The Development of the Psychodynamic Psychotherapist in Supervision

Abstract

Supervision is a fundamental component of every clinical training program that teaches psychodynamic psychotherapy. However, the development of the psychodynamic therapist in supervision has been a relatively unexplored area. This article identifies nine areas of development of the psychodynamic psychotherapist in supervision, with an emphasis on the beginning trainee. The areas explored include aspects of the therapist's understanding of the patient and aspects of the therapist's use of himself or herself in the psychotherapy. Consideration of the trainee in each of these areas helps the supervisor better understand the specific strengths and weaknesses that the trainee brings to their work together and enables the supervisor to be more skillful in the difficult business of psychotherapy supervision.

"From Impasse to Dialogue in Psychotherapy: Trainee Perspectives on Using Psychoanalytic Thinking in Tertiary Psychiatric Settings"

“…Trainees were unanimous in noting the emphasis on dialogue and the process of thinking together, (rather than directive/didactic supervision), which they were able to carry back into the therapy session in a parallel process (Thorbeck, 1992). Such dialogue facilitated a shift in the focus of therapy -from the outcome to the process, from the end goal, to the 'journey' of therapy.…”

“…The eight participants included in this study were supervised by a single supervisor during their clinical rotation, at different points in their 24-month course, and worked in the multidisciplinary team led by a senior consultant psychiatrist. Supervision for trainees was offered individually, and integrated didactic, therapeutic and parallel process models (Thorbeck, 1992). Following their three-month clinical rotation, the trainees moved on to other postings, but most of these participants continued providing therapy to these patients.…”

The learning alliance in psychoanalytic supervision: A fifty-year retrospective and prospective.

“…Supervisors appear to generally believe that any effective supervision process is inexorably a developmentally informed supervision process, and when at its best, psychoanalytic supervision is “tailored to fit” rather than being prosecuted to “fit the tailor” (cf. Berman, 2004; Binder & Strupp, 1997; Blomfield, 1985; Hyman, 2008; Kernberg, 2010; Sarnat, 2012; Schlesinger, 1995; Schwartz, 1990; Slavin, 1998; Szecsödy, 1990a, 1994; Thorbeck, 1992; Zachrisson, 2011).…”

The contemporary practice of effective psychoanalytic supervision.

“…Effective psychoanalytic supervisors have a deep appreciation for and acuity for grasping such complexity; our literature would suggest that they deliberately, consistently, and to a “good enough” degree: (a) apprehend the supervisory field in all its multilayered variability, (b) consider how transference/countertransference understanding can be productively incorporated into supervision, and (c) systematically and methodically utilize that knowledge to guide both analytic treatment and supervision and, consequently, enrich the learning of supervisee and patient (cf. Benedek, 1954; Brown & Miller, 2002; Caligor, 1981; Caruth, 1990; Filho et al, 2007; Gordan, 1996; Issacharoff, 1984; Rubenstein, 2007; Thorbeck, 1992; Zaslavsky et al, 2005). Transference, countertransference, and the dynamics of the supervisory field—when leavened with supervisor judiciousness and insight—are considered to be immensely supervision friendly and relationally instructive for all involved parties.…”

“…Supervision has thus become an increasingly tailored affair—where we strive to tailor and individualize supervision to meet the needs of the supervisee. Psychoanalytic supervision is at its best when “tailored to fit” rather than being prosecuted to “fit the tailor.” Effective psychoanalytic supervisors: (a) are highly sensitive to the importance of developmental considerations for supervision process and outcome, (b) take stock of how learning needs can best be incorporated into supervision, and (c) strive to create a facilitative learning environment that is tailored to fit supervisee needs (see Berman, 2004; Binder & Strupp, 1997; Blomfield, 1985; Fosshage, 1997; Hyman, 2008; Kernberg, 2010; Sarnat, 2012; Schwartz, 1990; Slavin, 1998; Szecsody, 1990, 1994; Thorbeck, 1992; Watkins, in press b; Zachrisson, 2011). Any effective supervision process is inexorably a developmentally informed supervision process.…”