Articole

Ivanka BONCHEVA
Department Psychiatry and Medical Psychology,
Medical University – Varna, Bulgaria

Abstract
The psychoneuroimmunology, the new brain science and the endocrinology today show a lot of results, with which symptoms are better to understand. The psychotherapeutic practice shows the ways to influence them by encoding the levels of bounding between the physical symptom and the psychological condition. The aim of the study was to show the encoding of the psychosomatic arc within a real psychotherapeutic contact. 59 psychotherapeutic cases are followed. 33 of them were with somatoform disorders and 26 with chronic psychosomatic diseases. Every patient has minimum 12 psychotherapeutic sessions. The treatment is provided on the base of the 5 levels model of the positive psychotherapy.

We ascertain the following:

1. The most significant moment in the arise of such symptomatic is the gained past experience – “vital concepts”; “coping strategies”;
2. Unlocking moment for the arise of the affection is the fixed emotion – fear, aggression or depression, specific for the particular morbid pictures;
3. Showing the connection between symptom and fixed emotion by the technique “positive interpretation”, which unlocks the process of changing

This shows that the psychotherapeutic help is possible only if the patient rethink the psychosomatic arc. Showing the connections between the content of the unconscious, the fixed emotion in behavioral models and the symptom gives the impetus to change.

Keywords:
Psychosomatic arc; connection between unconscious – fixed emotion – symptoms; positive psychotherapy

Dr. Maksim GONCHAROV, MD, PhD, psychiatrist, psychotherapist
Board member of the World Association of Positive Psychotherapy (WAPP)

Abstract
Most examples of countertransference found in literature, refer to the perceived emotional reactions of the therapist, and unconscious components are considered in terms of transitory „blind spots”, which may be worked through by gaining awareness of the emotional reactions. Previously, the term „countertransference”, as psychoanalytic in origin, used primarily by psychoanalysts. However, now it is recognized by many schools of psychotherapy and applied much more widely. Today there are two opposite approaches to the concept of countertransference. The first approach can be called „classical.” It is characterized by the concept of countertransference, regarded as an unconscious reaction of the psychoanalyst to the transference of the patient. The second approach is called „holistic». In it’s light the countertransference is a common emotional reactions of the therapist to the patient in the treatment situation. Despite the fact that the concept of transference and countertransference is about 100 years, the operationalization of these phenomena remains largely insufficient. In our work of the analysis of countertransference, we rely on the theoretical concepts borrowed from Positive Psychotherapy after Nossrat Peseschkian (1968). According to his concepts, there are four channels to investigate the reality:

1. By means of feelings (emotions, feelings);
2. By means of reason (thoughts, impulses);
3. By means of tradition (associations, memories);
4. By means of intuition (imagination, fears, expectations).

Keywords:
countertransference, operationalization, positive psychotherapy, balance model.

Traducere după Nossrat PESESCHKIAN
din volumul Congresului de Psihoterapie „Perspectiva“ de la Basel, 2001

Rostul unei ideologii a unei conceptii despre lume ca si a religiei este sa-i constientizeze omului valorile , scopul si sensul vietii, pe cand stiintele exacte cauta si gasesc explicatii pentru legitati.

Daca Religia si Stiinta intentioneaza intr-adevar sa-i fie de folos omului, ar trebui sa se complecteze si sa formeze o unitate. Religia nu inlocuieste Psihoterapia si Psihoterapia nu este loctiitoare de Religie.Religia nu este o nevroza, ci o Bioza: poate folosi si poate dauna.

An exploration of boundary issues between teachers and students of psychodrama and drama therapy

Eva LEVETON

This article discusses the widely announced, but seldom clarified, difference between teaching and doing therapy. If the student is learning to do drama therapy or psychodrama by practicing these techniques, for example, can the teacher be accused of doing therapy? If the student makes changes in her life because of her work in the classroom, has she been therapized?

Gabriela HUM
Positive Psychotherapist
International Trainer of Positive Psychotherapy
President Romanian Association of Positive Psychotherapy

A good traveler has no fixed plan, and is not intent on arriving. – Lao Tzu

Multicultural seminars and workshops are challenging and growth experiences for trainers. As a trainer I was taught communication skills: verbal, non-verbal, para-verbal, and also to be attentive to different sensations, to “feel” what is happening in the group, with people: hearing, touching, and seeing. I learnt how to interpret all the information received from the outside world – from the training room and trainees, and I was pretty sure that it would be the same in other cultures like it is in my country, but it was not true and when I realized this, my own process of learning and self discovery started.

While challenges remain, Tom WARNECKE explains that it is becoming easier for UK psychotherapists to work in Europe.

An increasing number of psychotherapists migrate between European countries, but getting to grips with variations in psychotherapy regulation across Europe can be confusing. So far, ten countries out of 27 have established some form of statutory regulation for psychotherapy. Some of them (Germany, Italy, Sweden, Netherlands) have restricted the practice of psychotherapy to psychologists and medical doctors. Others (Austria, Finland, Romania) have established legal frameworks that recognise psychotherapy as an independent profession. And efforts are being made to make it easier for psychotherapists to migrate or work temporarily in other EU countries.