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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 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.
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.
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