The Rhythm of Psychotherapeutic Attention: A Training Model

The Rhythm of Psychotherapeutic Attention: A Training Model The Rhythm of Psychotherapeutic Attention: A Training Model LESLIE A. TODRES In training students for the practice of individual adult psychotherapy, I have found myself challenged to look naively at some of the ways that a psychotherapist may be present during his moment to moment contact with his/her client. This article will describe four phases or emphases of the psychothera- peutic stance which together form a rhythm or continuum of interaction. Although these modes of being overlap and may implicitly carry elements of each other, I have found that the categories are discrete enough that inexperienced therapists may consistently recognize the movement from one emphasis to another, both in themselves and by watching videotapes of colleagues. In this way, the model has served as a meaningful scheme in group supervision for considering both personal style and client needs. Although the four emphases of interaction may be behaviorally recog- nized, their teaching value rests most crucially on the fact that students can differentiate each modality by noticing their own focus of attention in the psychotherapy session. Once they are able to recognize the "inner feel" or quality of these gestures, they have a valuable range of experien- tial referents http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Phenomenological Psychology Brill

The Rhythm of Psychotherapeutic Attention: A Training Model

Journal of Phenomenological Psychology, Volume 21 (1): 32 – Jan 1, 1990

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Publisher
Brill
Copyright
© 1990 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0047-2662
eISSN
1569-1624
D.O.I.
10.1163/156916290X00100
Publisher site
See Article on Publisher Site

Abstract

The Rhythm of Psychotherapeutic Attention: A Training Model LESLIE A. TODRES In training students for the practice of individual adult psychotherapy, I have found myself challenged to look naively at some of the ways that a psychotherapist may be present during his moment to moment contact with his/her client. This article will describe four phases or emphases of the psychothera- peutic stance which together form a rhythm or continuum of interaction. Although these modes of being overlap and may implicitly carry elements of each other, I have found that the categories are discrete enough that inexperienced therapists may consistently recognize the movement from one emphasis to another, both in themselves and by watching videotapes of colleagues. In this way, the model has served as a meaningful scheme in group supervision for considering both personal style and client needs. Although the four emphases of interaction may be behaviorally recog- nized, their teaching value rests most crucially on the fact that students can differentiate each modality by noticing their own focus of attention in the psychotherapy session. Once they are able to recognize the "inner feel" or quality of these gestures, they have a valuable range of experien- tial referents

Journal

Journal of Phenomenological PsychologyBrill

Published: Jan 1, 1990

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