Thomas Martin Ringer | Edith Cowan University (original) (raw)

Books by Thomas Martin Ringer

The collective spark: Igniting thinking in groups, teams and the wider World, 2022

This book shows how to think together with others and to help others think together with you. The... more This book shows how to think together with others and to help others think together with you. The chapters are written from a rich store of knowledge, experience and understanding that illuminates the hidden complexities occurring whenever people meet to collaborate, plan, review, innovate, learn, teach, consult or facilitate.
From their various professions and work areas, the authors delve beneath the surface of visible interactions to reveal the knowledge and wisdom that exists in intuitive and unconscious processes. The result is a profound and informative book that is engaging, accessible and readable, to inform everyday practice in groups, teams, committees, organizations and communities.

The collective spark: Igniting thinking in groups, teams and the wider world, 2022

This book shows how to think together with others and to help others think together with you. The... more This book shows how to think together with others and to help others think together with you. The chapters are written from a rich store of knowledge, experience and understanding that illuminates the hidden complexities occurring whenever people meet to collaborate, plan, review, innovate, learn, teach, consult or facilitate.
From their various professions and work areas, the authors delve beneath the surface of visible interactions to reveal the knowledge and wisdom that exists in intuitive and unconscious processes. The result is a profound and informative book that is engaging, accessible and readable, to inform everyday practice in groups, teams, committees, organizations and communities.

Igniting the collective Spark, 2022

The introductory chapter to a book on how people think together in groups, teams and the wider Wo... more The introductory chapter to a book on how people think together in groups, teams and the wider World. Book description follows:
This book shows how to think together with others and to help others think together with you. The chapters are written from a rich store of knowledge, experience and understanding that illuminates the hidden complexities occurring whenever people meet to collaborate, plan, review, innovate, learn, teach, consult or facilitate.
From their various professions and work areas, the authors delve beneath the surface of visible interactions to reveal the knowledge and wisdom that exists in intuitive and unconscious processes. The result is a profound and informative book that is engaging, accessible and readable, to inform everyday practice in groups, teams, committees, organizations and communities.

This file contains papers as follows: Presentazione, di Silvia Corbella e Stefania Marinelli p.4 ... more This file contains papers as follows:
Presentazione, di Silvia Corbella e Stefania Marinelli p.4 Editorial, by Martin Ringer 5
1. Nous and the Social fabric of the human mind:
Towards a viable theory of collective thinking
Rob Gordon, Martin Ringer 11
2. Are two heads better than one? 39 Robert D.Hinshelwood
3. Psychotic Processes in the Individual
and the Effects of this in Group Situations
Rosealeen Tamaki 55
4. The Language of the Group Skin: What gets under the skin, attacking
the capacity of teams to think. What’s wrong with being open-minded?
Richard Morgan-Jones 74
5. The role of ‘opinion blocks’ in thinking
in groups and teams
Martin Ringer 92
6. Attention as a basis for thinking in Groups
Robert French, Peter Simpson 105
7. Action and thought in the Work group
Mario Perini 123 Azione e pensiero nel gruppo di lavoro 135
8. Managing unsettled states: From entanglement to relating
Barry Jones 150
9. Intersubjectivity between groups and research
on the setting: an experience of concentric groups with varying therapeutic
gradients in the experience of Basti-Menti APS
Francesco Comelli 170
9. Intersoggettività fra gruppi e cure con la cultura: 197 campo intergruppale come funzione terapeutica
Basti-Menti APS (Milano)
10. Silvia Corbella interview (1)
by Simone Schirinzi 228 10. Intervista a Silvia Corbella 242
Author biographical outlines 256

Papers by Thomas Martin Ringer

Nouvelle revue de psychosociologie, 2017

Organisational and Social Dynamics, 2019

Groups and teams that are involved in acute and/or prolonged conflict with each other create impe... more Groups and teams that are involved in acute and/or prolonged conflict with each other create impermeable barriers between them that robustly resist change. This article uses the framework of “opinion blocks” to illustrate a means by which such conflict can worked with. Whilst the framework outlined is relatively recent, it has enabled the author to engage with situations of “catastrophic” conflict in a way that has resulted in surprising improvements in the effectiveness of collaboration between the involved parties. The opinion blocks framework was introduced in an earlier article in this journal (Ringer, 2017b) in which the etiology of “collective self-righteousness” was examined. The reader is advised to refer to this earlier article for a theoretical background to the opinion blocks framework. The article that follows uses a modified real-life example from the author’s consulting practice to illustrate the principles involved.

