Shaming Psychoanalytic Candidates

Buechler, Sandra

doi:10.1080/07351690801962430

Cited by 25 publications

(18 citation statements)

References 5 publications

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“…However, by the last session we found that the higher the trainee's shame-proneness was, the lower they reported the strength of their supervisory working alliance. Although these findings only indicated a trend, they are relevant to clinical practice in light of discussions by Hahn (2001) and Buechler (2008) who suggest that shame is an inevitable consequence of the demands of exposure in supervision. There is an element of self-scrutiny that trainees enter into as they are being evaluated by persons whose opinion deeply matter to them.…”

Section: Discussionmentioning

confidence: 97%

“…In the process of counseling supervision, shame inevitably arises as counseling trainees are required to expose their personal and professional lacunas to their supervisors (Buechler, 2008;Hahn, 2001). This is thought to be an important part of the learning process and relies on the development of a strong relationship between supervisor and supervisee (Ladany, Ellis & Friedlander, 1999).…”

Section: Conclusion and Directions For Future Researchmentioning

confidence: 99%

See 1 more Smart Citation

The Journal of Counselor Preparation and Supervision Volume 4, Number 1

Renfro-Michel¹,

Burlew²

2012

JCPS

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Section: Discussionmentioning

confidence: 97%

Section: Conclusion and Directions For Future Researchmentioning

confidence: 99%

The Journal of Counselor Preparation and Supervision Volume 4, Number 1

Renfro-Michel¹,

Burlew²

2012

JCPS

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“…Similarly, Jacobs () cautioned that, if unchecked, supervisors’ narcissistic vulnerabilities and their feelings for their students can be detrimental to the supervisees and may lead to boundary violations. Noting the candidate's inevitable vulnerability and shame in analytic training, Buechler () suggested that “shame about shame” (p. 370) – that is, the ways that supervisors’ narcissistic needs lead them to be insensitive to their supervisees’ narcissistic vulnerabilities – is instigated by supervisory countertransference and is preventable.…”

Section: Review Of the Literaturementioning

confidence: 99%

Supervisory countertransferences and impingements in evaluating readiness for graduation: Always present, routinely under‐recognized

Ehrlich

Kulish

Hanly³

et al. 2017

The International Journal of Psychoanalysis

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Utilizing detailed, in-depth material from supervisory hours from around the world (explored in End of Training Evaluation groups), this paper shows that supervisors are subject to multiple, diverse and, at times, ongoing intense countertransferences and impingements on their ability to evaluate candidates' progress. Multiple external and internal sources of these impingements are explored. It is suggested that supervisory countertransferences and their manifestation in parallel enactments remain under-recognized, their impact underappreciated, and the information they contain underutilized. It is argued that the recognition, containment, and effective use of the parallel process phenomena and supervisory countertransferences are essential in order to evaluate candidates' progression and readiness to graduate. Common signals of such entanglements in the supervisor's evaluative function are identified. Three remedies, each of which provides a 'third,' are offered to assist supervisors in making effective use of their countertransference: self-supervision, consultation, and institutional correctives.

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“…In any supervisor‐supervisee pair there is the possibility – and, as more recent contributions suggest, the inevitability – that personal elements will shape opinions about progression to a greater or lesser degree (Buechler, ; Jacobs, ; Schlesinger, ; Skolnikoff, ; Stimmel, ) . In reviewing detailed supervisory session process notes of many supervisor‐supervisee pairs – followed by the supervisor's articulation of his bases for evaluating the candidate's readiness for graduation – Ehrlich et al .…”

Section: Enhancing the Progression And Graduation Review Processmentioning

confidence: 99%

Fostering the educational value of candidate evaluation

Rothstein

2017

The International Journal of Psychoanalysis

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Approaches to fostering the educational value of candidate evaluation are presented, in view of the plethora of intra-psychic challenges that combine with many other complexities of learning to work as an analyst. Four integrally interrelated practices have been found to address sensitivities inherent in candidates' experience of training in general, and being evaluated in particular. When applied in concert, the institute's evaluative process not only becomes more considered, but also better promotes a psychoanalytic attitude and minimizes the intrusion of evaluators' personal responses. The first is defining and employing in synergy criteria for clinical immersion based on demonstration of the development and deepening of an analytic process, as well as the development of psychoanalytic competencies. The second is mandating institute-wide application of guidelines for assessment of progression/graduation that are clearly explicated to all candidates and faculty. The third is transparent and timely communication between candidates and their supervisors and progression advisors regarding progress essential to a sense of collaboration. Fourth the progression review process must be systematic and in-depth, with built-in consultative relationships serving as checks and balances on personal elements. The implementation and educational impact of these practices are considered in the case of one candidate.

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Shaming Psychoanalytic Candidates

Cited by 25 publications

References 5 publications

The Journal of Counselor Preparation and Supervision Volume 4, Number 1

The Journal of Counselor Preparation and Supervision Volume 4, Number 1

Supervisory countertransferences and impingements in evaluating readiness for graduation: Always present, routinely under‐recognized

Fostering the educational value of candidate evaluation

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