Teaching, Training, and Administration in Graduate Psychology Programs offers a unique contribution to literature by presenting psychoanalytic perspectives on the challenges of educating future psychologists. By integrating psychoanalytic theory with engaging cases and practical applications, the authors explore how psychoanalysis can foster a deeper understanding of the questions and decisions that graduate psychology faculty and administrators must face every day. This book proves to be an accessible and valuable resource for instructors, administrators, and graduate students.

Self-Supervision: Psychodynamic Strategies invites therapists to construct ways to achieve a more extensive and effective self-awareness and develop a 'self-supervisory self.' Appealing to teachers, students, and supervisors, Dr. Marc Lubin and Dr. Jed Yalof outline a process of teaching, learning, and strengthening a self-supervisory attitude. This book highlights how self-supervision can be taught and how its practice can deepen the treatment experience as the therapist reflects and takes "second-and-third-looks" through repeated dives into the clinical material, where each successive look has the promise of insight and understanding. The processing moves from the surface of conscious thought to the integration of less conscious experiences that tie back to the clinical exchange but with a different perspective, enhanced by listening to the self-supervisory self. The authors recommend strategies through case illustrations that provide therapists with a roadmap for processing clinical exchanges while working in a diverse set of psychotherapy training contexts. This approach informs the patient-therapist-supervisor experience by describing methods for achieving a deeper and more informed self-supervisory experience. How, for example, will a therapist know that they achieved an alternative state of understanding of a complex clinical interaction when self-supervising in response to the manifest clinical material? How does the therapist articulate and describe how this shift occurred? What were the steps that led to a new perspective where a key word in a transcript review or process note triggered a series of seemingly random associations, which, when tracked in a stepwise sequence of 'a, then b, then c,' led to an elaborated and coherent narrative of what felt initially like a moment of impasse? How did the coalescence of this material illuminate not only the patient's underlying dynamics but also served to clarify aspects of the supervisory relationship that were not obvious prior to the self-supervisory activity? These are the type of questions addressed in this creative, teachable, and psychodynamically informed approach to self-supervision.

Self-Supervision: Psychodynamic Strategies invites therapists to construct ways to achieve a more extensive and effective self-awareness and develop a 'self-supervisory self.' Appealing to teachers, students, and supervisors, Dr. Marc Lubin and Dr. Jed Yalof outline a process of teaching, learning, and strengthening a self-supervisory attitude. This book highlights how self-supervision can be taught and how its practice can deepen the treatment experience as the therapist reflects and takes "second-and-third-looks" through repeated dives into the clinical material, where each successive look has the promise of insight and understanding. The processing moves from the surface of conscious thought to the integration of less conscious experiences that tie back to the clinical exchange but with a different perspective, enhanced by listening to the self-supervisory self. The authors recommend strategies through case illustrations that provide therapists with a roadmap for processing clinical exchanges while working in a diverse set of psychotherapy training contexts. This approach informs the patient-therapist-supervisor experience by describing methods for achieving a deeper and more informed self-supervisory experience. How, for example, will a therapist know that they achieved an alternative state of understanding of a complex clinical interaction when self-supervising in response to the manifest clinical material? How does the therapist articulate and describe how this shift occurred? What were the steps that led to a new perspective where a key word in a transcript review or process note triggered a series of seemingly random associations, which, when tracked in a stepwise sequence of 'a, then b, then c,' led to an elaborated and coherent narrative of what felt initially like a moment of impasse? How did the coalescence of this material illuminate not only the patient's underlying dynamics but also served to clarify aspects of the supervisory relationship that were not obvious prior to the self-supervisory activity? These are the type of questions addressed in this creative, teachable, and psychodynamically informed approach to self-supervision.

Teaching, Training, and Administration in Graduate Psychology Programs offers a unique contribution to the literature by presenting psychoanalytic perspectives on the challenges of educating future psychologists. By integrating psychoanalytic theory with engaging cases and practical applications, the authors explore how psychoanalysis can foster a deeper understanding of the questions and decisions that graduate psychology faculty and administrators must face every day. Teaching, Training, and Administration in Graduate Psychology Programs is an accessible and valuable resource for instructors, administrators, and graduate students.