Unconscious Defense Mechanisms in T-Groups: A PRISMA-Guided Psychodynamic Review of Denial, Repression, Projection, And Transference

Abstract

Training Groups (T-groups) are non-prescriptive learning experiences that involve the use of interpersonal awareness and group compelling experiences through real-time unstructured interaction. Core principles include a focus on the here-and-now, open expression of feelings, free flow, and spontaneity. Although T-groups are traditionally based on behavioral learning theories, inherently unconscious psychological processes emerge at the group level. This systematic review examines the defense mechanisms of denial, repression, projection, and transference in T-groups through Freudian, Jungian, and Gestalt psychodynamic perspectives.

By PRISMA 2020, this review synthesizes findings from 100 peer-reviewed empirical studies published between 1990 and 2025. Extensive searches on PsycINFO, PubMed, Scopus, and Web of Science were conducted to identify relevant studies. They also had inclusion criteria, which included a direct attention to T-groups, unconscious processes, and the psychodynamic theory. The data were retrieved and descriptively synthesized, and the quality was assessed through CASP and MMAT instruments.

The results have revealed that the most common defense patterns in the T-group are projection and transference, on which group ambiguity, emotional reinforcement, and authority issues are known to arise. These processes have a significant impact on group cohesiveness, trust, and learning. Psychodynamic explanations bring into perspective the insights on group actions through intrapsychic conflicts (Freud), symbolic group roles (Jung), and here-and-now awareness (Gestalt) that are different and at the same time complementary to each other. Anna Freud's classification further clarifies adaptive and maladaptive defenses within group contexts to understand the complexity of the group dynamics.

The review highlights the transformative potential of T-groups when facilitators are trained to recognize and address unconscious processes. However, the evidence base is limited by methodological heterogeneity, underreporting, and a scarcity of T-group-specific studies. Future research should explore longitudinal effects, cross-cultural variations, and empirical assessments of psychodynamic interventions in group settings. This review also underscores the importance of integrating psychodynamic theory into T-group facilitation and design, advocating for deeper engagement with unconscious dynamics to enhance experiential learning, interpersonal, and group development.