Group-Analysis and Education in Psychological Academic Training

Abstract

The aim of the paper is to present an integrated model of training groups (from median to large group) which can afford an useful instrument in psychologist’s academic education, decreasing the distance between theory and practice inside the university programs. The model proposed integrates methodological knowledge and relational experience using median and large groups as real contexts for training. Qualitative research methods like textual analysis can demonstrate the validity and efficacy of a group-oriented professional education. Using T-LAB, researchers can find if the group-analytic way to think psychologist’s academic education demonstrates efficacy and is coherent with the theoretical expectations of the training staff. Results confirm that the model of training groups facilitate the passage from a cognitive and conceptual learning to a personal one (a real embodied knowledge, as Varela quoted). In such group setting is activated a process of knowledge founded on emotional and relational experiences. Culture and knowledge can grow together if educative methodology offers the possibility to apply theory in a real context with a deep, well-controlled personal implication. Moving from individual study to a group experience, the student is pushed through a new experience in which he looses his landmarks and reach new personal and professional skills. Experiential Groups can be a response to the lack of applied learning in psychologist's formation. They offer an occasion for experiencing relations between self and other in a non-directive group, in which students can learn about themselves and also about a model of psychological work though the group setting.