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The Narratives Which Connect… The Narratives Which Connect… A Qualitative Research Approach to the Narratives which Connect Therapists’ Personal and Private Lives to their Family Therapy Practices Per Jensen Doctorate of Systemic Psychotherapy awarded by the University of East London in conjunction with the Tavistock Clinic, 2008. ITHAKA As you set out for Ithaka hope your road is a long one, full of adventure, full of discovery. Laistrygonians, Cyclops, angry Poseidon - don't be afraid of them: you'll never find things like that one on your way as long as you keep your thoughts raised high, as long as a rare excitement stirs your spirit and your body. Laistrygonians, Cyclops, wild Poseidon - you won't encounter them unless you bring them along inside your soul, unless your soul sets them up in front of you. Hope your road is a long one. May there be many summer mornings when, with what pleasure, what joy, you enter harbours you're seeing for the first time; may you stop at Phoenician trading stations to buy fine things, mother of pearl and coral, amber and ebony, sensual perfumes of every kind - as many sensual perfumes as you can; and may you visit many Egyptian cities to learn and go on learning from their scholars. Keep Ithaka always in your mind. Arriving there is what you're destined for. But don't hurry the journey at all. Better if it lasts for years, so you're old by the time you reach the island, wealthy with all you've gained on the way, not expecting Ithaka to make you rich. Ithaka gave you the marvellous journey. Without her you wouldn't have set out. She has nothing left to give you now. And if you find her poor, Ithaka won't have fooled you. Wise as you will have become, so full of experience, you'll have understood by then what these Ithakas mean. Konstantinos P. Kavafis (1911) ii Acknowledgments In many ways, it has been a lonely business to carry out this research project and to write the thesis. However, it had not been possible at all without support and encouragement from many people. I want to thank some of them here. First, I want to thank the Head of Diakonhjemmet University College in Oslo, Norway, Einar Vetvik, for his support from the first day the idea of doing a doctorate at Tavistock Clinic came up. I wish to thank the new Head, Harald Askeland, for continuing to support my project. The same kind of support came from the head of the department in which I work, the Department for Continuing Educa- tion, Karin Kongsli. Thanks also go to the entire “Tavi-group” from Diakonhjemmet University College, including the late Roar Flatebø, Håkon Hårtveit and Anne Øfsti. Without them, there would never have been a doctorate at Tavistock for me. Meeting other students at the M 10 program at Tavistock Clinic has also been a pleasure and an inspiration. Other colleagues, such as senior lecturer Einar Aadland, Kirsten Schou and Jim Sheehan have commented on the work and supported me. Without Kirsten, this thesis would be much more difficult to read. Thanks to her for helping me to write proper English. The library at Diakonhjemmet University College with Hilde Trygstad and Margit Aalrust has been most helpful in encouraging me to ask for everything I have needed in the way of articles and books. Professor in social anthropology at the University of Trondheim, Solrun Williksen has for many years shown me her support and has read parts of the draft and given important advice. A spe- cial thanks to my many good friends and especially the “Lorry-gang” with Hans-Petter Jacobsen who not only has given his support, but also read and commented on parts of my writings. The Tavistock Clinic and staff need to be acknowledged for including me in with this research project. That includes David Campbell and Charlotte Burck who has always has been constructive in their comments. I have had the pleasure of having two supervisors. Bernadette Wren has been able to listen and give challenging comments to this research project. Arlene Vetere has been there all the time. Without her support, ability to see new possibilities and constructive feedback there had not been any doctorate. I owe my deepest gratitude. My family, with Lars and Ida, has been supportive all these years. Inger has been my dedicated partner and inspiration. However, the participants’ generosity and confidence is the cornerstone in this project. My deepest thanks go to all of them. Per Jensen, Diakonhjemmet University College, December 2007 iii Contents Acknowledgments ......................................................................................................................................... iii Abstract .......................................................................................................................................................... x Preface and Reader’s Guide .......................................................................................................................... 1 SECTION A: INTRODUCTION, LITERATURE REVIEW AND METHODOLOGY ............................... 3 ORIENTATION TO CHAPTERS 1 - 4 ........................................................................................................................ 3 1. INTRODUCTION TO THE RESEARCH PROJECT .................................................................................. 3 “EVERY SCHOOLBOY KNOWS…” ....................................................................................................................... 3 Eggs ............................................................................................................................................................... 4 THE THERAPIST’S FAMILY OF ORIGIN ................................................................................................................. 5 The Pattern which Connects .......................................................................................................................... 6 FRAMEWORKS THAT FORM THE BACKGROUND FOR THE PROJECT ...................................................................... 6 The Current Situation in the UK and the USA ............................................................................................... 7 The Current Situation in Norway .................................................................................................................. 9 TERMINOLOGY .................................................................................................................................................... 9 The Scientific Language .............................................................................................................................. 10 Constructivism ............................................................................................................................................. 10 Context ......................................................................................................................................................... 11 Circular epistemology ................................................................................................................................. 12 Meaning ....................................................................................................................................................... 14 Narratives which connect ............................................................................................................................ 14 The Personal and the Private ...................................................................................................................... 15 SUMMARY ......................................................................................................................................................... 15 2. LITERATURE REVIEW ............................................................................................................................... 16 INTRODUCTION ................................................................................................................................................. 16 THE LACK OF RESEARCH ON INCLUDING THE MEANING OF THE THERAPIST’S PERSONAL AND PRIVATE LIFE IN PSYCHOTHERAPY .............................................................................................................................................. 17 The Theoretical Examination of the Therapist’s Role in Psychotherapy .................................................... 17 Psychotherapy Research .............................................................................................................................. 19 The Relationship between Research and Therapy ....................................................................................... 21 Evidence-based Research ............................................................................................................................ 22 Evidence-based Practice ............................................................................................................................. 22 The Scientist Practitioner Model .............................................................................................................................. 23 How Can We Understand what “Works”? .................................................................................................. 25 The Therapeutic Relationship and What does the Therapist Bring? ........................................................... 28 Summary .....................................................................................................................................................
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