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Unfinished business in gestalt

reminiscence therapy: A discourse
analytic study
a a
Eleanor O'leary & Inge M. Nieuwstraten
a
Department of Applied Psychology, University College Cork,
National university of Ireland, Cork, Ireland
Version of record first published: 27 Sep 2007.

To cite this article: Eleanor O'leary & Inge M. Nieuwstraten (1999): Unfinished business in gestalt
reminiscence therapy: A discourse analytic study, Counselling Psychology Quarterly, 12:4, 395-411

To link to this article: http://dx.doi.org/10.1080/09515079908254108

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 Counselling Psychology Quarterly, Vol. 12, No. 4, pp. 395-412 395

RESEARCH REPORTS

Unfinished business in gestalt

reminiscence therapy: a discourse
analytic study
ELEANOR O’LEARY & INGE M. NIEUWSTRATEN
Department of Applied Psychology, University College Cork, National University of
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Ireland, Cork, Ireland.

ABSTRACT This paper explores the identification and exploration of ‘unfinished business’ in gestalt
reminiscence therapy with older adults. The theoretical basis for this integrative approach is briefly
outlined, and extracts from a transcript from a six year long ongoing project in the South of Ireland
are used to illustrate the occurrence and processing of unfinished business in therapy. An audio-tape
of a particular session on the theme of ‘Feelings’ was transcribed using a modijied Jeffersonian
approach as outlined in Potter and Wetherell (1987). The transcript was read critically for the
identification and selection of any ‘unfinished business’ by a panel of three judges, and the chosen
excelpts were then analysed using the discourse analysis method.

Introduction
The Cork Older Adult Intervention Project with nursing home residents is an
initiative which has its theoretical basis in gestalt reminiscence therapy as outlined
in O’Leary & Barry (1998). The paradigm on which the therapy is based hinges on
the assumption that the emotional, social and spiritual development of older adults
continues until death. Butler (1963) viewed the recall of the past in reminiscence as
adaptive and helpful to individuals as they relive former achievements. The empha-
sis was on successes rather than on failures, thus enhancing identity and creating an
enjoyable experience. Butler saw storytelling as a method which allowed older adults
to come to terms with their mortality. The person revisits and works through past
events and integrates them into a ‘gestalt’.
Since development is viewed as a life-long process, gestalt reminiscence
therapy does not content itself merely with recalling the past, but challenges
older adults to continue to enhance themselves. The approach integrates
reminiscence therapy with gestalt therapy as outlined by Perls et al. (1951).
Participants identify and express feelings, accept responsibility for themselves and

Correspondence to: Dr Eleanor O’Leary, Director of Counselling & Health Studies Unit, Dept. of
Applied Psychology, University College Cork, Ireland

0951-5070/99/040395-180 Taylor & Francis Ltd

 396 Eleanor O’Leay G,Inge M. Nieuwstraten

allow unfinished business to be completed. Previously unrecognised emotions

relating to an incident in the past can be explored and acknowledged in the
present, while the losses and adjustments which are part of old age can be
supported.
Accepting responsibility for themselves enables individuals to have a greater
sense of control over their lives. Even within a nursing home setting residents can
exert this control over a number of areas in their lives. They can ask for the
appropriate support from the environment while not depending prematurely on it.
The time dimension of gestalt reminiscence therapy involves past, present and
future. Group members are facilitated to live more fully in the present by freeing
themselves from ‘shelved’ issues.
Within the Cork Older Adult Intervention Project, gestalt reminiscence therapy
is used in a nursing home setting. The group provides contact with peers, support
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and feedback in the processing of problems, the establishment of a sub-group

identity within the home and fellow travellers in emotional development. It also aids
alertness, bolsters self-esteem and provides an opportunity for the development
of friendships. Since a significant part of old age consists in being at peace with
the past, the present study considers the role of unfinished business in gestalt
reminiscence therapy.

