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

Sarnat, Joan E.

doi:10.1007/s10879-011-9201-5

Cited by 42 publications

(58 citation statements)

References 38 publications

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“…This view is consistent with the long-held historical perspective that humanistic psychology has constituted a ''third force'' in the wake of the movements of psychoanalysis and behaviorism (Bugental 1964). These same three schools of thought are also consistent with the selection single theory methods chosen for inclusion in this special issue of the Journal of Contemporary Psychotherapy, examining the future of psychotherapy supervision (Farber 2011;Reiser and Milne 2011;Sarnat 2011;Watkins 2011). A slightly different distillation regarding schools of psychotherapy has been identified by Scaturo (2001Scaturo ( , 2005, who has focused on the following three bona fide schools of treatment at the foundation of theoretical pluralism for psychotherapeutic treatment and supervision that have ''withstood the test of time'': psychoanalytic and psychodynamic psychotherapy; behavioral and cognitive-behavioral therapy; and, family systems therapy.…”

supporting

confidence: 79%

Supervising Integrative Psychotherapy in the 21st Century: Pressing Needs, Impressing Possibilities

Scaturo

2011

J Contemp Psychother

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Supervisors and teachers who are interested in advancing integrative psychotherapy in the 21st century have the dual task of surveying the range of treatment approaches that have been developed and distilling these approaches down to a manageable number of influences that have been found to have the greatest impact on clinical practice over time. It has been proposed that there are four bona fide schools of psychotherapy that would be most useful for comprehensive training and supervision that would contribute to either (a) case conceptualization or (b) the process of clinical interviewing: psychodynamic psychotherapy; cognitive-behavioral psychotherapy; family systems therapy; and, humanistic/client-centered therapy. The goal for such broadly based clinical instruction would be for students, trainees, and interns to have an ability to provide a multi-level case conceptualization for any of the psychotherapy cases for which they are providing treatment. Thorough instruction in clinical reasoning and decision-making in this type of multi-level case formulation can provide some of the most valuable tools for novice and experienced clinicians alike.

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supporting

confidence: 79%

Supervising Integrative Psychotherapy in the 21st Century: Pressing Needs, Impressing Possibilities

Scaturo

2011

J Contemp Psychother

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“…Thus, she encourages psychoanalytic psychotherapy supervisors to actually make use of the valuable information that is already known and available to them, to embrace a more relationally-informed approach to supervision, and to individualize their efforts: '''One size fits all' doesn't take into account the diversity of learning styles of different supervisees and of a single supervisee at different developmental stages. Just as we individualize clinical technique with patients, we need to individualize pedagogical technique with supervisees'' (Sarnat 2012). Unfortunately, none of that appears to be happening now with any high degree of frequency in psychoanalytic psychotherapy supervision (cf.…”

