning and assess yourself in terms of what you take with you out of the
session.
Your concept maps will provide a
means of assessing your understanding of topics covered; these will be
completed after each training session.
You can also assess yourself
according to the competencies. Remember, the emphasis is on you setting your
own learning goals, rather than just working to meet the trainerÕs
expectations.
Essays are a traditional form of
assessment of knowledge, and these are utilised as part of the course
structure. Each year there is a Graduate Diploma component of the assessment.
This contains tasks which will be marked, and which must achieve at least a
pass level. The general assessments will be marked on a Satisfactory/Unsatisfactory
basis, i.e. either you will get 100% or 0% counted towards your total for the
unit. Assessments for the
Graduate Diploma components must receive at least a 50% mark to pass, though
there would be concern if a trainee's average was consistently only 50%.
It is worth noting that assessment can be a
very emotionally fraught area. It is essential, in order for you to get
feedback, as part of your learning process. However, if the mark you get is
less that you expect, it can be natural for your response to be anything from a
loss of energy – disappointment, to hurt – a lack of the
recognition you feel you deserve, right through to rage – how dare the
marker give you a lower mark. If you have put a lot of effort in, you might be
disappointed if this is not recognised by the mark or comments you get. Another
issue that comes up is envy – other people get higher marks, and you
might think that you deserve as much as them, or simply be frustrated that they
seem to do better with apparently less effort.
All these reactions are natural. Underlying it
all is the universal need for recognition, approval, and unconditional love. In
a system where recognition and approval is conditional on performance, it can
be easy to personalise that and feel somehow lesser, unloved, unseen.
There is no answer or solution here. What is
possible is increased awareness, noticing feelings and thoughts, and bringing
those into dialogue. Self support is also essential, and a dose of humility
helps.
Self esteem
There are variety of potentially
problematic situations:
1. In
a satisfactory/unsatisfactory assessment type you receive an unsatisfactory
mark – i.e. fail.
2. In
a graded assessment you receive a mark below passing – i.e. fail
In these two instances, you are
asked to resubmit the assessment.
3. In
a graded assessment you receive a mark less than you expected or received
critical comments about your work that you found hard to listen to.
In all the above cases, people often feel hurt.
This can and often does translate either into a kind of self-defensive anger,
or into collapse: Ôstupid assessorÕ or Ôstupid meÕ.
Although understandable, these responses are
not particularly helpful in the learning process. It is important to be able to
take in feedback. To either reject critical feedback out of self protection, or
to swallow it and engage in self-denigration is obviously counter-productive.
You are not your work, and over-identification with it blocks growth.
So if you do find yourself in these situations,
the challenge is to be aware of your feelings and internal processes, and to
find ways to both support yourself and get external support. Therapy can help
to deal with your inner critic, discussions with the assessor may clarify what
is expected, and support from friends, fellow trainees or a tutor may be
necessary to develop your skills.
Sometimes the failing of an assessment
unleashes a great deal of rage against the assessor. It may be a reminder of
being assessed and Ônot found good enoughÕ in many other situations. It may
bring up feelings of
powerlessness. You may think the assessor is not really recognising the huge
effort you put into the assessment. You may expect the assessor to deliver the
fail in a particular kind of way, and be bitterly disappointed. You may
experience a sense of betrayal, where here is someone who you made yourself
emotionally open to, and they are delivering a large blow to you.
Such feelings do not need to be excised because
they are not rational, or donÕt fit into how a ÔgoodÕ student reacts. They need
support and a space to be heard. However, responsibility also goes with strong
feelings, and it is important they are not dumped or acted out in covert or
revengeful ways. Therapy is a good place to process any kind of intense and
overwhelming rage.
Type of Assessment
Assessment occurs through a
variety of means. Some are graded, receiving a mark out of 100. Others are not
graded, and simply have to be submitted, receiving either ÔSatisfactoryÕ or
ÔUnsatisfactoryÕ. Generally graded assessments will come with feedback, but if
you want more detail, please ask.
To submit your assessments, place
in the box with your trainers name in it in East Coast Gestalt hallway.
Your trainer will hand marked
assessments directly back to you.