Method
Participants
The participants in the present study were seven members of a gestalt reminiscence therapy group
comprising 6 females and 1 male (all over 65 years old). Not all members were present at the particular
session under discussion-5 group members are represented in this particular study, 4 females and
1 male. The facilitator (FAC) was a final year Masters in Counselling Psychology student for whom
facilitating under supervision was part of her official clinical assessment. One member (Ruth) was with
the group since its beginning, another attended the previous year, while the remaining members were
new to the experience.

Procedure
The gestalt reminiscence therapy sessions occur within a rural nursing home setting in the South of
Ireland. The group meets once a week during the academic year. The therapy sessions are organised
within the framework of the Cork Older Adult Intervention Project.
Input from the matron takes the form of information-sharing with the facilitator on the health status
of participants. This allows special consideration to be given to the members’ particular needs. Seating
is arranged to facilitate optimum involvement for those who are hard of hearing or have mobility
problems. It also allows the facilitator to take into account the effect of medication and the special
difficulties faced by those with Alzheimer’s disease and other cognitive difficulties.
The project is a longitudinal one presently in its sixth year. The session from which the material is
extracted occurred in the fourth year of the project. Each meeting begins with an open round in which
participants can voice their current experiences. If any participant wishes to spend more time exploring
a particular issue, the facilitator enables an exploratory process to occur. If however members do not
generate group material, the facilitator introduces a topic.
 Gestalt reminiscence therapy 397

Data collection
T h e data analysed in the present study was collected during a tape-recorded session lasting
approximately one hour on the theme of ‘feelings’. In gestalt reminiscence therapy, unfinished business
exists within the individual due to unexpressed feelings and thoughts relating to a certain incident in the
past. Through focusing on feelings in the session, these situations naturally emerge. Due to the density
of the data o n the tape, it was decided to continue the study within the parameters of a single session.

Transcription of data
T h e audio-tape of the session was transcribed using a modified Jeffersonian method as outlined in
Potter & Wetherell (1987). The pauses were not measured in terms of seconds: a series of three dots
indicates a short pause, and long pauses are indicated by notation (long pause). T h e transcript plus
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tape was then given to the facilitator to help identify what was said in cases where words were muffled,
unclear or overlapped by other speech. In consultation with the group leader corrections were made
and pseudonyms were used for the participants. Identifying details were altered to preserve the
anonymity of the members.

Method of analysis
A panel of three judges with postgraduate qualifications in the field of psychology worked separately to
identify those passages in the transcript which dealt with unfinished business. Where there was
consensus with respect to a passage, it was encoded for analysis thus ensuring inclusiveness of data.
This process of selection is distinct from the actual analysis. Potter and Wetherell (1995) state that the
selection ‘is merely designed to make the analytic task simpler by focusing o n relevant materials’ (p.
87). The method used in the present study establishes interrater reliability. In addition, the authors
hope to establish coherence by publishing a number of studies o n different themes within gestalt
reminiscence therapy using the same methodology.
T h e text was analysed by the authors in terms of the introduction of unfinished business, the
feelings and thoughts expressed, the interpersonal interaction, the group dynamics and coping mecha-
nisms.
When researchers combine their efforts, as in the present study, the result is a richer and more
complex reading of the text. As in most qualitative methods the authors had to be selective in their
focus. Discourse analysts seek to produce readings of dialogue and text. As Gill (1996) puts it: ‘We do
not claim to “discover” the “truth” or even to produce a “definitive” reading, for we are aware that the
same text can be read and interrogated in many different ways’ (p. 147). T h e present study is
exploratory in nature and seeks to provide an initial reading of how unfinished business is presented
and worked through by a sample of older adults in a group setting.

