The Clance Impostor Phenomenon Scale (CIPS; Clance, 1985) was compared to the newly developed Perceived Fraudulence Scale (Kolligian & Sternberg, 1991). The two scales were found to have high internal consistency and to correlate in a similar manner with other measures. Further, discriminant validity evidence for the Impostor Phenomenon (IP) was provided by comparing the CIPS to measures of depression, self-esteem, social anxiety, and self-monitoring. The IP was related to, but substantially discriminable from, these constructs. Finally, construct validity evidence for the CIPS was provided through principal components analysis that yielded three stable factors: Fake, Discount, and Luck.
Narcissistic issues with which therapists are likely to struggle are examined. These include (1) extreme audience sensitivity, (2) pathological parentification, (3) perfectionism, and (4) imposter feelings. Unresolved narcissistic issues may contribute to therapist burnout as well as a tendency to vicariously gratify needs through one's clients. An object relations approach to treatment emphasizes resolving dependency conflicts and developing more resilient self-esteem.Alice Miller (1981) postulated in The Drama of the Gifted Child that the psychotherapist is likely to have been raised by a parent who used his or her children in order to gratify unfilled needs. A retrospective analysis of the internal psychological issues with which many of these parents struggled is likely to reveal self-disturbances of a narcissistic nature. At the expense of selfdevelopment, children raised by narcissistic parents survived by developing powerful emotional antennae in order to become acutely responsive to the emotional needs of the parents. As they acquired and practiced what are essentially therapeutic skills, it is not surprising that some were attracted to the psychotherapeutic profession. Having been narcissistically abused as children, psychotherapists with this background often struggle with their own unresolved issues of a narcissistic nature which include audience sensi-Correspondence regarding this article should be addressed to Cherl Glickauf-
This article presents five experiential techniques that may be used in the case presentation approach to group supervision. A blending of techniques representative of different theoretical foundations are integrated into an experiential approach to supervision that facilitates responsiveness to individual supervisees and their client concerns. Parallel process, the Socratic dialogue, and use-of-self as instrument help supervisees develop new and higher level emotional and cognitive awareness. The supervisor-as-therapist and role play focus on the intervention phase of supervision.Psychotherapy supervision holds an important place in clinical training programs and is experiencing increasing recognition as a valued aspect of training. Survey research indicates that 55% of academic clinicians spend between 10 and 29% of their time in supervision with 7% spending 30% of their time in supervision (Shemburg & Leventhal, 1978). Garfield and Kurz (1976) found supervision to be ranked 5th of 12 activities among clinical psychologists ahead of both group psychotherapy and research. A national survey of APA-approved internship programs (Hess & Hess, 1983), however, yielded rather surprising data that only one-third reported any training for supervisions.The importance of adequate training as well as continued education in supervision has been acknowledged by Division 29 through the adoption
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