Psychodynamic Psychotherapy

Cabaniss, Deborah L.; Cherry, Sabrina; Douglas, Carolyn J.; Schwartz, Anna J.

doi:10.1002/9780470711262

Cited by 40 publications

(56 citation statements)

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“…In these analogue therapy situations the novice therapist can practice responding to a progressively graded series of situations, such as working with an angry or demeaning client. Along similar lines, Cabaniss et al (2011) and Safran and Muran (2000) point the way to integrating many skill-developing activities not only into the classroom but also into the supervisory situation. These pedagogical strategies have been adopted by too few psychodynamic training settings, at least among those with which I am familiar.…”

Section: Pressing Needs and Future Possibilitiesmentioning

confidence: 92%

“…Safran and Muran (2000) as well as Cabaniss et al (2011) have already begun to forge a trail in this direction in training psychodynamic psychotherapists. Even at the meetings of the International Psychoanalytic Association, change is afoot.…”

Section: Future Possibilitiesmentioning

confidence: 97%

“…In particular she refers to research conducted by Tyler which demonstrated the effectiveness of specifying and operationalizing goals and objectives, designing one's teaching strategy specifically to accomplish them, and later using one's goals and objectives to assess the effectiveness of the teaching process. Drawing upon these ideas Cabaniss et al (2011), in their manual for training psychodynamic psychotherapists, provide examples for how one might actively and intentionally teach skills such as listening, understanding, and intervening. A psychoanalytic supervisor who followed this manual would, at least some of the time, shift from her usual attitude of associative receptivity toward the presented clinical material, to a more focused effort to teach specific skills which the supervisor feels that the supervisee needs in order to help the patient in question at that moment.…”

Section: Insights From Education and Cognitive Sciencementioning

confidence: 98%

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Supervising Psychoanalytic Psychotherapy: Present Knowledge, Pressing Needs, Future Possibilities

Sarnat

2011

J Contemp Psychother

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Existing research from the fields of education, cognitive science, neuroscience, and psychoanalytic psychotherapy points us toward possibilities for the future of psychoanalytic supervision. This research suggests that we need to go beyond communicating abstract knowledge and make our supervisory relationships more experiential, participatory, relationship-focused, and personal in order to teach usable knowledge, develop complex psychotherapeutic skills, and facilitate emotional and relational development in our supervisees. The author concludes that a relational model of supervision fits this pedagogical profile. After grappling with our resistances to change, the author hopes that more psychoanalytic supervisors will make use of a relational model of supervision, as well as drawing upon new technologies and neuroscience-based teaching techniques.

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Section: Pressing Needs and Future Possibilitiesmentioning

confidence: 92%

Section: Future Possibilitiesmentioning

confidence: 97%

Section: Insights From Education and Cognitive Sciencementioning

confidence: 98%

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Supervising Psychoanalytic Psychotherapy: Present Knowledge, Pressing Needs, Future Possibilities

Sarnat

2011

J Contemp Psychother

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“…For the purpose of this article, countertransference is broadly defined as both conscious and unconscious emotional reactions to a patient influenced by either present and past relationships, or unresolved conflicts (Gabbard, 2010). The broadest definition of countertransference includes the entirety of emotions that clinicians experience toward their patients (Cabaniss et al, 2011). When defined in the broadest way, the authors believe, countertransference can be both a therapeutic tool and obstacle-for example, while an unanalyzed neurotic countertransference can distort the clinician's perception of the patient and ultimately interfere with treatment, a countertransference that adequately reflects a reciprocal emotional experience can be of diagnostic value and result in attunement, therapeutic alignment, and empathy.…”

