Establishing group analytic psychotherapy as part of the academic offering in a clinical psychology-training programme requires revisiting the models and basic stance on training. This article outlines the significant shifts adopted when changing a traditional lecturer-centred approach to a relational model. Some of the arresting dilemmas created by social and academic isolation are highlighted. The significance of a personal validating participatory experience in bridging the divides is then discussed. The important role of Malcolm Pines is reviewed: in liaising and encouraging links and forging theoretical refinement and expansion, and his affirming contribution of scholarly works and professional discourse to widen group analytic practice.