Jim presented two contrasting but complementary styles of engaging in the therapeutic relationship with couples, and explored the challenges that this type of work presents for counsellors and psychotherapists.

Focussing on the work of Parker J Palmer this third session will consider the integration of soul and role. How many educators leave themselves at the classroom door, only to rely on technique and policy initiatives to shape how they work with students. Often we ask what is to be taught, and occasionally how to teach. Rarely are teachers encouraged to consider why they teach and fewer to consider who it is that shows up to teach. Re-connecting with an early sense of vocation, clarifying core values and living out who we are in relationship with students, is new territory for many contemporary educators.

Noel shared his experience of working with couples where one or both has issues of addiction or co-dependency. Where one or both may be in formal recovery groups such as AA or where one or both is in denial of their need for support into recovery from addiction or co-dependency. What is the impact of denial, trauma, cross-addiction, co-dependent loss of the victim-caretaker role?

In this interview Richard talks about how TA has helped him run his own business successfully and how he uses it when coaching and delivering organisational change.

Richard is a business coach, best-selling author, hosts a weekly business radio show and has been awarded Accredited Teacher status at Cranfield University. He has taught TA skills to executives and managers and used TA to benefit hospitals, SME’s, charities and single-handed businesses. His secret mission is to write a whole book about Physis, and he’s started with chapters about it in his books Bouncing Back and Riding the Rocket.

Clifton Supple is Clinical Director of Physis Quantum (www.physisgroup.co.uk) recently established in Shropshire to work with children and young people who present a complex range of emotional needs, inappropriate / harmful sexualised behaviours, attachment disorders, abuse reactive behaviours and trauma.

He is intending to discuss the culture that been developed upon an explicit commitment to a whole team approach focused upon the integration of therapeutic care, educational provision and clinical components to maximise the opportunities and outcomes for the young people they support.

In this discussion Frances is looking forward to sharing some of her experience working in GP surgeries offering short term counselling of up to six sessions.

As part of the discussion Frances will consider some of the demands on the practitioner to work within a short term contract and how we might meet these. And Frances will also take some time to think about how TA theory informs and supports short term counselling work.

In this interview, Mark will talk through some of the findings from his research on the outcome of TA Psychotherapy for depression, which demonstrate that TA can be an effective therapy for depression.

Mark’s vision is for TA to be recognised as an evidence-based therapy by 2020, he is also looking forward to talking about a systematic research strategy for the TA community and a series of small-project research ideas which can be taken forward to build the evidence base for TA therapy.

In this discussion, Andy considered the changes that have taken place between the definitions of Post Traumatic Stress Disorder in DSM-IV and DSM-V, and the ways in which this may inform our thinking about treatment of trauma as practitioners.

We discussed a triage approach to trauma, and looking at the importance of stabilisation as the initial treatment intervention, prior to further integrative work. We then discussed differing treatment modalities and what they may have to offer the practitioner and client in the treatment of trauma.

Education is always taking place in context which in turn shapes how individuals make sense of themselves as intelligent, capable, competent and worthwhile, or not.

Our experience of being schooled can be profoundly important in terms of shaping personal script and which reverberates into adult life and career.

In this workshop, Mark presented the findings of his research on the outcome of TA Psychotherapy for depression, which demonstrate that TA can be an effective therapy for depression, and will demonstrate a method of conducting case study research, which is accessible yet rigorous.

In this interview Lin talked about the theory underpinning the work that she does in therapy groups and the practical questions to think about when setting up a therapy group.

We began the series with the concept of natality – birth. Invariably overlooked by its more familiar partner – mortality – the importance of natality is most present in the process of education. Natality is all about renewal and what more obvious a way does a society engage in renewal but through how it educates the next generation.

We looked at the features of natality, the principal writers and its link with education. We also focused on the Cycle of Development as a powerful educational model. Based on the early work of Pam Levin, extended by Jean Illsley Clarke and Connie Dawson, we considered how development is essentially cycle of renewal spanning a lifetime.

One of the questions that Onlinevents focuses on is “What’s this all about?”

What a great question! I guess as a practitioner we all work with clients whose approaching session fills us with a sense of dread, fear or resistance.

Working as a psychotherapist both in secondary care NHS and in private practice I am really interested in how we work with these “complex” clients and what is stirred in us, either individually or as a member of a clinical team.

Touchstone and Talisman: The Living Grid, is a synthesis and progression of several TA theories and maps, incorporating concepts from other modalities, into a highly accessible yet complex touchstone for individuals and professionals at all levels of training and development.

In this interview we explored the application of the material in a wider context both personally and professionally for assessment, diagnosis, reflective self supervision and individual and group supervision and ultimately personal development.