Psychoanalytically informed interview techniques and interview analysis can yield useful psychoanalytic insights about a particular research subject within the space of a few interviews. Basic hermeneutic principles, often used to understand the research interview, are not sufficient for understanding unconscious meaning and intrapsychic processes; they pay little attention to the particular theoretical and technical aspects of the interview needed to create the best conditions for understanding unconscious meaning. The portability of psychoanalytic concepts and their applicability outside the therapeutic setting are considered, after which four epistemological principles are outlined, derived mainly from the narrative tradition in psychoanalysis, that can inform interview technique and the analysis of the interview. Careful attention to feeling states, the search for core narratives, and the exploration of identifications and object relations are isolated as key analytic tasks in the interview analysis. A brief verbatim interview is used to illustrate this process, and methods are suggested to prevent the "wild analysis" of the interview encounter.
The unprecedented magnitude and effects of the Covid-19 pandemic have rendered it a highly disruptive and traumatic phenomenon. This paper considers the impact of Covid-19 on South African students and Student Counseling Services in Higher Education. The paper specifically reflects on shifts in student mental health and psycho-social vulnerability as a consequence of the pandemic, and the increased demand for the student counselor advocacy role. The inevitable need for technological shifts to traditional student counseling practice is considered, as well as the transformational dilemma or "double-edged sword" inherent in such change, given the historical, psycho-social, and economic complexities of South African society which impact on student access and participation in Higher Education. The paper lastly considers the adoption of a customized or "blended" student counseling approach that incorporates traditional and technological-based elements, and that can accommodate student personal and mental health needs, preferences as well as contextual peculiarities and challenges.
Aim
This study explores trainees’ subjective experiences and perceptions of non‐disclosure in clinical supervision, offering a rich, detailed understanding of non‐disclosure from the trainees’ perspective.
Method
Eight trainees were interviewed, and transcripts were analysed using Interpretative Phenomenological Analysis (IPA).
Findings
Four super‐ordinate themes were identified and form the focus of this paper: (a) Purposeful non‐disclosures (b) Factors that prevent and facilitate trainee disclosures (c) Learning from the supervisor and (d) The implications for the trainee's learning and therapy.
Conclusion/Implications
Exploring the issue of non‐disclosures from the trainees’ perspective reveals that the “cycle of non‐disclosure” in clinical supervision can be understood as part of a subversive power dynamic in service of self‐preservation and protection of the vulnerable “trainee self.” The underlying dynamics related to power relations were also strongly associated with perceptions of knowledge and professional identity.
Prevalence rates of negative supervision events among Psychology interns in South Africa are non-existent. This article investigates the incidence of negative supervision events and explores the influence of various contextual variables on supervision outcomes. Quantitative data were obtained via a web survey from a sample (N = 92) of Clinical and Counselling psychology interns across nine provinces in South Africa. In all, 42 (or 45.6%) of the 92 participants had a negative supervision event during their internship, 26.19% categorized their experience as ‘Harmful’, and 73.81% (or 31) had an ‘Inadequate’ experience. A total of 14 (or 22.6%) interns experienced a negative supervision event on a weekly basis. Proportionately more White interns reported experiencing negative supervision events and had the highest number of reported harmful experiences. Neither race nor gender significantly impacted the feedback and evaluation process. A significantly larger number of mixed race and mixed culture dyads reported harmful negative supervision compared to same race/culture dyads. There was no significant positive relationship between inadequate or harmful negative supervision event and sexual orientation, theoretical orientation, gender, religion, and language. Implications for training and professional development are discussed.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.