The competent psychoanalytic supervisor: Some thoughts about supervision competences for accountable practice and training

Watkins, C. Edward

doi:10.1080/0803706x.2012.712219

Cited by 13 publications

(11 citation statements)

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“…(2004) suggests that the maintenance of supervisory boundaries is essential for an effective supervision relationship and for learning to occur. This has been echoed by Watkins (2014), who proposes that competent psychoanalytic supervision requires certain conditions, one of which is the supervisor's ability to monitor the factors that can challenge professional boundaries.…”

Section: Discussionmentioning

confidence: 99%

Problematic psychoanalytic supervision: An interpretative phenomenological analysis study

Khoshfetrat

Moore

Kiernan

2021

Couns and Psychother Res

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Problematic supervision has been found to be a common occurrence among psychotherapists worldwide. Although there are some research studies that explore therapists' experiences of problematic supervision, the literature on such experiences in the context of psychoanalytic supervision is limited. This study, as part of a larger study, explored psychoanalytic psychotherapists' experiences of problematic supervision. Using semi‐structured interviews, 14 professional psychoanalytic practitioners were interviewed. Interpretative phenomenological analysis was employed for data analysis. Five themes were identified: feeling frustrated, hurting deprivation, holding back, losing my voice and challenging boundaries. This is the first study capturing professional psychoanalytic therapists' lived experiences of problematic supervision. The findings emphasise a need to take into account the supervisees' conceptualisations about their difficult experiences in order to conduct supervision in a way that is meaningful and accessible for them. The study findings can be extended by future studies that explore the supervisors and the clients' experiences of supervision. Further implications for practice and policy and recommendations for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Problematic psychoanalytic supervision: An interpretative phenomenological analysis study

Khoshfetrat

Moore

Kiernan

2021

Couns and Psychother Res

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“…This proposed change in the role of supervisors needs to be defined by the terms which characterize the new discourse that is developing on analytic therapy and supervision. This discourse emphasizes accountability and clarification of analytic therapists’ professional activities as well as a clear definition of the professional competencies (Watkins, ) required to perform their tasks. This new approach draws inspiration from a broad, cultural, highly influential phenomenon, which has surfaced in all the health professions, including mental health, and which emphasizes the need to use only evidence‐based practices (Lemma, Target & Fonagy, ).…”

Section: Discussionmentioning

confidence: 99%

“…Similar demands are made of the supervisors: to account clearly for their well defined professional activities and to broaden and deepen their professional competencies, which also need to be well defined, clear and transparent (Israelstam, ; Watkins, ). Supervisors’ capabilities can be described as including listening, observing, conceptualizing and interpreting, to clarify the therapeutic interaction and to understand the supervisees’ role within it (Szecsody, ).…”

Section: Discussionmentioning

confidence: 99%

“…Supervisors’ capabilities can be described as including listening, observing, conceptualizing and interpreting, to clarify the therapeutic interaction and to understand the supervisees’ role within it (Szecsody, ). In addition to these capabilities, the supervisors need to develop the ability to evaluate their supervisees’ roles and abilities in a trustworthy, clear, precise and transparent manner (Watkins, ).…”

Section: Discussionmentioning

confidence: 99%

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Supervisees’ Unique Experiential Knowledge

Yerushalmi

2018

Brit J Psychotherapy

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Patients’ personal experiences and the way in which they create an intersubjective space with significant others cannot be easily formulated and organized in semantic memories. Since the role of supervision is to reach and negotiate diverse types of knowledge, the author suggests, in this article, that for supervisors to acquire a deep understanding of patients’ experiences, they need to become competent in helping their supervisees to identify, focus, and articulate their unique and valuable knowledge of the patients’ unthought experiences. Supervisees’ physical and mental presence in patients’ struggle for recognition, influence and self‐expression gives them access to types of knowledge that could not be reached in other ways. Supervisors, who have acquired this competency, are likely to create a more mutual and freer atmosphere, in the supervisory space, for considering and discussing various perspectives of patients’ experiences. The author brings an example of how a supervisor and a supervisee sidestep the regular supervision discourse and articulate the supervisee's unformulated knowledge and of how they strive to integrate this knowledge with other existing knowledge about the patient and the therapeutic process.

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“…In an alternative, yet complementary framework, Watkins (in press c) shortly thereafter identified six core supervision competency areas that have gained consensual validation worldwide. Adapted for psychoanalytic supervision, those six areas are: (a) knowledge about/understanding of psychoanalytic supervision models, methods, and intervention; (b) knowledge about/skill in attending to matters of ethical, legal, and professional concern; (c) knowledge about/skill in managing psychoanalytic supervision relationship processes; (d) knowledge about/skill in conducting psychoanalytic supervisory assessment and evaluation; (e) knowledge about/skill in fostering attention to difference and diversity; and (f) openness to/utilization of a self-reflective, self-assessment stance in psychoanalytic supervision (Watkins, 2012e). This framework allows supervision competencies to be identified that are specific to the area of competence in question, accentuating certain domains of practice (e.g., ethical, legal, and professional concerns) that may not otherwise be emphasized.…”

Section: Psychoanalytic Supervision Competency Frameworkmentioning

confidence: 99%

The contemporary practice of effective psychoanalytic supervision.

Watkins¹,

Edward²

2013

Psychoanalytic Psychology

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What are the primary features or themes that have come to increasingly define the effective practice of psychoanalytic supervision? In this article, I give attention to that question -identifying and reflecting upon a set of 10 "emerged" or "emerging" guideposts that seem to capture key facets or factors of the supervision scene now. Some of the areas that are reviewed include: (a) having fire, passion, and spirit for doing psychoanalytic supervision; (b) the learning alliance, real relationship, and supervision agreement; (c) analytic and supervisory reflectivity; (d) acute apprehension of the supervisory field (i.e., understanding and productively utilizing analytic and supervision transference, countertransference, and parallel process phenomena); (e) supervision intervention; and (f) individual and developmental diversity. Each of those areas is examined for its supervisory significance, and effort is made to develop a contemporary portrait of some of the essentials of effective psychoanalytic supervision practice. That resulting portrait is then placed within the context of the current competency movement, and the need to more clearly articulate a competency-based approach for psychoanalytic supervision is considered. Now over a century old, psychoanalytic supervision has proven to be a vibrant, vital, and vitalizing component of psychoanalytic education-a cornerstone in the "making" of psychoanalytic practitioners. In what follows, I hope to communicate and celebrate some of why that is so and reflect on how we might contribute to the further enrichment of that generative tradition.

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The competent psychoanalytic supervisor: Some thoughts about supervision competences for accountable practice and training

Cited by 13 publications

References 50 publications

Problematic psychoanalytic supervision: An interpretative phenomenological analysis study

Problematic psychoanalytic supervision: An interpretative phenomenological analysis study

Supervisees’ Unique Experiential Knowledge

The contemporary practice of effective psychoanalytic supervision.

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