Perplexing or distressing episodes in supervision: How they can help in the teaching and learning of psychotherapy
- 41 Downloads
Difficult times in the supervision of psychotherapists are shown to have the potential for making positive contributions to the teaching/learning process. The concept of parallel process is central to this paper, along with emphasis on the supervisor's self-awareness and use of her inner experience, positive and negative countertransference, and Kohut's concept of the selfobject transferences. A number of case examples illustrate these ideas.
KeywordsPositive Contribution Parallel Process Difficult Time Distressing Episode Selfobject Transference
Unable to display preview. Download preview PDF.
- Allphin, C. (1982). Teaching psychotherapy: the process of supervision and consultation.The Psychotherapy Institute Journal. Berkeley, CA.Google Scholar
- Doehrman, M. J. G. (1976). Parallel processes in supervision & psychotherapy.Bulletin of the Menninger Clinic,40(1).Google Scholar
- Ekstein, R. & Wallerstein, R. S. (1958).The teaching and learning of psychotherapy. New York: Basic Books. [2nd. ed., New York: International Universities Press, 1972.]Google Scholar
- Greenberg, L. (1978). Supervision from the perspective of the supervisee. In Hess, A. (ed.):Psychotherapy supervision. New York: Wiley, pp. 85–91.Google Scholar
- Kohut, H. (1971).The analysis of the self. New York: International Universities Press.Google Scholar
- Kohut, H. (1984).How does analysis cure? Chicago: University of Chicago Press.Google Scholar
- Langs, R. (1979).The supervisory experience. New York: Jason Aronson, Inc.Google Scholar
- Searles, H. F. (1965). The informational value of the supervisor's emotional experiences. InCollected papers on schizophrenia and related subjects. New York: International Universities Press, pp. 157–176.Google Scholar