Reliability
By providing extracts from the raw data, it allows-according to Potter (1996)-‘the reader to assess
the particular interpretation that is made since it is presented in parallel with the original materials’
(p. 139). In supplying these extracts the researchers have left a clear ‘audit trail’ (Lincoln & Guba,
1985).
 398 Eleanor O’Leary & Inge M . Nieuwstraten

Key to transcript extracts:

column 1 describes the line number in the transcript
column 2 denotes the speaker
column 3 outlines what is being said

Speakers:
FAC. = facilitator
1 = Edie
2 = Bridget
3 = Ruth
6 = Mrs. Sullivan
7 = Mr.Murphy

Key to symbols used:

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[ denotes simultaneous or overlapping speech

Underlined words indicate stressed words
Zzulicised text represents paralinguistic comments, i.e. (smiling) or (indistinct)
... denotes short, unmeasured pause
0 words normal script in round brackets represent a word, which has been substituted for
the original transcript, in order to preserve the anonymity of the speaker
0 A pair of square brackets indicates a cut in the text, where that text is not relevant to the
theme under discussion
I indicates a cut-off from the prior word or sound
The organisation of the results and their discussion is presented through considering the unfinished
business of two of the group members, Ruth and Mrs Sullivan. Both focus on problems with members
of the family.

Data analysis and discussion

UnJinished business
Gestalt reminiscence therapy facilitates participants in dealing with unfinished
business. This process is important for personal growth. If it is not attended to,
energy remains locked in the past, thus hindering individuals from living fully in the
present. The following extract demonstrates how Ruth is helped to recognise and
acknowledge her feelings. In this instance the incident has occurred in the recent
past.
In terms of unfinished business the facilitator enables Speaker 3 (‘Ruth’)
to describe the problem (lines 409-411) and express her feeling of upset
(lines 437, 440). The transcript also highlights the close bond between
group members. This creates a good ground in line 414 from which the problem
emerges as figure (line 415). In line 439 speaker 6 affirms Ruth’s feeling of being
upset.
In the next excerpt Ruth gets more in touch with her feelings and eventually
uses the word ‘terrible’ (line 463). Expressing emotion assists her to ‘own’ the
encountered difficulty, thus increasing her sense of responsibility. At this point a
 Gestalt reminiscence therapy 399

TEXT
393 FAC. Would you be closer to ... Aileen and
394 Paddy ... and Vincent ... because you see
395 1 them more often ... than the others ...
3

I I

407
406
408
II FAc. I So Ruth ... even though you see Aileen and
Paddy and Vincent more often ... you feel
closer to all of them ...
409 3 (pause-clears throat) Vincent ...
I don’t feel so close to, because ... [detail
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410
omitted in order to preserve anonymity]

Mmmmmmm
~ ~~~~

because eh ... ... eh

~ ~~~ ~ ~

414 They don’t see eye to eye!

he makes use
... of his family [details
omitted in order to preserve anonymiv]

436 FAC. And how does that feel, Ruth ... [to see
I
437

438

439

440 3 very upset

455 FAC. And how does that feel, Ruth ...

456 3 Well, I was very upset about it

different group member becomes part of the Greek chorus (lines 464-465 and
469-471). However, Ruth is still inclined to blame herself (lines 508-509):
The speaker is unable to ‘finish’ the unfinished business during the session at
hand since she feels too dependent on the son with whom she has difficulties. Her
coping method is not one of total avoidance, however: she ‘leaves him in God’s
hands’ (line 569).
 400 Eleanor O’Leay & Inge M. Nieuwstraten

Certain issues are viewed as ‘unalterable’ (line 572). When this happens, the
participants may use their religious beliefs as a way of coping: ‘Leaving it to God’.

462 I FAC. I How are you feeling about it now, Ruth? I

463 I 3 I Oh, I feel terrible about it ... I
465
464

466
II FAC.
I1 Yes, she came into me the other
Ruth, complaining Vincent ...

Mrnmmmm
... afternoon,

I
I I
~~

467 1 eheh ._.(detail omitted to preserve anonymity)) I

468-1 FAC.
~~
1 yeah

469 1 and how she complained and ... like and she
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470 said: “He was the only one of my sons that 5

47 1 gave me cheek ...

