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In the context of global events during the pandemic, experts in the field of mental health have recognized the necessity of offering alternative modes of providing support and treatment, and many of them have engaged in conducting online services/therapy for the first time. Herein we present our experience in conducting online group work over almost 4 months, which was performed as part of group analysis training and which has brought certain event and changes to light that took place during group therapy in a virtual environment. The group, which had previously met face-to-face for two years, was able to adjust to the new setting and achieve progress despite certain difficulties and an episode in which one group member acted out. This article presents the advantages of online therapy regarding the availability of help and support during a period of increased patient needs and in achieving continuity of treatment as well as progress in therapy until face-to-face meetings become possible once more, but we also describe the challenges tied to the virtual setting, which requires adjustments from all therapy participants with regard to maintaining boundaries within the group, overcoming separation anxiety, technical and communication difficulties, and other unique factors that influence group therapy. [ABSTRACT FROM AUTHOR]

The psychological consequences of a pandemic manifest as anxiety, depression, PTSD, confusion, anger, feelings of uncertainty, and behavioural changes. This calls for a need to continue group therapeutic work, and a virtual space offers possibilities for therapeutic communication during measures of social distancing. The goal of this work is to present the specificities of group analysis during a pandemic using digital technology (WhatsApp, Zoom platforms). At the start of the pandemic, WhatsApp use allowed group members a permanent means of contact and support in times when the further continuation of group therapy was uncertain. When group therapy began to take place on the Zoom platform, closeness between group members and the group cohesion were not lost, the group members worked through the content that related to the crisis at hand, they spoke out on anxiety and their fear of disease, on the anxiety of social isolation, and the loss of everyday activities. The problems at hand reminded them of past crises. It is precisely the continuation of group therapy, via the use of digital technology, which provided group members relief in acclimatizing to measures of social distancing. Further research is needed on the dynamics and specificities of group analysis in a virtual environment. [ABSTRACT FROM AUTHOR]

Three traumatic events (two murders and a fire) which happened in Dalmatia during the summer of 2017 over the period of around twenty days affected the members of a heterogenous analytic group which has lasted for two and half years. Although the members had felt good for a long period, the current traumatic events introduced unrest, fear, the resurrection of traumatic memories and the need for facing new and repressed parts of traumatic events from childhood or youth. [ABSTRACT FROM AUTHOR]

Education of a group analyst consists of the theoretical part, the personal experience of group analysis and supervision. This article contains a description of my own experience and perspective on the education, including a special emphasis on supervision, the difficulties I encountered during supervision and the way I solved them. The emphasis is on the very beginning of group psychotherapy, the assumption of the role of a group leader, difficulties in forming a group, as well as the end of supervision and further independent work. [ABSTRACT FROM AUTHOR]

The article presents a group-supervision course in group analytic psychotherapy. The supervision course was performed via web-based supervision and regular personal meetings. The supervision took place in a transcultural context, since the psychotherapeutic group with the conductor/supervisee was in Denmark and the supervision group with the supervisor was in Croatia. The article explores some of the issues that are specific to web-based supervisions and transcultural encounters. The article is based on the supervisee's experiences and observations of the process. [ABSTRACT FROM AUTHOR]

The concept of countertransference is a point of consensus and convergence of different psychoanalytic schools and courses (Gabbard, 1995). With the book "Introduction to Group Analytic Psychotherapy" (1948), Foulkes introduced group analysis, thus linking social science and psychoanalysis, highlighting relationships, contacts, reciprocity and belonging to the group. His basic theoretical postulates anticipated the underlying principles of the intersubjective paradigm in psychoanalysis that became crystallised 30 years later. The attempt to understand my feelings represents for me a game and a challenge in the development of personal and professional identity. In the psychotherapeutic group I held, I have experienced intriguing and confusing feelings, and the need to understand what is happening within myself and in the group has resulted in this paper. I will present the evolution of the concept of countertransference in individual and group settings as well as the intersubjective approach in group analysis. The aforementioned theoretical concepts have assisted me in becoming aware and metabolising countertransference feelings in the group, as well as in understanding myself, my patients and the overall group dynamics. [ABSTRACT FROM AUTHOR]