After the uprising –by Robert Koenig a sculpture of 7 sweet chestnut trees

Who does thy think thy art?Vicky Gaughan MA

Who do you think you are?

‘‘You’ve got to swing it, shake it, move it, make it, You’ve got to swing it, shake it, move it, make it, who do you think you are? who do you think you are?

Trust it, use it, prove it, groove it,Trust it, use it, prove it, groove it,show me how good you are, show me how good you are,

Swing it, shake it, move it, make it,Swing it, shake it, move it, make it,who do you think you are? who do you think you are?

Trust it, use it, prove it, groove it,Trust it, use it, prove it, groove it,show me how good you are’ show me how good you are’

CLASS IN ME

Self exploration revealed a Self exploration revealed a BIGGER PICTUREBIGGER PICTURE

We cannot separate the social We cannot separate the social from the psychic – Walkerdine from the psychic – Walkerdine

(2007)(2007)

ABSENT FRAMEWORK

Class has the potential to evoke extremely Class has the potential to evoke extremely charged and difficult emotions; it can be a charged and difficult emotions; it can be a determining aspect of early experience; some determining aspect of early experience; some internalised aspects of class experience can internalised aspects of class experience can be unconscious; and yet there appears to be be unconscious; and yet there appears to be an absence of frameworks for thought and an absence of frameworks for thought and discussion within the psychotherapy discussion within the psychotherapy professionprofession

– – Ryan (2006)Ryan (2006)

CLASS IN YOU?

A phenomenological study using A phenomenological study using grounded theory data analysis.grounded theory data analysis.

The lived experience of seven The lived experience of seven Psychotherapists & Counsellors Psychotherapists & Counsellors

60 – 90 minute interviews60 – 90 minute interviews

A WORD TO DESCRIBE THE PHENOMENA?

ClassismClassism

‘‘overly dogmatic and overly overly dogmatic and overly focussed views = ism’ focussed views = ism’

– – Brislin (1993)Brislin (1993)

CULTURE SHOCK

Not understanding Not understanding the rulesthe rules

Isolation & Isolation & ConfusionConfusion

Feeling ShameFeeling Shame Being InfantalisedBeing Infantalised

To ignore issues of To ignore issues of class is detrimentalclass is detrimental

Issacs (2006)Issacs (2006)

CIVILISED OPPRESSION

SubtleSubtle ConcealedConcealed IntangibleIntangible DistortingDistorting PrivilegePrivilege With a Smile…With a Smile…

Harvey (1999)Harvey (1999)

In my second year of training I kinda isolated myself… it’s difficult to have those issues ignored constantly… there were aspects of myself just absolutely shut down because it was not possible to have those conversations in any way. I feel very, very irritated… it’s very, very painful…and has left me feeling (emotion in her voice), I don’t know… left me feeling… erm… very disillusioned – Imla

INTERNALISED OPPRESSION

I think there’s this I think there’s this absolute blindness you absolute blindness you know, that actually know, that actually anybody can be sitting anybody can be sitting there feeling there feeling inadequate, inferior inadequate, inferior having their language having their language undermined erm and undermined erm and the people in authority the people in authority don’t see it. – Margaretdon’t see it. – Margaret

AN ELITE ACTIVITY?

‘‘The counselling community’s failure to The counselling community’s failure to confront class inequalities and different confront class inequalities and different experiences of class disadvantaged experiences of class disadvantaged people (trainees as well as clients), people (trainees as well as clients), results in counselling becoming an elite results in counselling becoming an elite activity’ (pp. 113 – 114, Kearney 2003).activity’ (pp. 113 – 114, Kearney 2003).

CLASS IN YOUR PROFESSION

WithoutWithoutVision?Vision?

WithoutWithoutHearing?Hearing?

