Inner voices and dialogue in family _therapy and systemic training kyriaki protopsalti-polychroni and georgos gournas Whea first invited to write a paper ate considered mecaskills necessary for the ‘cognitve-emotional growttr in this special edition of Gontex, our tothe development of andirpos (in of the systemic wainee and feture task was described 28 "focusing on Greek, meaning the whole person’) practitioner, some aspect of current practice and his or her group / family within which illustrates family and systemic the context of complex sociocultural Introduction porchotherapy in the Greek context. and global change. These skills are Conceptualiing andlroes (Greek for ‘We chose to attempt’ to write about consequently also csential tothe ‘the whole person as 2 the emphasis our approach places on development of the therapist Diopsychosocial system, the AIA has the recognition of inner voices and ‘The dialecic-ystemic approach to developed ts mullisfaral, sautilevel the manner in which we actalize family functioning, therapy and dialeetc-systemic approach that theie transaction in understanding training of the Athenian institute of operates on the bate prinple that family dynamics, in training the Anthropos, at developed by its anfhropesand the group are ano family therapist and systemic founders, George ani Vasso anpects of the same process, 1 ma practitioner and in therapy. We Vassiliou, constitutes a multi-focal, principle first put forward by the RJ stress the word ‘attempe’ since, atthe mult-level model of intervention. ancient Greeks, Within tis 5 Athenian Institute of Anthropes This approach aims atfailating approach, asthe individu ) CAIA\, we are always aware that the the recognition ofthe inner voices pafieipates in the group, he /she co- {MY Gigial communication of witen of each famiy member and the Gentes a grouping rece wth the i ‘words cannot fully describe an actualisation of their interaction, others which im earn contributes to 8 experiential process such a8 this one. through intrapersonal and ahancing the autonomy of each iF We fet though that aking on this interpersonal dialogue, or the individual task we should acknowledge our purpose of enhancing Undergoing rapid social change, teachers/mentors, Drs George and Eommanication. Greek culture is in transition, heavily ‘Vasco Vassiliou, who in 1953 Within this approach, therapy influencing processes within the founded the AIA, established its and training are viewed as different indwidual andthe family. The approach and, for over 40 years, aspects of the same process, of one’ community has withered avay and hse worked with passion and undivided process im accordance the individual is now required ce commitment at keeping the lantern with the principle of co-evolution - improvise in order to create his /her ° ® 0 » 3 a 4 2 Cy C-) c © of Diogenis burning and the of the family, the therapist and the role. ‘That is, yesterday's Hellinic spirit and feeling of the trainer. homogenous experiences of roles Institute a living process, We ask the ‘This article briefly describes the which were dictated and taught in reader, then, (0 view this article as a specific principles of the AIA the process of socialization within very limited contact with the process approach to the functioning of ‘one’s community ideology, has given described, excusing’ us for possible coday's family within the Greek its place to the quest for individual lack of larity or possible milied undergoing transition. An __yelition in developing skills of misunderstanding. Our paths may at application of this approach to recognizing one’s different inner some time eross and, through more training will be oullined with the voices and, through inner dialogue, personal contact, he /she may have s purpose of illustrating the arriving at a personal synthesis more holistic understanding of our importance of the ‘flow of the group which represents his / approach and practice. dance’ through actualizing the inner her unique position. We would like to thank our voices echoing information crucial I is our belief that colleagues from the UK, Atlene Vetere and Renos Papadopoulos, for their invitation to contribute to this actus lizing sequence and divorsity In today’s quest for what has been described as ‘designing 2 life of our own’ oF as aulopetess, che process of inner dialogue is of crucial importance. The discovery and actualisation of many and diverse inner voices, the recognition of dhe intergenerational patterns they represent and the connections expressed through their interaction, The Athenian Insta of Anthropos, 1963 Wthe only way these can be taught is through experiential learning aimed gives close, the trainer creates a unifying process relating the overall training at cognitiveemotional integration feedback to experience to principles of anthropos which, once achieved, amplifies the whole and che family as living systems in an utonomy and interdependence. group, cver-changing environment. ‘Another principle important to synthesizing our approach is that of systems the flow of Phase D: the dance ofthe traning team theory where alvin systems are the small groups” products and the ‘Upon completion of each training organized hierarchically while the content of the reports session, team of trainers and the different levels of hierarchy develop This a one of the most important small group syutonizers enter their Ssomorphically. As shall be seen in. facet ofthe traning since it makes own grouping process so 38 € plan the more specific description of apparent tothe trainees, the the following tesion of training. taining to follow, an AIA training existence of a new level of even Without a preset curriculum, the session starts out with loner levels of higher complexity which describes following setion is decided upon in complenity = the dyad - where the identity of the whole group, terms of purpose, content and tranmaction of individuals is more shen the divers small group experiential exercises ~ according to ‘open and fuller and where self. repotts are seen in sequence by the the themes that emerged in the disclosing is facitated and che trainer, the value of complement: sequence and the experiences of the fctualisation of emotions is arity is experienced and a washing calming team. ‘enhanced. As the session proceeds, proces emenges reframing the “This is considered an integral we shif to higher levels of ieaning of a small group product - part of the AIA approach, complexity, ‘dancing’ in small ‘ery offen from negative to positive. tlustrating the emphasis we give to groups of four and connecting into a practising according to the principle full group circle. Furthermore, by Phae B: unfolding inner voices and Of co-evolution, That is, the co- the involvement ofa syntonizer infamy damier cvolution of the trainees, the trainers MM scivsmall group, recogrition and Stop Forming each role: each and the taining process FMM Ssprecsion of fckings of the wainee family Tn closing, we wish to stress that EO is catalysed as i his/her awareness of member of [C >| E>) the training process described above PME the nced for internal differentiation, an incident [© 9] - £9) requires a trainer specialized both in i] co Se ee ene Eo the flow of the group the trainer = has him /berself been trained in ‘dance in training represented ay what George Vassiliou described as & by four ED [E>] GARE System asa cataytice A Phase A: from system forming to the individual ey [es regulatory system which promotes BE emreenct of the group trainees who, group transaction and the Step | Circular warm-ups involves during the process, unfold the Sciualization of overt and covert PA thc joining of the (oan. _ diverse inner voces of the role they potential ofits members. Through AME trainer with the e079. are playing, The incident cmalyses this experiential learning, future PME trainees where goals %, different ermotions within each practitioners become equipped to BME are laid out andan 3 individual who is part ofthe role, provide analogus CARE systems 0 PMN isiiatcomeoct of 2 Wile the wainer Quslizestheas’ rouse and Bees which they shall EE experceal learning Cmorions to erete iurapersonal, be offering services, . ae interpersonal and intergenerational hy transicton so thatthe dynamics of oem 4 ep 2 Dye sequainancing the Family emerge Seah a Dee Eee Bama getting © know tee i heerow ne syngas new AR Sinetceant gs Step 2 Shifting fom family oles to SECU re epee y Gee faciiating the spa gr aia mee ye evolution of of four: CRS, Rll pca ap pawateae frowns are (eOaix Toke Sateth herent a ear the training process through the the basis of feo coviton te ectn Sg 9 he, sharing of a postive experience and maximum Fu Toda, Wve. ase, @ active listening dlverity, with FonD, Yo weg pcs so cor charg the goal of assimilating the trainees’ OO¥P.272 sey, aaneusoscnotym tmiy Step 3 Shifting from dyad to a group experience through the sharing of Pare in Pearce 8 Usb (Ea) Taner esl one att ge aoe perce atags THT eos eel rae producing "Ou"? 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