What is PSP?​​

The term PSP (Process-Stage-Praxis) could be understood as:
interaction (“praxis”) based on the stream of our personal experience (on our experiential “process”) as it directly develops during our meetings in our co-created field of interaction (in our mutual “stage”).

PSP is an adjunctive skill based on (a) interaction, (b) focus on the body, (c) improvised movement and (d) creative imagination.

PSP is aiming to support the development of our ability to sense what happens in our subjective physical and psychological reality.

As this ability is called “awareness”, we could say that
PSP is a very flexible adjunctive skill for a large variety of ways to explore the actual stream of the “here and now” experience and the enrichment of the awareness of this stream;
it is noted that when we focus on the “process” of the synthesis of our own or of others’ experiences and on the development of their awareness, we usually employ the term “work”. 


   Who can use PSP?

PSP may be potentially useful in many ways in:
psychotherapy, psychology, self-knowledge and personal growth, counseling, education of any kind, coaching, training, work-field and Organizations, art, social interventions in various settings, etc.

Generalizing we could say that in all these and many other fields there are appropriately trained people (for whom we may use here the broader term “coordinators” or “facilitators” – apart from any other more precise definition of each specific profession)· coordinators undertake the responsibility to systematically interact (to “work”) with other people in many ways on psychological and/or physical levels with a large variety of goals (support, help, transmission of specialized knowledge and experience in certain topics etc).

Such coordinators work with individuals and/or groups and they often employ in their professional practices several ways of awareness enhancement.

PSP may be used as a complementary tool to enrich and support this goal in a very rich variety of ways of work in several fields.

It is noted that
PSP is not at all a proposal aiming to substitute the work itself that a coordinator does in his/her practice in the above mentioned fields; PSP is an adjunctive skill with several application possibilities aiming to support and enrich this work.

Similarly, PSP is only enriching the “palette” of the already acquired tools and skills of any coordinator working in these fields and it should by no means be considered some kind of substitute of any professional training.

Moreover, learning how to use PSP does not provide to anyone
(a) the title of “psychotherapist” or “psychologist” or any other title,
(b) the professional right to work in these or any other field,
(c) the right to work in any kind of work including any kind of interventions to other people in any context.

PSP is just a tool providing some “extra” possibilities” to someone who is already trained to her/his specific work field.

Today, as PSP is consistent with the general ideas of the broader humanistic area, it can be used as a systemized “approach” supporting the development of awareness in a humanistic perspective.

PSP can be considered an “approach”, because as this word implies, PSP tends towards a certain goal through specified principles, means and appropriately organized sequences of processes. (Susan Gregory, personal communication, 2016).

The ideas and elements making up the PSP approach include
theory and practice (meant as the combination of its theoretical – philosophical ideas and its methodology).

PSP has two functional levels concerning: (a) the actual PSP applications in different fields (“how” PSP is employed depending on “where” it is employed) and (b) the training in the PSP theory and praxis.

It is noted that
the tools provided by the PSP approach support and do not affect the goals of the application in which PSP is employed.
If for example PSP is used as a complementary tool in coordinating a group of parents, its use by the coordinator does not affect the goals of this group.

there is nothing with which the participants in an application in which PSP is in any way involved, should have already been familiar;
instead, the coordinator who employs any element of PSP in her/his work has to know very well what, when, why, and how she/he is doing whatever she/he is doing with PSP both theoretically and practically.