Science for Conservation presents the results of investigations contracted to science providers o... more Science for Conservation presents the results of investigations contracted to science providers ourside the Department of Conservation. Reports are subject to peer review within the Department and, in some instances, to a review from outside both the Department and the science providers.

In the authors spent some time in the field observing staff working with volunteers and visitors ... more In the authors spent some time in the field observing staff working with volunteers and visitors to the conservation estate. They also ran a small national workshop for conservation volunteer coordinators. On the basis of this work, this report was written to provide useful information to staff who want to build on the relationships they have with volunteers and visitors. Staff can influence the pro-conservation behaviours of participants in their programmes by making use of the framework of experiential learning. This process involves participants in a cycle of rich experiences, fosters the expression of thoughts and feelings about the experience, enables an examination and evaluation of new ideas resulting from the activity, and leads then to new experiences. The report expands on those interpersonal behaviours that can aid this process. These include: Story telling-providing the buzz experience that intrigues people and makes them want to hear more. Forming the group skills-involves setting the boundaries (with regard to the tasks, times, territories and roles to be adhered to), and getting the message across by ensuring that all the right links are made between staff, volunteers and visitors and the purpose of the group, thus ensuring that the needs of all are met. Being responsive-by being able to listen and reflect effectively and establish trust and safety within a group. Modelling enthusiasm and commitment-by being in touch with feelings and all aspects of your own personality. Informing-by passing on facts. Coaching-by passing on new skills effectively. Staff demonstrate by their own actions the behaviours that they want to foster in the volunteers and visitors. The shift from one to another-from informing to listening and from story telling to action-requires special skills, the practice of which will ensure that participants have a positive experience. 10. Acknowledgements This report would not have been possible without the collaboration and valuable insights of field officers from the Auckland and Bay of Plenty Conservancies. Discussions with conservancy coordinators of volunteer activities also contributed to the development of this report. Thank you to all of you who have contributed.

This paper presents an overview of the need for theory in the field of adventure therapy. It also... more This paper presents an overview of the need for theory in the field of adventure therapy. It also outlines one way of conceptualizing theories of human change as they relate to adventure therapy. The field of adventure therapy is young and has not had time to develop a coherent theoretical base. In order to contribute to the development of a shared language among adventure therapy practitioners, a conceptual map outlines program goals, the relationship of client to observer, and the resulting description of change in the client. The map illustrates the multiple perspectives on behavior change in adventure therapy programs and suggests the need to clearly articulate the theoretical and philosophical underpinnings of each program. A meta-view of "theories of action " in human change processes categorizes schools of psychotherapy as insight-based, noninsight-based, or both, and relates them to appropriate client problems, types of diagnostic issues, and goals of treatment. Al...

Journal of Outdoor and Environmental Education

Adventure For Life is refreshingly different from 'mainstream' experiential education literature ... more Adventure For Life is refreshingly different from 'mainstream' experiential education literature that is available in the UK, USA, Australia and New Zealand. The book is in English but is published in Finland and is written by Finnish writers with one German contribution. I loved the book. Most chapters are written in an engaging style that leaves plenty of room for the reader to make his or her own decisions: "Today experiential pedagogy and adventure education are in vogue, both for the good and for the bad. The goal of this book is neither to define nor to limit either but merely to examine phenomena related to them from many different points of view." (pg 7).

In this article, the author proposes to consider the complexity of the interconnections between i... more In this article, the author proposes to consider the complexity of the interconnections between individual, group and nature. Is there a link between mental representations of nature and psychological well-being. If the child is not, and 'entity' separate from the mother, the individual can not be seen isolated from its physical world. The relationship with nature and fundamental emotional and psychological development. individuals and groups project on the natural world just as they do with the human world.

This paper presents an overview of the need for theory in the field of adventure therapy. It also... more This paper presents an overview of the need for theory in the field of adventure therapy. It also outlines one way of conceptualizing theories of human change as they relate to adventure therapy. The field of adventure therapy is young and has not had time to develop a coherent theoretical base. In order to contribute to the development of a shared language among adventure therapy practitioners, a conceptual map outlines program goals, the relationship of client to observer, and the resulting description of change in the client. The map illustrates the multiple perspectives on behavior change in adventure therapy programs and suggests the need to clearly articulate the theoretical and philosophical underpinnings of each program. A meta-view of "theories of action" in human change processes categorizes schools of psychotherapy as insight-based, noninsight-based, or both, and relates them to appropriate client problems, types of diagnostic issues, and goals of treatment. Als...