FAILING INSTITUTION? The innovative work of The innovative work of

the last two decades on the last two decades on gender, race and gender, race and sexuality within the sexuality within the psychoanalytic field has psychoanalytic field has not been matched by not been matched by equivalent attention to equivalent attention to class. – Ryan (2006)class. – Ryan (2006)

Omission is Omission is logically a logically a natural outcome natural outcome of a greater of a greater culture of culture of silence – silence – Nelson et al Nelson et al (2006)(2006)

Very few would have an understanding... it’s one thing having one level of understanding if one tutor understands, she may come from a working class background. It’s not enough…the institution isn’t permeated with understanding, it needs to be somewhere at the heart, the beating heart of the organisation…it’s not enough, it’s breadcrumbs, it’s not enough. One tutor or two tutors out of three or four years of training… there needs to be much more awareness of these kinds of issues – Imla

CARDIAC ARREST Defibrillation (electric Defibrillation (electric

shock treatment for shock treatment for heart attack) of current heart attack) of current counselling and counselling and psychotherapy training psychotherapy training is called for to place is called for to place class issues, to use class issues, to use Imlas’ words, at the Imlas’ words, at the ‘beating heart of the ‘beating heart of the organisation’. organisation’.

THE FUTURE Boldly going…Boldly going…

PCSR – C&P for social responsibilityPCSR – C&P for social responsibilityUKCP Diversity Equality Social UKCP Diversity Equality Social Responsibility Committee (DESR)Responsibility Committee (DESR)Economic Inequality/ClassEconomic Inequality/Class

References:

Kearney, A. (2003). Kearney, A. (2003). Class and CounsellingClass and Counselling. In: . In: Lago, C. and Smith, B. edLago, C. and Smith, B. ed. Anti-Discriminatory . Anti-Discriminatory Counselling PracticeCounselling Practice. London, Sage Publications, . London, Sage Publications, pp.109-119.pp.109-119.

Kearny, A. (1996). Kearny, A. (1996). Counselling,Counselling, Class and Politics: Class and Politics: Undeclared influences in Therapy.Undeclared influences in Therapy. Manchester, Manchester, PCSS Books. PCSS Books.

Issac, M. (2006). Issac, M. (2006). Psychodynamic Counselling and Psychodynamic Counselling and Class.Class. In ed.Wheeler, S. In ed.Wheeler, S. Difference and Diversity Difference and Diversity in Counselling: Contempory Psychodynamic in Counselling: Contempory Psychodynamic Perspectives.Perspectives. Hampshire, Palgrave Macmillan, Hampshire, Palgrave Macmillan, pp.156-167.pp.156-167.

Harvey, J. (1999). Civilised Oppression. USA, Rowan and Littlefield.Ballinger, L. Wright, J. (2007). ‘Does Class Count?’ Social Class and Counselling, Counselling and Psychotherapy Research. 7(3), September, pp.157-163.Anthias, F. (2005). Social Stratification and Social Inequality: Models of Intersectionality and Identity. In: Rethinking Class, Culture, Identities and Lifestyle, ed Divine, F. Savage, M. Scott, J. Crompton, R. Hampshire, Palgrave Macmillan, pp. 24 – 44Nelson, M. Englar – Carson, M. Tierney, S. Hau, J. (2006). Class Jumping Into Academia: Multiple Identities for Counselling Academics, Journal of Counselling Psychology. 53(1), pp.1-14.

Ryde, J. (2009). Being White in the Helping Professions: Developing Intercultural Awareness. London, Jessica Kingsley.Ryan, J. (2006). “Class is in you”: An Exploration of some Social Class issues in Psychotherapeutic Work, British Journal of Psychotherapy [Internet] 23(1) pp. 49-62 available from: Leeds Metropolitan University Library online [accessed 4/1/09].Scott, J. (1990). Domination and the Arts of Resistance: Hidden Transcripts. New Haven, Yale University Press.Walkerdine, V. (2007). Class in the Consulting Room, Psychotherapy and Politics Ward, C. Bochner, S. Furnham, A. (2001). The Psychology of Culture Shock 2nd Ed. New York, Routledge.