Search

The author examines working with groups on-line from a Gestalt therapy perspective, an integrated therapeutic approach. The growing occurrence of the therapeutic group online setting brings the need to reconsider clinical tools to use bodily processes in the therapeutic relationship. This article provides a detailed and nuanced consideration of embodied process on-line and offers a practical and useful framework for clinicians, from a phenomenological, aesthetic and field oriented epistemological ground. In the on-line therapeutic group consideration needs to be given to the way embodied vitality can be engendered as supports for contact between members. Vitality is supported through a renewing of attention to the lived body as a support for spontaneous interactions, yet care is required in the on-line domain as there is a tendency towards disinhibition. The author explores how the relational grail of on-line therapy is an inter-embodied experience. This can be supported by the therapist cultivating an embodied presence, accompanied by an intentional disposition to wander with wonder as a way of surrendering to the unknowing of the virtual between. Such an orientation includes the therapist adopting an embodied hermeneutic phenomenological approach in group work that supports the co-creating of meaning between members in this trans-subjective situation. [ABSTRACT FROM AUTHOR]

The article focuses on the description of the action research project from two different senior leadership group, the higher education institute Learning for Life University and Homes for Everyone. It mentions that the focus of the action research at Homes for Everyone was to develop the necessary supports for a conversation between one director who is resisting the challenges posed to his division. It includes suggestions which can be considered by organization development (OD) consultants.

The article discusses aspects of group development process and its efficient facilitation using a relational model which depends on the group, maturity, and tasks. It says that the model has three phases such as connection and contacting, challenging and confrontation, and creation and commitment. It states that through action learning sessions, facilitators can enhance learning through genuine inquiries to phenomenological experiences of people, invitation of reflections, and reflexivity.