I 508 I FAC. I How do you feel towards Vincent, Ruth? I

1509 I 3 I Well, I feel ... that I reared a fellow like it ... I

I 537 I FAC. I And how do you feel, Ruth ... I

I538 1 3 I Of course, hurt I
539 1 FAC. I Hurt _..yeah ... yeah
This method was one of the two most frequently used coping responses in an Irish
sample (O’Leary, 1990). Ruth reiterates this solution in the following excerpt:

567
568 I FAc-
I
I (loudy) And
knowing that
does (it) feel, Ruth, for you,
... your son has ... done this ...
(pause-sound of cup being placed on saucer)
569 Well, as I say, I leave him in God‘s hands ...
570 6 Yes
(sounds of throat clearing)

571 FAC. Is there anything you’d like to do about it ...

572 3 I can’t ... Cause I don’t wish him any bad luck
573 1 FAC. I Mmmmmrn
574 3 Nor any ...(indistinct) thing against him ... because
575 eh ... as I say ... as I c ~ m through
e the door ... I get
576 him ... in my prayers ...

Although this way of coping appears to be passive, it may have an adaptive hnction
for individuals who are dealing with painhl emotions due to a seemingly insur-
 Gestalt reminiscence therapy 40 1

mountable problem with no simple solution. They may feel strengthened and indeed
empowered by looking towards a higher power to help cope with it.
As part of the group process, participants protect the member under focus by
voicing agreement or by presenting a different perspective on a given situation.

606 FAC. Is there anything, Ruth, that you’d like to to

607 Vincent, that maybe you ... you feel you say ...
608 or you’re nor ready to say
609 3 No, I leave him to God ...

In the following extract Edie (speaker 1) enables Ruth (speaker 3) to have a

different view of her son’s behaviour. Through this ‘reframing’ Edie shows
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support for her and acknowledges her situation. The facilitator uses the experience
to reflect Ruth’s previously expressed feeling (line 480) which is then confirmed
by Edie:

473 I 1 I so I said: Ah, m,you know, he’s a lecturer 1

474
~
I3 ~
I [Oh ...
~~~~~~~~~~~
1
475 1 [and lecturers
476 3 and listen ... he has a son, the very ~ a m e...
477 1 yeah
478 3 and he’s only & years of age ...
I479 I1 I Yes ... yeah ... 1
480 FAC. So you feel terrible about this, Ruth ._.

1
48 1 3 I&
482 1 She does, but like, all lecturers are inclined to be
483 that, like, because they’re used to talking down to
484 [people
~ ~ ~ ~~~~

485 6 [yes, exactly

486 1 to their students ...

488 1 and they think they know everything then ...

489 6 Oh, yes
490 1 That’s what 5 think ...
 402 Eleanor O’Leary & Inge M . Nieuwstraten

765 FAC. And how d o e d h h does that feel, for you

766 3 ‘t Is!-h

767 6 yes, I’d say it is ... [It is

768 FAC. [It’s hurtful
769 6 Hmmmmmm
770 3 Hurtful
77 1 FAC. yes
...
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772 3 I couldn’t say any more

773 FAC. Hmmmh, yeah ... And where is this hurt, Ruth
774 3 inside ... (pointing)
‘t Is here,
775 FAC. In your chest ...
776 3 Mmmmmmmmm

The introduction of unfinished business

Unfinished business is often introduced in general, non-personalised language. This
is connected to the notion of the ‘exposure boundary’, one of five contact
boundaries identified by Polster and Polster (1973). Exposure boundaries are closely
associated with the uncovering of that which is hidden. Experiences which are
stresshl are not reported easily. ‘Masking’ such incidents is a common phenomenon
(Shlien, 1984). This process is exemplified in the following passage (lines 194-209),
where a passing mention is made of an issue by Mrs. Sullivan:

~ ~~~ ~~ ~

194 6 But eh ... I found eh ...

eh ... - from talking to people
195 and listening to peoplesometimes their children
196 neglect them ...
197 FAC. They ndneglect them

198 6 Yes, [they neglect

I199 I FAC. I [yes I

I200
~
I6 I their parents. I
20 1 FAC. Mmmmm ... they & ...
202 6 They’re busy eh ... enjoying themselves
203 FAC. Mmmmmmm
 Gestalt reminiscence therapy 403
I I I i
204 6 I/I speaking more of the younger generation, you
205 know ...
206 FAC. yes ..-yeah
207 6 Well, they have so much going for them, these
208 days, haven’t they? You know?

Instead of dealing with the issue at this point, the speaker makes ‘generalist’ excuses
(lines 207-208). The pattern displayed is common to many clients coming to
counseling for the first time-problems are viewed as external and reference to them
is in non-self terms. The theme is disclosed more fully in line 1296-not in relation
to the speaker’s own children, but to her grandchild.
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1296 I 6 1 [ ] Whereas her sister ... 1

1297 I FAC. 1 Mmmmm
1
1298 6 who is a few years younger, is totally
1299 different ...

1300 FAC. Mmmmmmm

1301 6 She’d say “Hello Ma’am” (in a cool, matter of

1302 fact tone) ..
. d’you know “Hello Ma’am’’
1303 I FAC. I Yes ... yeah 1
1304 1 6 I and she doesn’t come to see me so often ... 1
1305 FAC. yeah

1306 6 She hardly ever comes to see me [as a matter

1307 FAC. [Mmmmmm ...

1308 6 of fact ...

1309 FAC. yeah

1310 6 But then she’s _..oh, she’s ._.eh .._4 mixed up

1311 in ‘ART‘ (in a snooty ton@ and all those things,
1312 you know

1313 FAC. And how does that feel for you [Mrs. Sullivan,

1314 6 Ihurt
1315 FAC. that she doesn’t come to visit you and that ...
1316 6 hurthl
 404 Eleanor O’Leay 6’ Inge M. Nieuwstraten

1317 FAC. hurtful

1318 6 yes

1319 FAC. Eheh ... you feel hurt

1320 6 Eh ... Yes, I wo/if I it get on me, but I/I don‘t,
1321 I try not to ... I say “Ah well, she’s young, it’s
1322 her young life”, you know [and she’s

1323 FAC. [Mmmmm

1324 6 Interested; like ... eh ... ’t could be more harmful
1325 if she was doing something or that I [sic]
1326 wasn’t living the right [life ...
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In lines 1304, 1306 and 1308 Mrs. Sullivan is coming to terms with the issue,
namely her granddaughter does not come to see her. Having identified what the
problem is, the speaker is trying to find reasons to excuse it in line 1310. Glasser
(1986), the originator of reality therapy, would insist on the facilitator adopting a ‘no
excuses’ attitude in such cases. In gestalt reminiscence therapy, the focus is on
identifying and expressing the feeling (lines 13 13-1 3 19). In lines 1320-1 322 Mrs.
