How to supervise without doing harm: Comments on psychoanalytic supervision

Wolf, Ernest S.

doi:10.1080/07351699509534032

Cited by 16 publications

(15 citation statements)

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“…As I recall, they were often angels or demons who brought up many feelings about past vulnerabilities, hurts, and helplessness. Training is a regressive experience, and supervision can produce self-fragmentation anxiety (Fuqua, 1994;Wolf, 1995) difficulties maintaining self-cohesion, destructuring, and restructuring and the like. Simply put by one of my students, "I was crazy during my training.…”

Section: Some Of My Experiences In Supervisionmentioning

confidence: 99%

Candidates' Anxiety in Supervision: A Discussion

Kaufman¹

2006

Psychoanalytic Perspectives

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Section: Some Of My Experiences In Supervisionmentioning

confidence: 99%

Candidates' Anxiety in Supervision: A Discussion

Kaufman¹

2006

Psychoanalytic Perspectives

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“…U već navedenom spisu "Putevi psihoanalitičke terapije" iz 1919. Freud iskazuje svoj angažman za potrebe oboljelih u dirljivim detaljima: 96 Freud (1915) 98 Vidi E. Wolf (1995), "How to supervise without doing harm" koji zagovara interaktivni model odnosa između kandidata i supervizora ističući kako je i Freud davao primat obrazovanju kroz zajednički rad putem analize i supervizije pred didaktičkim seminarima: "Teaching and healing are not clearly differentiated dichotomies but tend to cross their ill-defined boundaries" (253). Za porast vidljivosti i značenja transfera i kontratransfera u superviziji v. Watkins Jr. ( 2013): "Psychoanalytic supervision in the new millennium: On pressing needs and impressing possibilities".…”

Section: … žElja U Kliniciunclassified

Sveučilište, potreba psihoanalize i želja Sigmunda Freuda

Mikulić¹

2021

Psihoanaliza I Njezine Sudbine: Radovi Šestog Okruglog Stola Odsjeka Za Filozofiju

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University, the Need of Psychoanalysis, and Sigmund Freud's DesireThe paper discusses arguments for the need of teaching psychoanalysis in the non-clinical environment of academia, raised by some psychoanalytically informed feminists in social theories, philosophy and related sciences (e.g. Brown and Price 1999, Wittenberg 2001, Yates 2001 claiming that both therapeutic councelling and teaching psychoanalysis in the context of university provide 'holding' environment, enable students for ways of thinking beyond normative forms of logos and other modes of personal identity than the prevailing concepts of Self and subjectivity. Such claims seem corroborated by independent experiments in teaching social studies and psychoanalysis that aim at analytic self-reflexivity in the very process of learning (Eiferman 1993). In order to avoid a simplicistic confrontation between the principles of normative (allegedly masculinist) rationality and emotional (allegedly feminist) way of thinking in higher education, opposite arguments are explored, such as the need of psychoanalysis for humanities (Razinsky 2016), and traced back to Freud's ambivalent views about teaching psychoanalysis at university, his stance towards 'empathy' in analytic therapy, and his contention that "allowing transference" is an indispensable part of empathy in counter-transference. All three aspects taken together build the basis for the argumentation that the self-analysis figures for Freud as the principle of both analytic and humanistic education and that his discourse of the primacy of psychoanalysis over sciences represents a form of denial of his desire for university. To conclude, Freud's formula of counter-transference is applied back to his own self-analysis as well as his relationship with Wilhelm Fliess, pointing to the circular structure and the 'inverted' character of both relations. As a result, the question arises whether the psychoanalytic model of self-reflexivity in academia, as advocated by some recent discussions, can provide the ground for the 'critical ethos' of the humanities or is it rather a contribution to the narcistic civilisation of new media by virtue of psychoanalysis. →

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“…Because the first self psychology/supervision article appears to have been published in 1980 (Muslin & Val, 1980), the combined database searches spanned from then up through August, 2014. Key words inputted for the search were “supervision” and “self psychology.” Based on the three preceding steps, the first search yielded a body of 25 self psychology supervision articles (Brightman, 1984–1985; Elson, 1989; Fosshage, 1997; Fuqua, 1994, 2006; Galatzer-Levy, 1988; Kindler, 1998; Koenig, 1997; Martino, 2001; Meyers, 1988; Muslin & Val, 1980, 1989; Pajak, 1981, 1986; Reams, 1994; Ricci, 1995; Siegel & Topel, 2000; Sloane, 1986; Teicholz, 2007; Watkins, 2013e; Wolf, 1989, 1995; Wool, 1989; Yerushalmi, 1994, 1999). Based on my second search, six additional publications were identified (Berger, 1987, Chapter 14; Gardner, 1995; Mitchell, 2009; Mordecai, 1991; Nye, 2002; Rosbrow, 1997).…”

Section: How Is Supervisee Learning Understood? a Self Psychology Viewmentioning

confidence: 99%

“…A learning regression—so requisite for formation of a therapist self—begins to slowly and painfully unfold (cf. Alonso & Ruttan, 1988; Martino, 2001; Wolf, 1995). By means of an ongoing series of practice-focused, disruption-restoration learning events (Fuqua, 1994; Wolf, 1995), a sense of practice self —forged in the fires of personal/professional struggle—starts to take form over time (Ronnestad & Skovholt, 2003; Skovholt & Ronnestad, 2003).…”

Section: Eleven Practice Tenets For Supervisory Actionmentioning

confidence: 99%

Listening, learning, and development in psychoanalytic supervision: A self psychology perspective.

Watkins¹

2016

Psychoanalytic Psychology

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In this article, I would like to consider the matter of development in psychoanalytic supervision and how supervisees learn and grow across supervisory space. Although long considered fundamentally developmental in nature, the process of psychoanalytic supervision has not been specifically examined and explicated from a developmental learning perspective. I propose here some ways in which a developmental learning view could complement a psychoanalytic view of supervision. Blending therapist/supervisee developmental conceptualization (e.g., Ronnestad & Skovholt, 2013; Skovholt, 2012; Stoltenberg & McNeill, 2010) with a self psychology focus on the therapist self, I take up 3 issues: (a) a vision of learning in supervision; (b) the evolving sense of practice self during the supervisory process; and (c) how subject-centered and other-centered listening perspectives contribute developmentally to the supervision experience. My perspective is informed by and grounded in the foundational assumption that: Psychoanalytic supervision is a developmentally anchored educational experience in which the supervisory relationship serves as the crucible of supervisee change.

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How to supervise without doing harm: Comments on psychoanalytic supervision

Cited by 16 publications

References 1 publication

Candidates' Anxiety in Supervision: A Discussion

Candidates' Anxiety in Supervision: A Discussion

Sveučilište, potreba psihoanalize i želja Sigmunda Freuda

Listening, learning, and development in psychoanalytic supervision: A self psychology perspective.

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