The history of training and research in Balint groups

Balint, Enid

doi:10.1080/02668738500700111

Cited by 17 publications

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“…14 Reflection on case stories is encouraged in general medical practice 15 forms an integral part of reflective practice. 16 This is often via participation in a 'Balint Group' which enables them to 'learn (1) to take responsibility for their own feelings and thoughts, (2) 17 …”

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confidence: 99%

Understanding emotionally relevant situations in primary dental practice. 3. Emerging narratives

2015

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Background and Aims: Dentists experience considerable occupational stress. Stressful clinical situations can provoke high levels of negative emotions and situations which are associated with positive emotions tend to be overlooked by practitioners. Reflection regarding difficult situations is encouraged to facilitate learning. Cognitive behavioural therapy (CBT) formulations may be applied to situations appraised both positively and negatively. Analysis and interpretation of the dentist's coping behaviour and the consequent outcomes facilitate learning and reflection upon individual interactions with patients. Method: Twenty primary care dental practitioners in the greater Lincoln area participated in a semi-structured interview which explored their stressful and positive clinical experiences. Some of the episodes were analysed to create CBT formulations. Results and Discussion: CBT formulations are presented and the learning points highlighted by this structured presentation are discussed. In particular, it is suggested that this structured reconstruction of events, which highlights dentists' emotions, responses and the transactional effects of coping responses, might well facilitate objective reflective learning either individually or as part of peer to peer support. It should facilitate dentist's emotional processing of events and may thus contribute to stress reduction. Conclusion: CBT formulations of positive and negative dental scenarios may be constructed. It is proposed that this is a useful technique to foster reflection and learning in clinical situations and should lead to improved communication skills and shared decision-making resulting in fewer complaints and thereby reduced stress. It should also improve dentists' emotional processing.

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confidence: 99%

Understanding emotionally relevant situations in primary dental practice. 3. Emerging narratives

2015

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“…Die später entwickelte ¹Flashª Technik [13], ein kurzer Augenblick gegenseitigen Verstehens, welcher vom Arzt dem Patienten mitgeteilt wird, kann man sicherlich nicht so ohne weiteres auf die Situation des Psychiaters, der mit ¹Ich-labilenª Patienten arbeitet, übertragen. Allerdings läût sich, vorausgesetzt der Arzt bemüht sich um eine bewusst positive Haltung gegenüber dem Patienten, auch beim Psychosekranken durch ¹Wahrnehmung von Bedeutungen jenseits von vordergründiger verbaler Kommunikationª ein gemeinsames Verständnis erleben [14].…”

Section: Gruppen-setting Und Methodikunclassified

Balint-Gruppen in der psychiatrischen Weiterbildung, ganz im Sinne Michael Balints?

Haude¹

2004

Balint

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“…As a result of my Balint journey, I have come to understand that an important outcome of the training is to provide the doctor with the necessary skills to recognize when distracted or deflected from being in the authentic role of the doctor. The doctor must learn to make sense of these phenomena in order to return to his/her authentic role, [18][19][20] which is knowing why the patient has come for a visit and implementing a management plan based on best practices. The key skill a physician must develop to achieve this outcome is empathy, through what Michael Balint called "a considerable though limited change in the doctor's personality."…”

Section: Birth Of the American Balint Societymentioning

confidence: 99%

Balint autobiography—Clive D. Brock

Brock

2020

Int J Psychiatry Med

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I was introduced to the world of Balint training in the early 1970s by Dr Stanley Levenstein, who together with Dr Frank Dornfest participated in a Balint group in Cape Town, South Africa. Stanley sent me transcripts of each seminar and the process intrigued me, but I was much too wedded to the biomedical model to value the work. In the mid-1970s, Stanley, my sister, and family came to Durban on holiday and stayed with my wife, Phillipa, and me. After dinner one evening, I was in discussion with Stanley and a good friend and colleague Dr Jeff Kallmeyer. Jeff, a nephrologist, commented that I was a good general practitioner (GP), to which Stanley responded "and how would you know?" This was my "AHA" moment! It began to dawn on me that the discipline of General Practice includes more than the scope of care; it also involves a patient-centered clinical method informed by an understanding of the doctor-patient relationship. Soon after that, I met with fellow GPs to discuss the formation of our own Balint group in Durban. There was enough enthusiasm for me to approach Dr Ralph Gilmer, a practicing psychoanalyst with prior GP experience, to run our group. We met once a month, in Ralph's office, to present troubling cases from our practices. Ralph was assisted by Dr Jane Eyre, a practicing GP, who had herself been in a Balint group in the United Kingdom. Our group functioned with enthusiasm and continued after I immigrated to the United States in 1981.

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The history of training and research in Balint groups

Cited by 17 publications

References 0 publications

Understanding emotionally relevant situations in primary dental practice. 3. Emerging narratives

Understanding emotionally relevant situations in primary dental practice. 3. Emerging narratives

Balint-Gruppen in der psychiatrischen Weiterbildung, ganz im Sinne Michael Balints?

Balint autobiography—Clive D. Brock

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