Subjective and personal
The assessment of your personal
development is always subjective and cannot be measured in the same way as
theoretical knowledge. Twice a year there will be a formal assessment session
in which you will be asked to assess yourself, and to offer feedback to other
trainees.
This is a formally designated
time when people will give you their judgements. Generally in the group
simplistic judgements about the other person are discouraged; instead you are asked to look at yourself, and at the
interconnectedness of your experience of others. The co-created field.
So why switch to an assessment in
which you are asked to judge yourself, and be judged by others on a personal
level?
Because we all judge. Generally you are asked to bracket those judgements,
to allow space for other dimensions of experience to arise, and to give you a
chance to look at your own process. But the judgements donÕt necessarily go
away – they operate in the background. So this is a ritualised space
where those existing judgements can be brought into relationship in a way which
is succinct and fully owned. And where you have a clear choice on the other end
whether to take them in or not. And where they are delivered without a strong emotional
charge.
It is important that you neither
swallow what others say, nor reject it out of hand. Such judgements are mostly
projection, but there is always some grain of truth there, and you are asked to
consider that.
Please be aware that the
competences are not quantitatively framed. There are no 5-point scales, so when
you receive a competency it is simply in the form of a category. Further,
receiving 5 growing edges does not mean you are 5 times more incompetent than
someone who receives one growing edge. It just means you have been given more
detailed feedback.
Reiterating some of the skills
involved:
Giving feedback
1. Recognising
where you have judgements, and articulating them to yourself
2. Being
able to express them succinctly
3. Being
able to express them in an energetically neutral way
4. Owning
them as your judgements (rather than the ÔtruthÕ about the person)
5. Supporting
yourself to be able to say difficult/challenging things to someone
6. Being
able to identify your perspectives on someone else as projections
Receiving feedback
1. Being
open to hear someone elseÕs judgements
2. Being
able to chew over another personÕs judgements, to see what if anything fits
3. Supporting
yourself to hear challenging statements without reacting/collapsing
4. Being
able to see another personÕs judgements as projections, and not Ôthe truthÕ
about you
The fact that this happens in the
group openly and that everyone has an equal part of the process, creates a
ritualised form of support.
Final assessment on this level
will be by the trainer. The criteria will be in terms of how you interact in
group, and other demonstrations of your personal development. What is looked
for is self awareness of your strengths and growing edges, and an overall
personal balance in your ability to practice as a therapist.
Some people have fears that if they reveal some
of their more wobbly areas in group they may be assessed as not being up to
scratch in the area of personal development.
It is true that there may be things happening
personally which could prevent someone from being able to continue training.
But these will eventually surface in some form, so it is better to bring them
up in the supportive atmosphere of the group.
It is not so much the content of what comes up
that is evaluated, as the way each person deals with their personal issues.
What is being looked for is a trainee's ability to take responsibility for what
is happening to them and find both self support and ways to receive support
from others in order to grow from the experience.
Choice
You have a choice with the Book of Readings to
either construct concept maps or complete focus sheets. An example of the
format of one of these sheets is included in the appendix.
Each year you are presented with a list of assessment tasks. Whilst you
must complete these in order to pass, some of the tasks themselves are
negotiable.
So for instance, if there is an essay on differentiation, you must still do
an essay, and it must still be on the topic of differentiation, but you can
propose a different set of questions to address. It is advisable to negotiate
this as early as possible in the year, so you know exactly what you will be
doing as an alternative.
Yes, thatÕs right, you can choose whatever mark you want for an
assignment! If you want to do this, let your trainer know when you submit it.
Then if it is not up to that mark, they will let you know what you need to do
to improve, and you can resubmit your assessment. You can continue to do this
until you reach your target.
Non-discrimination
If you have a disability of some type, please inform us and we will find
assessment methods to suit your needs. This might include such things as
dyslexia.
If there are other major impediments to your being able to meet the
assessment requirements, these can be discussed and should be raised at the
start of the year, or as early as possible.
At-risk
If you fail/do not submit more than 50% of your assessments in the first
semester, you will receive a letter warning you of your Ôat-riskÕ status within
two weeks of publication of your results.
There is nothing so easy but that it
becomes difficult when you do it reluctantly.