Sullivan again seeks to deflect from the process of exploring her emotions although
she had expressed them in line 1314. The internal struggle to accept that she is hurt
is clear. This process reflects the movement from non-experiencing of feeling
through using habitual coping methods, e.g. drawing on the role of ‘understanding
grandmother’, to attending to inner emotions. It often takes a circular form with the
individual alternating between role and felt experience. There is a gradual move-
ment away from role playing towards impasse as individuals begin to develop a sense
of themselves.
The main role of the therapist in impasse is to enable individuals to keep in
touch with their internal process. This is evident in the following excerpt where
encouragement by the facilitator enables the speaker to readily identify that her hurt
feelings are located in her chest (line 1339):

FAC. [yeah (in a louder voice) And if yodMrs. Sullivan, if

you could locate that hurt for you, where would you
say ... would you fe/[d‘you feel (uninreNigble)

6 (in a loud voice) [I actually feel it in my chest, d’you

1340 know [that,
1341 FAC. [Do you, mmmmmmm

1342 6 yes, I actually would

1343 FAC. Yes

6 mmmmmmmm
 Gestalt reminiscence therapy 405

1345 FAC. mmmmmmmm

1346 6 [But again

1347 FAC. Wodyou’d feel it here

1348 6 yeah, I would

1349 FAC. yeah

Self modelling finished business

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In the following excerpt, Mrs Sullivan realises that when her husband died she had
not been able to locate or even feel her hurt. Earlier in the session, the speaker had
alluded to losing him at a very young age without mentioning how she had felt. In
the following extract she compares her present feelings of hurt to her earlier inability
to register it. This stage of grieving called ‘numbing’ by Bowlby (1980) refers to the
sense of being stunned and unable to process information regarding the new
event:

1350 6 But I/I ... it/ it’s an extraordinary thing _..eh-if I

1351 may mention it-like, my husband died, like he
1352 never came out of the anaesthetic he had like,
1353 for the/this operation ...

1354 FAC. Mmmmmmm

1355 6 And ... I never c r i d couldn’t cry, I was

1356 stunned at the news

1357 FAC. yeah (very so&b)

I I I
I

1358 6 and it was ... it t o o W E that happened in

1359 December and ’t was in June and I was away on
1360 a visit down to a sister I had that time, living in
I1361 I I Mayo [and
I I
I
I
1362 FAC. [Eheh

1363 6 suddenly one & at lunchtime it &struck

l me

1364 FAC. Mmmmm ... (very so$&)

1365 6 and I remember getting up

1366 FAC. yeah (very sojily)

and aoing out and actually going out of the

house and going along thidwalking along this
 406 Eleanor O’Leary G.1 Inge M. Nieuwstraten

1370
1369 I country road ‘ti1 I’d felt
know ...
... composed again, you

1372 I FAc. I Yeah ... (in a louder voice) So the pain was
coming out ...

1373
1374 I I Yes, the pain
do ...
... But it took all that time for it to

1375 I FAC. I Yes, ofcourse

1376 6 it was extraordinary

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The reporting of grief, now resolved, reminds the speaker of the need to express
feelings of hurt and loss.

The role of the group in unfinished business

The importance of the group context is evident in lines 1390 and 1395 in the
following extract, where the sentiments expressed by speaker 6 obviously resonate
strongly with speaker 3:

11389 I 6 and so I/I try to ... like rake them out of my mind
1390 3 Exactly ... (with feeling)
1391 FAC. [How/how/how d’you ... (in a raised voice)
1392 6 (overlapping speech, indistinct) w e l l d o you
1393 think of that ... would you think I’m doing the right
1394 thing?

I1395 I 3 1 Exactly ...

1397
1396 I I (Y)&,
I think
that’s what I do, because eh
... you get depressed ...
... otherwise

The word ‘exactly’ is stressed and used twice like an incantation or refrain. Speaker
6 uses a very active verb ‘take’ in line 1389 to indicate her active part in dealing with
her feelings. The group dynamic is important in that it allows group members to
identify with the story of another. In the following extract the facilitator reflects back
to the participants where they have located their hurt feelings in their bodies and
explores with them the possibility of getting rid of these feelings:
 Gestalt reminiscence therapy 407

1410 FAC. [ ] Ruth, you said that you’d feel

