The Seventh Pillar (The Project Book 3)

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Thus, a question emerges: If violence can be described as a property of mutually co-constructed situations, is this possible for empathy, too? Empathy is considered a mysterious achievement of gifted therapists. Its origins are sought in happy circumstances in childhood, or successful self-experience shaping therapeutic work. An intelligent survey [ 9 ] shows how the psychoanalytical understanding of empathy has developed.

She provides a knowledgeable summary of a long discussion within the field:. When infant and mother mutually create this dyadic state — when they become components of a dyadic system — both fulfill the first principle of systems theory of gaining greater complexity and coherence. They can then uncouple in order to recouple at a later opportunity.

Significantly, observation of natural situations [ 11 ] has identified these skills at a much earlier stage; they are documented in children as young as 12 months [ 12 , 13 ]. In contrast to experimental situations, in natural situations we have not only an epistemological perspective, but also a shared existential situation. It is not just epistemologically important to the observer to be a mirror correctly reflecting an observation; rather it is of existential importance to both parties to have understood correctly—for life itself, or certainly, its development can depend on it [ 17 ].

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It is this theoretical idea of a common field that makes empathy a cooperative achievement of two interacting parties. It is they who make empathy possible for one another or who prevent it, and they both depend on sufficiently understanding or being sufficiently understood. That can only happen through conversation, which must obey its own forms—every act of understanding has to pass through the eye of the needle of conversation of course, not only verbal!

It is more than just a question of epistemological understanding, and it is the social dimension of shared being.

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This conception takes a critical view of the influential, still entirely individualistic idea of an empathiser who due to special sensory organs and fine sensitivity is able to look into or even penetrate the internal worlds of others. It is claimed that this can be achieved not only due to such personal abilities, but also with the help of psychoanalysis.

To cite just one example:. Here, countertransference is conceived as a kind of monitor on which the therapist can read the unconscious and suppressed sides of the patient. The empathetic field must thus overcome two risks: either contact is lost, or we have to believe, if we follow Paul Denis, that theory already knows everything.

Therapy is then unable to do what it is capable of. Here we can only point to the heterogeneous discussion of empathy [ 22 — 27 ] and provide specific analyses of therapeutic sequences, in line with a research strategy suggested elsewhere [ 28 , 29 ]. This forms part of an attempt to re-establish psychoanalysis as an observational science [ 30 ].

The empiricism of conversation would be able to compare psychoanalysis with other therapies; such contrasts would then bring its own potential into sharper focus. What are the conversational practices realised in each fashion to create the preconditions, to recognise the sites and to acknowledge empathy achievements? Which conversation tools do the participants use to these ends and to signal to each other that the empathetic field is developing and deepening? In order to get a grip on these questions, we decided to use conversation analysis CA as the most nuanced tools originating from the work of Goffman [ 31 , 32 ] and Garfinkel [ 33 ].

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About recent developments in CA readers are best informed in Ref. CA has a keen eye for the microanalytic subtleties of therapeutic discourse creating atmospheres—or not. This is best understood by some illustrative examples. Conversation analysis CA has long been concerned with empathy, without using the term, however. If we were to use the same phrase when speaking to our sister, such a designation would seem strange.

We implicitly provide the exact balance of contextual knowledge required to continue the conversation [ 36 , 37 ]. If on the other hand the correct balance is struck, warm and friendly feelings emerge. If this is achieved, knowledge is shared, combined with the feeling of being in a small world shared with a conversation partner. If situated knowledge can be shared, this sharing has emotional consequences. Influenced by the empathy boom following the discovery of mirror neurons, some authors have begun to investigate empathy in conversations [ 39 , 40 ].

Only recently, these studies have been extended to prosody and melody of the voice [ 29 , 41 , 42 ]. The obvious premise is that empathy on the human level must be studied not only in the neuroscientific context, but above all as an interactive social practice. All of these authors express their surprise, however, at how little empathy is valued and how little it is used during conversation. It includes all kinds of bodily movements participants display mutually to each other.

Everything hearable and viewable can become part of conversation.

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The advantage of observing many highly relevant details of voice and prosody [ 42 ] or eye movement for coordination [ 49 ] is accompanied by the disadvantage that only small numbers of cases can become studied. Up to now, there is no generally accepted solution for this problem. We want to present an exploratory design of a psychotherapy process research study. The type of process research described here entails language unfamiliar to clinicians. However, without expanding our terminology, we cannot do justice to our observations.

Treatment by five therapists in every procedure is examined at three stages: in an initial, a mid-term and a late session from the final stage of treatment. In this way, processes within the procedure can be monitored, opening or closing situations can be compared across therapeutic orientations and the influence of therapeutic personalities can be compared within one and the same orientation.

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All treatments involve patients diagnosed with depression. Differences can be ascribed to the therapeutic procedures. Here, the process is constructed with regard to empathy. We start with what CA-authors have observed as empathic practice in everyday conversations.


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In professional contexts however, this type of empathetic participation hardly ever takes place. There are conversation practices that promote or prevent empathy on the everyday colloquial level.

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Hence therapeutic empathy clearly requires conversational preparation. Listeners are informed in advance what sort of reaction is expected of them. And then make noises of enjoyment and pleasure to convey to each other how at this very moment they are imagining very similar sensations of taste on their tongues. Subjective assessments are tantamount to anticipation sensed together empathetically although they have yet to be experienced.

Such utterances are vulnerable to nonempathetic interpretations on the part of the recipient.


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Heritage provides several illustrations for this list in the form of excerpts from transcripts. They are too extensive to consider here, but they are very persuasive. We could observe practices of everyday empathy in our material, but there is more of relevant empathic practices in therapeutic conversation. In everyday life, motive constructions are very rare when addressed to others; only in very exceptional circumstances, one can ascribe motivations to other people without them feeling violated in their personal autonomy and going on the defensive.

Thus, a therapeutic situation opens up for different types of empathic practice that are more or less tabooed in everyday life. The permission to use practices that were not tolerated in everyday life can be viewed as a specialty of psychotherapy as a form of institutional talk, permitting other forms of conduct. Such a permission must be granted by the patient which is done by conversational preparations for the emergence of an empathic field.

If this fails, patients will tend to hear motive constructions as attacks, accusations and so on. Empathic achievements by therapists need active preparation. Another empathic achievement is not to make motive constructions until such active preparation is agreed by the patient in order to make the difference transparent between everyday situations and therapeutic contexts. To find answers that make expectations transparent and go over their restraints is a part of empathic achievement.

When people meet each other for the first time, however, such an implicit suggestion of familiarity cannot be expected. Violations of such rules require good reason, and under normal circumstances accounts are presented; or they result in severe social rejection. Clark p. How a common ground is enacted by both participants is analysed in detail in Ref. To have an open ear to how common ground is achieved is a precondition for empathy, the response will be assessed by the feeling of being understood—or not. The founder of speech act theory, John Searle, proposes a most useful distinction [ 63 , 64 ].

Those in a position to aptly express the conditions of the world using words have epistemic authority.