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Chapter 10 - Some Reflections on the Supervisory Process

from Part 2: - The Model of Psychodynamic Psychotherapy into Practice

Published online by Cambridge University Press:  25 August 2023

Adam Polnay ,
Rhiannon Pugh ,
Victoria Barker ,
David Bell ,
Allan Beveridge ,
Adam Burley ,
Allyson Lumsden ,
C. Susan Mizen  and
Lauren Wilson
Foreword by
Nancy McWilliams
Adam Polnay
Affiliation:
The State Hospital, Carstairs and Royal Edinburgh Hospital, Edinburgh
Victoria Barker
Affiliation:
East London NHS Foundation Trust, London
David Bell
Affiliation:
British Psychoanalytic Society
Allan Beveridge
Affiliation:
Royal College of Psychiatrists, London
Adam Burley
Affiliation:
Rivers Centre, Edinburgh
Allyson Lumsden
Affiliation:
NHS Greater Glasgow and Clyde
C. Susan Mizen
Affiliation:
Devon and Exeter NHS Foundation Trust, Exeter
Lauren Wilson
Affiliation:
Royal Edinburgh Hospital, Edinburgh
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Summary

Psychoanalytic work is always under threat of degradation; for example, understanding is replaced by education, or subtle pressure on the patient to function in a different way (that is getting him to think or behave differently, give up his symptoms etc.). One of the most important locations of this degradation of growth-promoting thought takes place at the site of the transmission of knowledge from one generation to the next. The supervisee is on the one hand being taught and at the same time needs to discover for herself a way of doing things that truly belongs to her. This chapter discusses these tensions giving illustrative examples suggesting that supervising must join the list of the impossible professions.

Keywords

SupervisionPsychoanalysisKnowledgeUnderstandingDegradation of knowledge
Type
Chapter
Information
Cambridge Guide to Psychodynamic Psychotherapy , pp. 162 - 168
Publisher: Cambridge University Press
Print publication year: 2023

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References

Freud, S. Constructions in analysis. In Strachey, J, editor. The Standard Edition of the Complete Psychological Works of Sigmund Freud volume 23. London: Hogarth Press (original work published 1937); 1964. pp. 257–69.Google Scholar
Main, T. Knowledge, learning, and freedom from thought. Psychoanalytic Psychotherapy 1990;5(1):59–78.Google Scholar

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