Journal of Outdoor and Environmental Education

Journal of Outdoor and Environmental Education

This paper outlines two vital aspects in the facilitation of adventure groups. These aspects, lin... more This paper outlines two vital aspects in the facilitation of adventure groups. These aspects, linking and containment, are important in all types of group, whether they are for recreation, education, development or therapy. Linking refers to the existence of links at both conscious and unconscious levels. These links involve each group member, the groupas-a-whole, the leader, and the primary task of the group. Adequate containment refers to group members having the conscious and unconscious sense of being firmly held in the group and its task, and yet not immobilized by the experience. The leader has a vital role in facilitating both linking and containment, but to do so requires a sound level of skills and a degree of emotional and psychological maturity. Some aspects of leader competencies are examined.

Journal of Adventure Education and Outdoor Leadership, 1992

New Zealand Journal of Psychology, Dec 1, 2003

This paper outlines research into the effectiveness of supervision provided by Department of Corr... more This paper outlines research into the effectiveness of supervision provided by Department of Corrections clinical psychologists to Department of Corrections probation officers, where the topic for supervision was learning to use the Criminogenic Needs Inventory (CNI; ...

This paper summarizes research to ascertain the need for university-based courses in adventure th... more This paper summarizes research to ascertain the need for university-based courses in adventure therapy in Australia. Three main sources of data were examined: questionnaires; a literature review; and anecdotal data such as unstructured interviews, personal conversations, and e-mail. Questionnaires were completed by 25 persons: 19 Australians and 6 from other countries. Results from a review of the literature and anecdotal data show the wide diversity of goals and techniques within the adventure therapy field and the need for adventure therapists to develop a coherent set of theoretical principles. Other results indicate that a university level course should address: (1) requisite skills in group work, counseling, therapy, self-management, and working with other cultures; (2) requisite knowledge (group dynamics, systems theory and psychology, experiential learning, psychological safety, technical outdoor adventure skills); (3) attitudes and values; (4) academic level; (5) prerequisites; (6) associated professions; (7) requisite learning process (didactic learning, research, internships, lectures, workshops, field experience); and (8) requisite assessment methods. Only one specific adventure therapy degree program was identified in the English-speaking world, although courses and study opportunities in adventure therapy were found in related fields. The existing provision of university-based adventure therapy courses in Australia and the United States appears to be inadequate, and more study is needed to identify the nature and scope of the need. (SAS)

Zip Lines the Voice For Adventure Education, 1997

The collective spark: Igniting thinking in groups, teams and the wider World, 2022

This book shows how to think together with others and to help others think together with you. The... more This book shows how to think together with others and to help others think together with you. The chapters are written from a rich store of knowledge, experience and understanding that illuminates the hidden complexities occurring whenever people meet to collaborate, plan, review, innovate, learn, teach, consult or facilitate.
From their various professions and work areas, the authors delve beneath the surface of visible interactions to reveal the knowledge and wisdom that exists in intuitive and unconscious processes. The result is a profound and informative book that is engaging, accessible and readable, to inform everyday practice in groups, teams, committees, organizations and communities.

The collective spark: Igniting thinking in groups, teams and the wider world, 2022

This book shows how to think together with others and to help others think together with you. The... more This book shows how to think together with others and to help others think together with you. The chapters are written from a rich store of knowledge, experience and understanding that illuminates the hidden complexities occurring whenever people meet to collaborate, plan, review, innovate, learn, teach, consult or facilitate.
From their various professions and work areas, the authors delve beneath the surface of visible interactions to reveal the knowledge and wisdom that exists in intuitive and unconscious processes. The result is a profound and informative book that is engaging, accessible and readable, to inform everyday practice in groups, teams, committees, organizations and communities.

