On Psychoanalytic Supervisor Competencies, the Persistent Paradox Without Parallel in Psychoanalytic Education, and Dreaming of an Evidence-Based Psychoanalytic Supervision

Ce, Watkins

doi:10.1521/prev.2013.100.4.609

Cited by 13 publications

(12 citation statements)

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“…Similar competence concerns have also begun to appear more so in writings about psychoanalytic training and supervision (see Cabaniss, 2008; Israelstam, 2011; Watkins, in press b). The more recent parallel question to emerge has been: What exactly do we mean by psychoanalytic supervisor competence?…”

Section: The Ten Orienting Guideposts In Competence Perspectivementioning

confidence: 80%

“…Those best equipped to supervise possess a high degree of diversity attunement upon which to draw, (a) readily recognizing the potential impact of diversity in all of its forms, (b) readily reflecting upon the dyadic and triadic effects of diversity on the analytic situation, supervisory situation, and the intersections that occur between the two, and (c) meaningfully incorporating those understandings into the supervision process (cf. Alonso, 1985; Lewis, 1990; Nadelson, Belitsky, Seeman, & Ablow, 1994; Rodriguez et al, 2008; Rubenstein, 2007; Ruskin, 1994a; Watkins, in press b). All indications suggest that those features will remain a vital part of the effective practice of psychoanalytic supervision.…”

Section: Wisdom In the Practice Of Psychoanalytic Supervision: Ten Or...mentioning

confidence: 99%

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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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Section: The Ten Orienting Guideposts In Competence Perspectivementioning

confidence: 80%

Section: Wisdom In the Practice Of Psychoanalytic Supervision: Ten Or...mentioning

confidence: 99%

The contemporary practice of effective psychoanalytic supervision.

Watkins¹,

Edward²

2013

Psychoanalytic Psychology

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“…Kernberg and Michels suggest that such criteria can be arrived at with objectivity and in the spirit of scientific inquiry. They are not alone (see, e.g., Watkins 2013). They propose a uniquely qualified group of educators to do the explication.…”

Section: T H E K E R N B E R G -M I C H E L S P R O P O S a L F O R C H A N G Ementioning

confidence: 99%

Commentary on Kernberg and Michels

Fonagy¹,

Allison²

2016

J Am Psychoanal Assoc

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Commentary on Kernberg and miChelsO tto Kernberg and Robert Michels, along with most readers of this journal, are intellectually and emotionally committed to psychoanalysis as a science, as a clinical practice, and as a moral-ethical framework. Both men are among our most distinguished psychoanalytic educators, and when they propose a new model for psychoanalytic education, anyone concerned with the future of psychoanalysis should listen and take note. 1 Their paper links the vulnerability of the educational system to the troubles that beset psychoanalysis. They point to the field's increasing distance from the nucleus of modern culture and the central position it occupied for much of the last century. The standards that most psychoanalytic institutes use to assess appropriate knowledge, skill, and competence for qualification as either analyst or training analyst are loosely specified, subjectively assessed, and prone to perverse incentives, and therefore do not adequately protect individuals or groups from potentially iniquitous processes. The authors' basic claim, that mechanisms for quality control in psychoanalysis are lacking, finds echoes in many recent appraisals of its systems (

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“…Psychoanalytic supervision's reputation as educational sine qua non in the teaching and learning of psychoanalytic treatment seems well deserved: It can substantially contribute to the (a) development and enhancement of psychoanalytic competence; (b) development and crystallization of psychoanalytic identity; (c) development of conviction about the meaningfulness of analytic therapy itself; (d) proper monitoring of analyst treatment efforts; and (e) monitoring and safeguarding of patient care (Arlow, 1963;Balint, 1948;Chessick, 1971;Dewald, 1997;Hyman, 2008;Lane, 1990;Ogden, 2005;Pedder, 1986;Pegeron, 2008;Sarnat, 2012;Scharff, 2014;Szecsody, 1997;Windholz, 1970;Zachrisson, 2011). Indeed, psychoanalytic supervision has been aptly referred to as the very crux of psychoanalytic education (Schlesinger, 1990(Schlesinger, , 1995, even its signature pedagogy (Watkins, 2013d(Watkins, , 2014a. The reach and reward of psychoanalytic supervision in the development of competent, ethical practice and assuring sound treatment services appears unparalleled in its educational power and therapeutic impact.…”

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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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On Psychoanalytic Supervisor Competencies, the Persistent Paradox Without Parallel in Psychoanalytic Education, and Dreaming of an Evidence-Based Psychoanalytic Supervision

Cited by 13 publications

References 93 publications

The contemporary practice of effective psychoanalytic supervision.

The contemporary practice of effective psychoanalytic supervision.

Commentary on Kernberg and Michels

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

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