On the Presence and Absence of Supervisors

Yerushalmi, Hanoch

doi:10.1057/s11231-019-09207-0

Cited by 5 publications

(1 citation statement)

References 38 publications

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“…The descriptions in this study support Shulman's idea (Shulman, 2016;Sewell, 2018) that field education in social work should focus on exploring, moment by moment, supervision process and practice, with each participant influencing and being influenced by the others. Similarly, supervision in psychoanalytic training has been described as the opportunity for detailed and in-depth scrutiny of the analytical work in a process that develops over time (Dulsster &Vanheule, 2019;Yerushalmi, 2019aYerushalmi, , 2019bZachrisson, 2011). The supervisor's methodological practice involves containment, mentalizing and making sense of unconscious processes, such that they may inform the therapeutic process with the patient (Collens & Van Hout, 2017).…”

Section: Discussionmentioning

confidence: 99%

A Psychoanalytic Perspective on Supervision in Field Education: Reflective and Containment Space for Supervision Interns

Harel¹

2021

Brit J Psychotherapy

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This paper describes two supervision groups of supervisor-interns undergoing training as supervisors, based on psychoanalytic supervisory principles, within the academic setting of a school of social work. The author focuses on the challenge of creating reflective and containment space, given the importance of such space for the supervisor-interns' learning and development in the context of the social construction of practice. Participants' descriptions, at their weekly supervision group meetings, of the supervisory process, are combined with vignettes and narratives of their experiences as supervisor-interns. Those experiences, under the author's tutelage as supervision group leader, were analysed through mirroring and interpreting the unconscious conflicts of a presented patient, the superviseeÀpatient relationship, or the process in the supervisory situation itself through the stimulus of the unconscious of group members manifesting in the verbalization of ideas. The supervision groups enabled associative thinking and dreaming as participants processed unconscious experiences, unconscious identifications, and communications derived from clinical materials. The relevance of these processes to teaching and learning supervision is discussed, and their usefulness for conceptualizing professional growth and creativity is demonstrated.

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