Igniting the collective Spark, 2022

The introductory chapter to a book on how people think together in groups, teams and the wider Wo... more The introductory chapter to a book on how people think together in groups, teams and the wider World. Book description follows:
This book shows how to think together with others and to help others think together with you. The chapters are written from a rich store of knowledge, experience and understanding that illuminates the hidden complexities occurring whenever people meet to collaborate, plan, review, innovate, learn, teach, consult or facilitate.
From their various professions and work areas, the authors delve beneath the surface of visible interactions to reveal the knowledge and wisdom that exists in intuitive and unconscious processes. The result is a profound and informative book that is engaging, accessible and readable, to inform everyday practice in groups, teams, committees, organizations and communities.

This file contains papers as follows: Presentazione, di Silvia Corbella e Stefania Marinelli p.4 ... more This file contains papers as follows:
Presentazione, di Silvia Corbella e Stefania Marinelli p.4 Editorial, by Martin Ringer 5
1. Nous and the Social fabric of the human mind:
Towards a viable theory of collective thinking
Rob Gordon, Martin Ringer 11
2. Are two heads better than one? 39 Robert D.Hinshelwood
3. Psychotic Processes in the Individual
and the Effects of this in Group Situations
Rosealeen Tamaki 55
4. The Language of the Group Skin: What gets under the skin, attacking
the capacity of teams to think. What’s wrong with being open-minded?
Richard Morgan-Jones 74
5. The role of ‘opinion blocks’ in thinking
in groups and teams
Martin Ringer 92
6. Attention as a basis for thinking in Groups
Robert French, Peter Simpson 105
7. Action and thought in the Work group
Mario Perini 123 Azione e pensiero nel gruppo di lavoro 135
8. Managing unsettled states: From entanglement to relating
Barry Jones 150
9. Intersubjectivity between groups and research
on the setting: an experience of concentric groups with varying therapeutic
gradients in the experience of Basti-Menti APS
Francesco Comelli 170
9. Intersoggettività fra gruppi e cure con la cultura: 197 campo intergruppale come funzione terapeutica
Basti-Menti APS (Milano)
10. Silvia Corbella interview (1)
by Simone Schirinzi 228 10. Intervista a Silvia Corbella 242
Author biographical outlines 256

Nouvelle revue de psychosociologie, 2017

Organisational and Social Dynamics, 2019

Groups and teams that are involved in acute and/or prolonged conflict with each other create impe... more Groups and teams that are involved in acute and/or prolonged conflict with each other create impermeable barriers between them that robustly resist change. This article uses the framework of “opinion blocks” to illustrate a means by which such conflict can worked with. Whilst the framework outlined is relatively recent, it has enabled the author to engage with situations of “catastrophic” conflict in a way that has resulted in surprising improvements in the effectiveness of collaboration between the involved parties. The opinion blocks framework was introduced in an earlier article in this journal (Ringer, 2017b) in which the etiology of “collective self-righteousness” was examined. The reader is advised to refer to this earlier article for a theoretical background to the opinion blocks framework. The article that follows uses a modified real-life example from the author’s consulting practice to illustrate the principles involved.

Science for Conservation presents the results of investigations contracted to science providers o... more Science for Conservation presents the results of investigations contracted to science providers ourside the Department of Conservation. Reports are subject to peer review within the Department and, in some instances, to a review from outside both the Department and the science providers.

In the authors spent some time in the field observing staff working with volunteers and visitors ... more In the authors spent some time in the field observing staff working with volunteers and visitors to the conservation estate. They also ran a small national workshop for conservation volunteer coordinators. On the basis of this work, this report was written to provide useful information to staff who want to build on the relationships they have with volunteers and visitors. Staff can influence the pro-conservation behaviours of participants in their programmes by making use of the framework of experiential learning. This process involves participants in a cycle of rich experiences, fosters the expression of thoughts and feelings about the experience, enables an examination and evaluation of new ideas resulting from the activity, and leads then to new experiences. The report expands on those interpersonal behaviours that can aid this process. These include: Story telling-providing the buzz experience that intrigues people and makes them want to hear more. Forming the group skills-involves setting the boundaries (with regard to the tasks, times, territories and roles to be adhered to), and getting the message across by ensuring that all the right links are made between staff, volunteers and visitors and the purpose of the group, thus ensuring that the needs of all are met. Being responsive-by being able to listen and reflect effectively and establish trust and safety within a group. Modelling enthusiasm and commitment-by being in touch with feelings and all aspects of your own personality. Informing-by passing on facts. Coaching-by passing on new skills effectively. Staff demonstrate by their own actions the behaviours that they want to foster in the volunteers and visitors. The shift from one to another-from informing to listening and from story telling to action-requires special skills, the practice of which will ensure that participants have a positive experience. 10. Acknowledgements This report would not have been possible without the collaboration and valuable insights of field officers from the Auckland and Bay of Plenty Conservancies. Discussions with conservancy coordinators of volunteer activities also contributed to the development of this report. Thank you to all of you who have contributed.

