Learning about emotions: the Tavistock approach

Article


Rustin, M. 2003. Learning about emotions: the Tavistock approach. European Journal of Psychotherapy & Counselling. 6 (3), pp. 187-208.
AuthorsRustin, M.
Abstract

This paper examines the recent emergence of emotions and their regulation as a topic in the social sciences. It suggests that methods of emotional learning which follow from this interest need to be specific to the different occupational contexts in which work with emotions takes place. It describes
the conception of emotional learning that has been developed at the Tavistock Clinic, an NHS institution that provides services and training in mental health, in London over several decades. This conception has evolved to enable professional workers in the mental health, educational and social
service fields to understand and contain anxiety – both their own and that of their clients – in their work situations. A number of specific methods of emotional learning are described – infant and young child observation, work discussion, personal analysis, clinical supervision, group-relations events – and their theoretical and practical interconnections are explained.

Keywordsemotions; emotional learning; psychodynamic training; infant observation; work discussion; psychoanalytic empiricism; anxiety; containment
JournalEuropean Journal of Psychotherapy & Counselling
Journal citation6 (3), pp. 187-208
ISSN1364-2537
Year2003
Accepted author manuscript
License
CC BY-ND
Digital Object Identifier (DOI)doi:10.1080/0967026042000269665
Publication dates
PrintSep 2003
Publication process dates
Deposited07 Oct 2009
Additional information

Citation:
Rustin, M. (2003) ‘Learning about emotions: the Tavistock approach’, European Journal of Psychotherapy & Counselling, 6 (3) 187 - 208.

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