It is highly important that the group have a common set of guidelines within which to work, a common understanding. In the absence of such guidelines, the training process would be affected to the point of becoming ineffective.
Although timekeeping needs to be maintained to a specific standard, I could not give an accurate figure as to what is acceptable and what is not. However, when the point comes that timekeeping begins to affect the group's progress, the issue would need to be addressed. My feelings around this also extend to attendance issues, however, attendance is monitored via tutors and it is a course requirement to meet a specific number of hours training. The responsibility thus rests with each group member.
To avoid listing each personal boundary issue point by pont, I summarise: I have concluded that the classroom environment is no substitute for the ideal therapeutic relationship. Whilst the ideal conditions may be attempted to be recreated, within such a large and diverse group this is only partially achieved, there are many variables involved.
For me the classroom environment is perhaps a 'test area'. However, it is unlikely the I will be wholly convinced that this is the appropriate place for therapeutic change. My view of this bears relation to the effectiveness, understanding and clarity of the group contract which is the bedrock of the relationship.Page 1 | Page 1 | Page 10 | Page 11 | Page 12 | Page 13 | Page 2 | Page 2 | Page 3 | Page 3 | Page 4 | Page 4 | Page 5 | Page 5 | Page 6 | Page 7 | Page 7 | Page 8 | Page 8 | Page 9 | Page 9 |
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