Sachs D M, Shapiro S H
Psychoanal Q. 1976 Jul;45(3):394-415.
Using the format of a continuous case conference, the authors demonstrate that the therapist-presenter develops unconscious identifications with the patient which are especially intense when difficulties (resistances) arise which he cannot resolve. The presenter then enacts these identifications in the seminar giving rise to responses from the seminar members which repeat the difficulties of the therapy. These parallel processes can be made explicit by eliciting the empathic responses of the seminar participants. By interpreting these parallelisms the authors have evolved a teaching methodology which, like therapy itself, provides an emotionally based learning experience for the participants.
作者采用连续病例讨论会的形式，证明治疗师在主持讨论时会与患者形成无意识认同，当出现他无法解决的困难（阻抗）时，这种认同会尤为强烈。然后，主持者在研讨会上表现出这些认同，引发研讨会成员的反应，这些反应重复了治疗中的困难。通过引发研讨会参与者的共情反应，可以使这些平行过程变得清晰明了。通过解读这些平行关系，作者发展出一种教学方法，这种方法与治疗本身一样，为参与者提供了基于情感的学习体验。
