Dr. Maksim GONCHAROV, MD, PhD, psychiatrist, psychotherapist
Board member of the World Association of Positive Psychotherapy (WAPP)
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:
- By means of feelings (emotions, feelings);
- By means of reason (thoughts, impulses);
- By means of tradition (associations, memories);
- By means of intuition (imagination, fears, expectations).
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
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?
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.
Ivan O. KIRILLOV, Russia
In this research we analyze experience and effectiveness (impact on psychotherapeutic practice) of supervision in positive psychotherapy training. The method we use for supervision has been designed according to a five – stage model (Braeuer H.G., 1997), adapted from the five stages ofintervention in Positive Psychotherapy (Peseschian N., 1987). This technique is based on the concept that the professional difficulties of a therapist are intimately associated with the key to the solution of the patient’s conflict. This key leads to the discovery of what the actual capabilities are, to why they are involved and to how the balance has been lost. This approach allows one the opportunity to establish dynamic equilibrium in life and to make progress toward the development of deep conscious identity and emotional maturity.
Positive psychotherapy, supervision, effectiveness
M.Phil., Dipl.-Psych. is Psychological Psychotherapist and board member of the International Center for Positive Psychotherapy (ICPP), Wiesbaden
Christian Henrichs (2007). Supplementary Approaches – Positive Therapy. Deutsches Ärzteblatt. Psychologische Psychotherapie. Deutscher Ärzte-Verlag. Köln
As Response to: Sonnenmoser (2007). POSITIVE PSYCHOTHERAPIE: Positive Emotionen, Engagement und Lebenssinn. Deutsches Ärzteblatt. Psychologische Psychotherapie. Deutscher Ärzte-Verlag. Köln
Translation from German:
The contribution of Dr. Sonnenmoser informs very well about both „positive” approaches to psychotherapy like they were developed by Martin Seligmann in the USA since the early 90s years and Nossrat Peseschkian in Germany since the late 60th. Both approaches share a positive, i.e. resources and growth-oriented perspective that they strive for a reasonable etiology and academic evaluation of treatment. Besides, both stress the meaning of „virtues” (with Peseschkian’s „actual capabilities”) like politeness, justice or hope. I see an important difference first in the respective traditions: Peseschkian developed his method from the psychodynamic practice which was at that time in its mainstream predominately deficit- oriented and had long duration of treatment.
Psih. Drd. Gabriela HUM URSACHI & Psih. Ruxandra ILEA
The 4 area are a good instrument not only for psychotherapy but also in organizational settings. We use it to assess and modify teams or/and individual motivation during the team building training, in order to make organizational diagnosis during the leadership training in order to teach leaders to observe and work better with their team.
We worked with 56 leaders who attended the Leadership Program organized by Sales Consulting HR Company. They are head of departments and team leaders of Production Department in two multinational factories in Romania.
We want to present how the 4-areas rhomb can help leaders to discover team motivation at the job.