141 I it

1412 6 yes, you would

1413 FAC. and Mrs. Sullivan, you say you feel hurt here ...

1415 FAC. what we is ... try/to t g and get of it

1416 6 Yes

1417 FAC. to ... to Ispeak/to speak

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1419
1418 I [and how would you do
somebody else, or m?
now, by telling

The facilitator then goes on to explain how to feel the pain and express it. She refers
to the use of the empty chair technique in this process.
In the next excerpt Mrs. Sullivan is challenged by the facilitator (lines 1440-
1441). She explains that she fears becoming ‘fixated’ (line 1447) and experiencing
its social consequences (1457-1458). Interestingly, this echoes Cohn’s (1970)
position that unfinished business equates with emotional fixation. Understanding of
the block moves the process forward insofar as the individual owns the cognitions
which prevent her from expressing the feeling:

-
1439 6 Just I’m not hurt by anything
1440 FAC. Even though you & Ifeel the of your
1441 granddaughter not visiting

1446 6 [But I/I a

not to let it get on me, because I think
1447 you can get a fixation, you know, about these
1448 things

1457 6 because you’d be a nuisance to yourself and to

1458 anyone coming in contact with you ...
 408 Eleanor O’Leay & Inge M. Nieuwstraten

In spite of acknowledging her feelings of hurt in line 1414, speaker 6 still proclaims
in line 1439 that she is not hurt by anything. This is typical of the kind of variability
present in everyday speech. Potter and Wetherell (1995) see it as reflecting the kinds
of dilemmas and contradictions present in any ideological field-in this case whether
or not to describe oneself as capable of being ‘hurt’. The implicit meaning of line 1439
is that the speaker likes to position herself as someone who is invulnerable. This role
is part of her self-perception and she is loath to change it even in the face of current
experiencing. The passage reflects the internal struggle between the two forces: the
role ‘I’m not hurt by anything’ and the already expressed feeling of hurt, an example
of implosion as outlined by O’Leary (1992).
In the following excerpt (line 1527) speaker 3 uses a discourse which positions
her as regarding the expression of sadness as bad. This attitude with respect to a
particular emotion mitigates against finishing unfinished business. Mrs Sullivan
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draws on an outside authority (a ‘doctor’, line 1529) to support the value of crying.
She distinguishes between the experience of seeing someone crying and its possible
benefits:

1527 3 It’s bad to see people crying ...

1528 FAC. Mmmmmm

It’s really bad ... But I remember a doctor telling me

one time, it was better for a person to cry ...

I 1531 I FAC. I Mmmmmm I

1532 6 because they ... they got rid of that tension that’s
1533 there, you know?

1534 FAC. Mmmmmmm

1535 6 Well, I don’t know ...

1536 FAC. (sofity) Yeah ... (7ouder) Because if you don’t ... If you
1537 don’t express it some way [ ...
1538 6 [you to ...
1539 I FAC. I it inside
stays I
1540 I
I
6 I and you get a fixation about it ... mmmm?
I
I
1

Coping mechanisms for unfinished business

The group members cope with unfinished business in a number of different ways.
This is particularly true if it is part of an ongoing situation. These methods are not
necessarily maladaptive: on the contrary, they allow the person to continue in the
present while the situation is still waiting for closure. In the h a 1 stages of the
session, two group members outline their personal method of dealing with un-
pleasant feelings:
 Gestalt reminiscence therapy 409

1619 FAC. I’m &t wdkterested in ... em/@ thinking

1620 about what you said, Ruth, about feeling the
1621 hurt here, and Mrs. Sullivan, what you said
1622 about feeling .. .
1623 6 Mmmmmm

1624 FAC. the hurt here ... And I’m wondering if you ... if
1625 you would be interested in ... in doing
1626 something with that hurt ... in ... (i’ong pause)
1627 em ... in letting it go ...

1628 6 Yes, well, we used to have to let it go ...

1629 FAC. Eheh ... yeah

I
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1630 3 Well, I go down memory lane as I say ... and I

1631
1632
think of the words of the song ... And when Bill
comes along then I’d say: “BilJ come on, tell
I
me ... Get your cassette and play ... the