Section: Countertransference In the General Hospital Setting: Implicamentioning

confidence: 96%

“…Multiple definitions of the construct of countertransference have been proposed (Cabaniss, Cherry, Douglas, & Schwartz, 2011;Etchegoyen, 2005;Freud, 1910;Gabbard, 2010;Racker, 1953), traditionally addressing the psychotherapeutic patient-analyst dyad but most recently encompassing nuances of all interpersonal interactions. For the purpose of this article, countertransference is broadly defined as both conscious and unconscious emotional reactions to a patient influenced by either present and past relationships, or unresolved conflicts (Gabbard, 2010).…”

Section: Countertransference In the General Hospital Setting: Implicamentioning

confidence: 98%

Countertransference in the General Hospital Setting: Implications for Clinical Supervision

Jiménez¹,

Thorkelson²,

Alfonso³

2012

Psychodynamic Psychiatry

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Psychiatry residents completing their consultation-liaison (CL) rotations are implicitly expected to recognize and consider countertransference reactions when offering clinical recommendations. Residents often lack formal guidance in this role, as there exists limited examination of clinical scenarios from a psychodynamic perspective. The authors present a historical review of the literature on countertransference with the medically ill and describe a clinical vignette illustrating the vicissitudes of liaison work. The case involves a psychotic patient with mental retardation and acute renal failure. Through refusal of care and a tumultuous clinical course, this patient elicited various countertransferential reactions from the primary care and CL teams, in turn adversely impacting treatment. The case illustrates how clinicians' failure to collaborate led to hospital administrators having to take on the liaison role. (1) A review of literature corroborates the importance of CL psychiatrists' assistance in the management of countertransference. At the same time, it is notable for a paucity of guidance in teaching these skills to psychiatry trainees. The psychiatry resident-in-training faces challenges and shortcomings in the management of countertransference. Formal training in this aspect of psychiatric consultation is lacking, as evidenced by extant publications. The authors propose future directions for research and teaching, with emphasis on clarifying the liaison component of CL psychiatry and advocating for establishment of psychodynamic psychotherapy training guidelines in the general hospital setting.

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Facilitators and obstacles to therapeutic alliance among patients with anorexia nervosa: A qualitative dyadic research

Ari

Gur

Lotan‐Wohl

et al. 2023

Couns and Psychother Res

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ObjectiveStudies indicate a significant challenge for therapists in forming a therapeutic alliance (TA) with patients coping with anorexia nervosa (AN). While TA is a significant predictor of treatment outcomes, and AN treatment has low success rates, little is known about factors that affect the formation of an alliance and its quality in the treatment of AN. This study aimed at examining the factors associated with alliance formation, as perceived by patient–therapist dyads throughout AN therapy.MethodsA total of 18 dyads of patients with AN and their therapists were recruited from an eating disorder unit. The semistructured interviews focussed on the TA between the therapist and patient and examined facilitators towards, and barriers to, TA formation. Data analysis followed a thematic approach.ResultsThe data analysis revealed an overarching theme: the mutual wish of the patient and therapist to form a close relationship and related challenges. This theme was divided into subthemes: (1) the role of self‐disclosure of affection; (2) the meaning of the therapeutic setting; (3) coping with relationship ruptures; and (4) the importance of empathic acknowledgements.ConclusionA major barrier to TA formation between patients with AN and their therapists is patients' conflict between a need for meaningful relationships and fear of re‐experiencing disappointment and pain. Self‐disclosures of affection, flexible treatment setting, acknowledgement of therapists' empathic failures and ability to see things from patients' perspectives are perceived by therapists and patients to facilitate alliance formation. This study also presents practical implications derived from these themes.

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Psychodynamic Psychotherapy

Cited by 40 publications

References 0 publications

Supervising Psychoanalytic Psychotherapy: Present Knowledge, Pressing Needs, Future Possibilities

Supervising Psychoanalytic Psychotherapy: Present Knowledge, Pressing Needs, Future Possibilities

Countertransference in the General Hospital Setting: Implications for Clinical Supervision

Facilitators and obstacles to therapeutic alliance among patients with anorexia nervosa: A qualitative dyadic research

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