This paper presents an overview of the need for theory in the field of adventure therapy. It also... more This paper presents an overview of the need for theory in the field of adventure therapy. It also outlines one way of conceptualizing theories of human change as they relate to adventure therapy. The field of adventure therapy is young and has not had time to develop a coherent theoretical base. In order to contribute to the development of a shared language among adventure therapy practitioners, a conceptual map outlines program goals, the relationship of client to observer, and the resulting description of change in the client. The map illustrates the multiple perspectives on behavior change in adventure therapy programs and suggests the need to clearly articulate the theoretical and philosophical underpinnings of each program. A meta-view of "theories of action " in human change processes categorizes schools of psychotherapy as insight-based, noninsight-based, or both, and relates them to appropriate client problems, types of diagnostic issues, and goals of treatment. Al...

Journal of Outdoor and Environmental Education

Adventure For Life is refreshingly different from 'mainstream' experiential education literature ... more Adventure For Life is refreshingly different from 'mainstream' experiential education literature that is available in the UK, USA, Australia and New Zealand. The book is in English but is published in Finland and is written by Finnish writers with one German contribution. I loved the book. Most chapters are written in an engaging style that leaves plenty of room for the reader to make his or her own decisions: "Today experiential pedagogy and adventure education are in vogue, both for the good and for the bad. The goal of this book is neither to define nor to limit either but merely to examine phenomena related to them from many different points of view." (pg 7).

In this article, the author proposes to consider the complexity of the interconnections between i... more In this article, the author proposes to consider the complexity of the interconnections between individual, group and nature. Is there a link between mental representations of nature and psychological well-being. If the child is not, and 'entity' separate from the mother, the individual can not be seen isolated from its physical world. The relationship with nature and fundamental emotional and psychological development. individuals and groups project on the natural world just as they do with the human world.

This paper presents an overview of the need for theory in the field of adventure therapy. It also... more This paper presents an overview of the need for theory in the field of adventure therapy. It also outlines one way of conceptualizing theories of human change as they relate to adventure therapy. The field of adventure therapy is young and has not had time to develop a coherent theoretical base. In order to contribute to the development of a shared language among adventure therapy practitioners, a conceptual map outlines program goals, the relationship of client to observer, and the resulting description of change in the client. The map illustrates the multiple perspectives on behavior change in adventure therapy programs and suggests the need to clearly articulate the theoretical and philosophical underpinnings of each program. A meta-view of "theories of action" in human change processes categorizes schools of psychotherapy as insight-based, noninsight-based, or both, and relates them to appropriate client problems, types of diagnostic issues, and goals of treatment. Als...

Journal of Outdoor and Environmental Education

Journal of Outdoor and Environmental Education

This paper outlines two vital aspects in the facilitation of adventure groups. These aspects, lin... more This paper outlines two vital aspects in the facilitation of adventure groups. These aspects, linking and containment, are important in all types of group, whether they are for recreation, education, development or therapy. Linking refers to the existence of links at both conscious and unconscious levels. These links involve each group member, the groupas-a-whole, the leader, and the primary task of the group. Adequate containment refers to group members having the conscious and unconscious sense of being firmly held in the group and its task, and yet not immobilized by the experience. The leader has a vital role in facilitating both linking and containment, but to do so requires a sound level of skills and a degree of emotional and psychological maturity. Some aspects of leader competencies are examined.

Journal of Adventure Education and Outdoor Leadership, 1992

New Zealand Journal of Psychology, Dec 1, 2003

This paper outlines research into the effectiveness of supervision provided by Department of Corr... more This paper outlines research into the effectiveness of supervision provided by Department of Corrections clinical psychologists to Department of Corrections probation officers, where the topic for supervision was learning to use the Criminogenic Needs Inventory (CNI; ...

