growth in areas on which the choosing member is cur-
rently working. A participant might therefore choose a
certain movie because a film character models how a cer-
tain goal on this group member’s inner journey can be
achieved. Equally possible, the film might be chosen for
a character’s demonstration of failure. In the latter case
learning happens through the character’s mistakes, by
proxy. Other group participants usually discover that the
selected film serves them in a similar way even though
originally they would not have considered it as helpful.
The movie, or parts of it, touched the chooser deeply. The
subsequent group process helps this member in their self-
discovery, especially if the matrices in Chapters 8 and 9
are used. It also provides an opportunity for the others to
get to know this participant better because she shows her-
self through their choice, as well as through sharing her
responses to the movie. As other members talk about their
reactions to the film, the whole group starts to know each
other better. Often their responses are surprisingly
diverse. The subsequent group processes serve as a prac-
ticing ground for tolerance and acceptance.It is best to choose a movie from memory. If no movie
comes to mind, let the Film Indexat the end of this book
remind and inspire you.
The group decides whether foreign movies with subtitles
can be selected. In my groups I found them equally as benefi-
cial as any other film.Avoiding Pitfalls
Getting stuck in critiquing the movie is usually an indicator that
group participants do not feel safe enough emotionally to reveal
their personal truths. This insecurity is not always conscious. If
you become aware that it is happening in your group, it means182 E-Motion Picture Magic