-
Afers
It is a phenomenon in learning
institutions that students will often leave assignments until the last minute.
This is a matter of personal choice. Some people need the motivation of an
urgently looming deadline, others prefer to do things in advance, saving the
stress.
Unfortunately this can become a
kind of a game, where students frequently ask for extensions, and leniency is
or is not shown. There are an infinite variety of creative excuses which
students generate in order to justify extensions.
There clearly need to be some
boundaries, not only for the sake of those doing the assessing, but also for
professional reasons. Meeting deadlines is a professional requirement in the
course of running a practice, and is both a skill and a habit.
If students take responsibility
for getting their work in on time, well and good. If however they donÕt the
institution faces a dilemma – does the student get penalised in some way,
or does the institution show Ôa human faceÕ and understand the wide variety of
circumstances which ÔariseÕ such that an assessment is not submitted on time.
This late/excuses/leniency to-and-fro between student and institution can
be time consuming and tiring.
Ultimately, from a Gestalt point
of view, things donÕt ÔhappenÕ so much as they are the result of choices. Some
people choose to submit late.
Thus with a lot of thought, the
policy of this institution is as follows.
¯ Deadlines
for all assessment items are clearly set out in the accompanying schedule. It
is the responsibility of trainees to note what is due when, and submit it on
time. It is strongly recommended that trainees follow these dates, as there are
two types of consequences if they do not do so.
¯ The
first are personal consequences: assessments will tend to pile up; this often
creates stress and tends to lead to cramming, poor quality of work, or
sometimes failure to submit all required assessments as the number of
assignments due can start to become overwhelming.
¯ The
other consequences are institutionally imposed. There are two final dates each
year which are non-negotiable. All assessments due in the period preceding
these dates must be submitted by those dates or they will automatically fail. This
is non-negotiable, so please do not ask for extensions or exceptions. This eradicates completely the abovementioned
request-for-extensions game.
¯ The
two dates are 18th June and 29th October (midnight to be
precise). If assessments are delivered after hours, they can be placed in the
mailbox in front of the office.
¯ These
deadline dates are not relevant for seminar presentations, which must be
presented on the dates assigned, as there is no space otherwise in the
schedule.
¯ The
deadline date for study group hours – Oct 29th – is
fixed. Study group hours are designed to accompany the learning during the
year, and cannot be extended. To not do so will jeopardise your progression to
the next year.
¯ The
dates for the two evaluation sessions are provided in your schedule. In order
to pass the year, you must pass the personal evaluation from the trainer, and
thus attendance at these two sessions is compulsory.
Having a clear structure, you are
now free to make your choices within this. It is the hope of this institution
that you will not sabotage your progress. The probability is that in the
process of working on your assignments, something will go wrong. Your computer
will crash, your dog will die, your kids will develop a crisis. If you plan for
this by working to the suggested submission schedule you will have enough time
up your sleeve if/when this happens. If you choose to leave everything until
the day before the final due date, the likelihood is that you will run out of
time. Please donÕt ask for an extension, as this is one place where there is no
flexibility.
Gestalt = awareness ¥ choice ¥
responsibility.
What if you do not submit an assignment by the final deadline date, and
therefore receive an automatic ÔFailÕ?
You will need to re-enrol in the relevant assessment. The cost of doing
this is $65 per assessment. You then have until the next Absolute Deadline date
to submit it. It is wise not to let this happen with a number of assessments,
as the cost can obviously add up.
If you wish to continue training in the following semester you must re-enrol in the failed subject; this does not
involve attending class, but requires submission of the assignment. The
additional fee must be paid before commencement of training.
The three subjects where reenrolment is not accepted are seminar
presentations, study group hours and therapy hours. These must be completed by
the dates specified. The therapy vouchers will no longer be redeemable after
the 1st November.
If you do not take the suggested deadlines seriously, and you leave things
until the last minute, it becomes harder to submit by the absolute deadline.
The consequence can be a financial cost in terms of re-enrolment. This can also
lead to an emotional cost: the rules are clear, but people still become
resentful at the extra cost.
For all these reasons, it is strongly recommended that you manage your
study schedule such that you complete all assessments by the dates due.