This paper summarizes research to ascertain the need for university-based courses in adventure th... more This paper summarizes research to ascertain the need for university-based courses in adventure therapy in Australia. Three main sources of data were examined: questionnaires; a literature review; and anecdotal data such as unstructured interviews, personal conversations, and e-mail. Questionnaires were completed by 25 persons: 19 Australians and 6 from other countries. Results from a review of the literature and anecdotal data show the wide diversity of goals and techniques within the adventure therapy field and the need for adventure therapists to develop a coherent set of theoretical principles. Other results indicate that a university level course should address: (1) requisite skills in group work, counseling, therapy, self-management, and working with other cultures; (2) requisite knowledge (group dynamics, systems theory and psychology, experiential learning, psychological safety, technical outdoor adventure skills); (3) attitudes and values; (4) academic level; (5) prerequisites; (6) associated professions; (7) requisite learning process (didactic learning, research, internships, lectures, workshops, field experience); and (8) requisite assessment methods. Only one specific adventure therapy degree program was identified in the English-speaking world, although courses and study opportunities in adventure therapy were found in related fields. The existing provision of university-based adventure therapy courses in Australia and the United States appears to be inadequate, and more study is needed to identify the nature and scope of the need. (SAS)

Zip Lines the Voice For Adventure Education, 1997

Northland Support Wilderness Experience (NSWE) was a bicultural (White and Maori) wilderness ther... more Northland Support Wilderness Experience (NSWE) was a bicultural (White and Maori) wilderness therapy program that operated in New Zealand, from 1985 to 1990. NSWE conducted 11 wilderness expeditions per year with approximately 10 participants each, and provided 18-month followups for participants, parents, and significant others. Participants were aged 13-29; were at risk of being caught in destructive or self-destructive lifestyles; were referred by welfare departments, the courts, schools, or other sources; and participated voluntarily. Expeditions were demanding 10-day outdoor experiences characterized by extensive group meetings, group guidance and counseling, and group monitoring of participant behavior. This paper outlines aspects of the following program elements: (1) roles within the leadership team; (2) participant preparation and group building activities; (3) group development of a behavior agreement establishing behavior boundaries, group goals, consequences for breaking the agreement, and guidelines for participation and safety; (4) sharing power and control with participants, including the role and tasks of the day leader appointed each day by the group; (5) group activities and learning sessions for "korero time" (talk time); and (6) empowerment for participants, employees, and program administrators. (SV)

Australian Journal of Outdoor Education, 1999

This paper outlines two vital aspects in the facilitation of adventure groups. These aspects, lin... more This paper outlines two vital aspects in the facilitation of adventure groups. These aspects, linking and containment, are important in all types of group, whether they are for recreation, education, development or therapy. Linking refers to the existence of links at both conscious and unconscious levels. These links involve each group member, the groupas-a-whole, the leader, and the primary task of the group. Adequate containment refers to group members having the conscious and unconscious sense of being firmly held in the group and its task, and yet not immobilized by the experience. The leader has a vital role in facilitating both linking and containment, but to do so requires a sound level of skills and a degree of emotional and psychological maturity. Some aspects of leader competencies are examined.

Martin lectures on experiential group-work leadership at two universities in Perth, Western Austr... more Martin lectures on experiential group-work leadership at two universities in Perth, Western Australia, and runs wcrkshops on groupwork, psychodrama and adventure therapy in Australia, New Zealand and North America. An outdoor adventure leader for over twenty years, his previous work included eight years in New Zealand where he was creator and Director of the Northland Wilderness Experience, an organisation that used outdoor adventure interventions with "at risk" young people and their families.

This paper defines the field of adventure therapy and relates itto other types of adventure activ... more This paper defines the field of adventure therapy and relates itto other types of adventure activities. Outdoor adventure may have recreational, educational, or enrichment goals that focus on having fun, increasing participant knowledge, or building skills such as communication in a target group. Adventure therapy, on the other hand, ha's the clear goal of engendering lasting personal change in participants. Characteristics of adventure therapy include assessment of participants before the adventure experience, preactivity discussion to predispose participants to personal c.hange, activities chosen specifically for their potential to engender personal change, and postgro/T reflection to help participants transfer changes to everyday life. Adventure therapy programs vary widely in the areas of professional context, underpinning therapeutic framework and epistemology, range of therapeutic techniques, client base and presenting problems, funding sources, types of activities, interrelationship with other programs, and program design. A chart outlines the basic principles, underlying assumptions, role of therapi.t, and role of insight in five types of therapies: insight-based therapies, "black box" therapies and other behaviorist models, systems-based therapies, experiential therapies, and psychodynamic therapies. (SV)