Perplexing or distressing episodes in supervision: How they can help in the teaching and learning of psychotherapy

Allphin, Claire

doi:10.1007/bf00753603

Cited by 13 publications

(8 citation statements)

References 1 publication

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“…The following summary of a 104 E. D. Ornstein and H. Moses vignette from a groundbreaking article by Allphin (1987), illustrates the core elements of a relational approach, particularly how the countertranference of both field instructor and student contributed to an enactment that was addressed and worked through.…”

Section: Core Elements Of the Relational Approach To Field Instructionmentioning

confidence: 95%

Goodness of Fit: A Relational Approach to Field Instruction

Ornstein

Moses

2010

Journal of Teaching in Social Work

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Section: Core Elements Of the Relational Approach To Field Instructionmentioning

confidence: 95%

Goodness of Fit: A Relational Approach to Field Instruction

Ornstein

Moses

2010

Journal of Teaching in Social Work

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“…It has to be acknowledged that negative experiences or conflicts in supervision are not necessarily a bad thing and may indeed have constructive consequences. For example, Allphin (1984) suggested that conflicts, even destructive conflicts, have the power to strengthen character and enhance the trainee's clinical awareness.…”

Section: The Supervisory Relationshipmentioning

confidence: 99%

Searching for recognition: The professional development of psychodynamic psychotherapists during training and the first few years after it

Carlsson

Norberg

Sandell

et al. 2011

Psychotherapy Research

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The aim of the present study was to investigate the development of psychotherapists' professional self during training and the first few years after it. Constant comparison analysis was conducted on interviews with former students (N = 18) at a training institute for psychoanalytic psychotherapy. The resulting core category "searching for recognition" indicated that participants' ambition during the studied time period was to reach high status by becoming psychotherapists. During training, this was expressed by the category "attachment to preformed professional self," meaning that students wanted their preconceptions about therapy to be acknowledged by teachers. After training, participants experienced achieved recognition and, as a result, a sense of freedom to use their own judgment.

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“…Ekstein and Wallerstein (1958) further described this process, which they labeled as parallel process, with the primary focus being on the supervisee's countertransference. Social work's subsequent alliance with ego psychology (Allphin, 1987;Kahn, 1979;Large, 1963;Williams, 1997) helped to solidify parallel process as the primary diagnostic learning tool for identifying the supervisee's transference and countertransference transactions and working through therapeutic impasses.…”

mentioning

confidence: 98%

Regression, Self-Disclosure, and the Teach or Treat Dilemma: Implications of a Relational Approach for Social Work Supervision

Ganzer¹,

Ornstein

2004

Clinical Social Work Journal

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This paper presents a brief review of a relational approach to clinical supervision and argues for its application in social work settings. Although an integral and essential part of practice, clinical supervision is underrepresented in the practice literature. Given this paucity of writings on supervision, the recent book by Mary Gail Frawley-O'Dea and Joan Sarnat, The Supervisory Relationship: A Contemporary Psychodynamic Approach, stands out as a seminal contribution because the authors present a fully developed relational model of supervision that fills a major gap in the development of contemporary relational theory and practice. We selectively review the basic concepts and principles of Frawley-O'Dea and Sarnat's model and apply this supervisory approach to current social work practice. Our focus will be on exploring three controversial and much-debated topics: self-disclosure, regression, and the teach or treat dilemma. Case vignettes from two supervisory experiences will serve to illustrate how a relational approach enhances both the treatment and the supervisory relationship.KEY WORDS: relational supervision; self-disclosure; regression; teach or treat dilemma.For nearly two decades the relational approach to treatment has been gaining a stronghold in the development of contemporary psychodynamic practice. William Borden (2000) recently traced the roots of the relational model from Freud and Ferenczi throughout the history of psychoanalytic practice in an effort to locate the relational

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Perplexing or distressing episodes in supervision: How they can help in the teaching and learning of psychotherapy

Cited by 13 publications

References 1 publication

Goodness of Fit: A Relational Approach to Field Instruction

Goodness of Fit: A Relational Approach to Field Instruction

Searching for recognition: The professional development of psychodynamic psychotherapists during training and the first few years after it

Regression, Self-Disclosure, and the Teach or Treat Dilemma: Implications of a Relational Approach for Social Work Supervision

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