After each deadline date, if there are unsubmitted assessments, you will
receive a re-enrolment form along with an invoice for those subjects. i.e.
after 18 June and 29 Oct.
Please note, that to pass any given year, all assessments must be
submitted.
Some of aspects of your
development are easier to measure than others. Theory can be tested, skills can
be demonstrated. However holistic practice as a therapist requires not just a
set of skills/techniques, but also an attitude or state of mind. This sets
Gestalt apart from technique-driven therapies.
A list of competencies linked to
your learning this year are provided in the appendix. To be a competent Gestalt
practitioner you need to eventually be competent in all these areas. This is
not expected to happen all at once.
Please note that the list
represents the parts out of which the whole therapist is built. The whole is
greater than the sum of the parts, and none of these competencies are complete
in themselves - they all interact. The reality of being a therapist is
ecological; a question of balancing skills and knowledge, and applying them
with compassion. The list is not final – itÕs always a work in progress;
suggestions for inclusions are welcome.
The chart in itself is not a lot
of use. It only has meaning as you personally apply it - understanding what the
words-on-paper mean to you, and using them as frameworks for your development.
Your ongoing task is to identify
which areas you need to develop in, and take responsibility for these. Pick
four or five at a time. If you are not sure which are most important, ask for
feedback from your peers or from the trainer. (Partners or close friends are
pretty good at giving feedback in terms of your personal competencies which
need attention!)
Its worth going through the chart
monthly or even weekly to look at how you are doing. Over the years you will
find that you deepen your understanding and application of each competency.
All
trainees are asked to reflect on their experience, and expected to be open to
and willing to receive feedback about their strengths and growing edges.
You
will receive a printout of your results in early November. The transcript will
detail results for all assessments (either a grade, or satisfactory/
unsatisfactory), and summaries of total grades for both Graduate Diploma units
(as relevant for that year) and East Coast Gestalt assessments in terms of
attendance, personal development and all other items such as concept maps and
reflection forms.
The
points listed for each Grad Dip unit result from each assignment which you
pass. So if there were 8 assessments for lets say the GDGT01 unit over the 4
years, and you had 2 in first year then it works like this:
Total
for the entire Grad Dip = 48 points = 6 points per main topic. If the 8
assessments are equal in value (which is not always the case), then you would
get 6/8 = .75 credit points for each assessment passed, regardless of the grade
you get. So you might get two high distinctions, or two passes for those
assessments in the first year, but either way you would still get .75 + .75 =
1.5 points for GDGT01 in the first year.
There
is a listing of both total credit points earned for all units covered in that
year, and total credit points earned to date. In first year obviously these are
the same. In subsequent years they will be different.
You
will also have displayed the number of hours of training, therapy, and
supervision.
There
is a complex system of combining satisfactory/unsatisfactory scales and graded
scales to end up with a total grade for each unit. This can be explained to you
upon request.
One
of the most significant aspects of the training are your personal therapy
hours. This is where you get to see first hand how Gestalt therapy works in
action within the intimate realities of your life. Getting real value out of
therapy requires a commitment to the process.
As
a trainee we expect of you a high level of motivation, far more than someone
from the general public. You need to make time not only for the session but
also to create space and room around the work in your life so that you can
process and integrate. Each
session requires a contract from both you and your therapist, but more
importantly so does your relationship over time.
Sometimes
people shop around, continuing to see a multiplicity of therapists, often in
the same week. This does not work very well; truly deep and meaningful work
requires a relationship with your therapist. Your therapist needs to have a
relationship with you and your process. Significant issues and the transformative
potential within them require long term engagement from both of you. In
order to build a dialogical relationship, work through developmentally
reparative issues, and explore transferential phenomena you must establish
a bond with your therapist beyond a mere working alliance. Seeing a therapist
is not like having a physical check up at the doctor or working out a program
with your trainer at the gym.
Sometimes
people delay completing their therapy hours, so towards the end of the
year there is a cramming of sessions that will only do a disservice to you, and
the therapeutic contract as well. Once you have established rapport
with a therapist it is a good idea to see them on a regular sequential
basis.
Some of the reasons for the personal
development work on a one to