Section: Psychoanalytic Psychotherapy Supervisionmentioning

confidence: 99%

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Watkins

2011

J Contemp Psychother

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Psychotherapy supervision has increasingly become or is on the fast track to becoming competencybased, evidence-based, particularized, and accountable. In this paper, I explore how that appears to be so by: (1) briefly considering the concepts of ''competencies'' and ''evidencebased practice'' as preeminent guides for psychotherapy supervision practice and training; and (2) briefly reviewing the current status, pressing needs, and future possibilities of psychoanalytic, cognitive-behavioral, humanistic-existential, and integrative psychotherapy supervision. Based on my examination, the following conclusions are proposed:(1) the supervision relationship, individualization, developmental differentiation, and self-reflection (for supervisee and supervisor) appear to be crucial cornerstones for the conceptualization and actuation of supervision process and practice across psychotherapy-based supervision approaches; (2) all indications suggest that three emphasescompetency-based supervision, evidence-based practice, and accountability-will continue to substantially influence, affect, and inform psychotherapy supervision practice for its near and distant future; (3) psychotherapy-based supervision approaches will need to be and indeed appear to now be in the process of becoming increasingly particularized in how each of their respective approach-specific competencies are defined and explicated; and (4) psychotherapy supervision has come to be increasingly viewed as an educational process and practice that is best facilitated by: (a) a rich and enriching supervision training environment that vigorously addresses and attempts to meaningfully integrate declarative, procedural, and reflective knowledge bases throughout the supervisory endeavor; and (b) the considered and deliberate utilization of facilitative technology that has the potential to substantially enhance and expand the value of the supervisee's training/supervision experiences. Some discussion is provided about those four conclusions, and a retrofitted psychotherapy supervision for the new millennium is considered.Keywords Psychotherapy supervision Á Competencybased supervision Á Evidence-based supervision Á Psychotherapy-based supervision approaches Á Clinical supervision From my perspective, psychotherapy supervision is an educative process by which and through which we as supervisors strive to embrace, empower, and emancipate the therapeutic potential of the supervisees with whom we have the privilege to work. Ideally, it is a passionate and impassioned learning process that is infused with and punctuated by faith, hope, awe and wonder about the possibilities of being and becoming a psychotherapist. As supervisors, we adopt a host of varied roles over time in our efforts to best help each supervisee (e.g., spiritual liberator, possibility purveyor, motivational coach). Our objective is to provide the rich and nourishing soil within which supervisee identity can take form, treatment skills can be developed, and independence can be actuated. At our core, we b...

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“…Supervisee-centered psychodynamic supervision, also called Competency-based Approach, is focusing on the content and process of the therapeutic session with the client, and Supervision is more experiential than didactic [72,73]. Emphasis is given in the supervisee's resistances and 'the ability to apply knowledge and skills' while the supervisor remains an uninvolved expert.…”

Section: Psychodynamic Approachmentioning

confidence: 99%

“…The supervisory-matrix-centered approach is a relational model where the supervisor is no longer an uninvolved expert, but participates in the experiential process [72,73]. This relational model is based on neuroscientific data and introduces examination of the relationship of the therapeutic and supervisory dyads.…”

Section: Psychodynamic Approachmentioning

confidence: 99%

“…This relational model is based on neuroscientific data and introduces examination of the relationship of the therapeutic and supervisory dyads. Sarnat [73] argues that 'Viewing the supervisory relationship as a tool for developing emotional and relational capacities, and, as a means of facilitating learning-through-experience, seems to me to open up one of psychoanalytic supervision's most exciting potentials' . So, it is clear that a person centred supervisor can work with a psychodynamic supervisee focusing mainly on the client-therapist relationship, working on her/his personal and professional development from the 'here and now' view as well as on the dynamics produced from the supervisee-supervisor 'working alliance' to the therapeutic alliance with her/his client [52].…”

Section: Psychodynamic Approachmentioning

confidence: 99%

See 1 more Smart Citation

A Common Approach for Clinical Supervision in Psychotherapy and Medicine: The Person Centred and Experiential Model

Callifronas¹,

Montaiuti²,

Nina³

2017

J Psychol Psychother

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For over 50 years common supervisory models are being proposed that can be used for different therapeutic approaches. Amongst them two categories are of major interests in order to build a common supervisory approach: structured and developmental models.In the present article we propose a unified model based in person-centred and experiential principles, also integrating principles from structured and developmental models. It can be used for supervision with practitioners originating from a number of modalities, who have completed their studies in psychotherapy and have (at least) some professional experience.The different supervisory details for each therapeutic approach are discussed. Special attention is given to the implementation of the person-centred and experiential model in medical and health settings, where the risk for compassion, fatigue, stress and burnout is important. In the present review we propose the person centred and experiential model as an appropriate common model for efficient supervision with psychotherapy and medicine professionals.

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

Cited by 42 publications

References 38 publications

Supervising Integrative Psychotherapy in the 21st Century: Pressing Needs, Impressing Possibilities

Supervising Integrative Psychotherapy in the 21st Century: Pressing Needs, Impressing Possibilities

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

A Common Approach for Clinical Supervision in Psychotherapy and Medicine: The Person Centred and Experiential Model

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