1634 recorder .. .
1635 FAC. Mmmmmmm

1636 3 and eh ... you can get it out then ...?

1637 FAC. So for you, Ruth, you let of the hurt by
1638 singing a song ...

1639 3 Uhm?

1640 FAC. by praying

- ~~ ~~~

1641 3 or ... bar ... yes

1642 FAC. or by singing with Bill ...
1643 3 Mmmmmm

1644 I FAC. 1 And how about for you, Mrs. Sullivan

1645 6 For me, iffif something is worrying,
1646 something that’s ...- if it’s dayht’s daytime ...
1647 FAC. Mmmmmm
1648 I6 I I go out into the garden ... and 1’11 & ...
1649 FAC. you do some gardening
1650 6 odor I weed ... or I doland I find that I’d
1651 recommend it to anyone ... to d o gardening ...
1652 for your mind goes completely

1653 FAC. Mmmmmmm

1654 6 And you get interested ... and weed
1655 shouldn’t be there and weed, and
1656 something else that’s not thriving and
1657 something else that’s doing so well ...
L I 1
 4 10 Eleanor 0 ’Leary & Inge M. Nieuwstraten

Singing is an emotionally expressive technique and an habitual coping method for

Ruth. Since it might also indicate avoidance, it is tempting to think of it as ‘not
coping’. However, the use of such a mechanism is not always unhealthy: ‘the chief
difference between healthy and unhealthy uses is that in the former the person acts
with awareness’ (O’Leary, 1992, p. 43). Speaker 6, Mrs. Sullivan, uses an interest-
ing and common form of self-therapy: that of digging and gardening. As the passage
in 1654-1 657 demonstrates, these are ways of ordering her environment when other
things in her universe are outside of her control. As a further form of self-support
Mrs. Sullivan uses ‘deep-breathing’ as demonstrated in the next excerpt:

1675 6 If I can‘f go g, for some reason or another, I’d

I676 just go outside the, say even the diningroom
1677 door into the garden, the fresh air ... and I take
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1678 sixteen deep breaths-I don’t know why it’s

1679 sixteen,

1680 FAC. Hahaha (giggling)

1681 6 but I take [sixteen

1682 FAC. [Oh! Aha

1683 6 I’m complete/-I think somebody told me sixteen,
1684 to completely change the air in your
1685 lungs ...

Deep breathing facilitates relaxation and can establish internal control. It is a

particularly useful means of increasing self-support. Inhaling more deeply allows the
individual to withdraw from the turmoil of stressful situations. The speaker’s words
are very telling-for one moment she demonstrates absolute integrity: ‘I’m com-
plete’ (line 1683).

Conclusions
Identifying and completing unfinished business is an important part of gestalt
reminiscence therapy. It enables participants to work through feelings that were left
unexpressed in the past. This process is particularly important for those older adults
who grew up in a cultural setting where expressing themselves freely and openly was
not encouraged. If the only socially acceptable way of expressing oneself is formal
and impersonal, it is hard to attend to one’s emotions. Some members of the group
did not experience such difficulties and were able to voice their emotions more
directly.
Results of the study show that the initial expression of unfinished business by
older adults can be in non-personal language. The task of the therapist is to assist
them in both personalising the issue and exploring and finishing it. Participants can
 Gestalt reminiscence therapy 4 11

act as a Greek chorus for the work of the older adult. They may give a different
perspective to the problem identified or voice their shared interpretation of the event
thus affirming the person. Effective use of cognitive and behavioural coping mecha-
nisms such as ‘leaving it to God’, singing and gardening was made by the older
adults in the study in the absence of therapy.
Further studies are needed in this area with other groups of older adults. In this
manner, through the integration of additional material relating to the topic of
unfinished business, saturation could be achieved and thus validity enhanced.
Extended exploration of the data already collected is also advisable to identify
further emerging themes in group work with older adults.

Acknowledgement
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The authors wish to thank Geraldine Sheedy, who acted as one of the judges in
establishing interrator reliability.

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