Supervision
Supervision
Supervision
SUPERVISION
OF
PSYCHOANALYTIC
PSYCHOTHERAPY
ACKNOWLEDGEMENTS
Chapter
5
was
derived,
revised,
and
adapted
from
Govoni,
R.
M.
&
Pallaro,
P.
(2008).
The
supervision
process
in
training.
In
H.
Payne
(Ed.).
Supervision
of
dance
movement
psychotherapy:
A
practitioner
handbook
(pp.
33-
48).
London,
UK:
Routledge,
with
kind
permission
from
Routledge.
The
authors
wish
to
dedicate
this
chapter
to
the
loving
memory
of
Teresa
Escobar
whose
contributions
to
this
writing
of
this
chapter
they
wish
to
recognize,
along
with
those
of
Leonella
Parteli
and
Marcia
Plevin,
faculty
of
Art
Therapy
Italiana
(http://www.arttherapyit.org).
Elizabeth
Rundquist
dedicates
Chapter
6
in
gratitude
to
her
husband
David
Rogers.
In
Chapter
9,
Christine
Normans
use
of
an
excerpt
from
the
poem
Talk
by
Kwame
Dawes
appears
by
permission
of
the
author
and
courtesy
of
www.poet.org.
CONTRIBUTORS
Carl
Bagnini,
LCSW,
BCD
is
a
senior
and
founding
faculty
at
the
International
Psychotherapy
Institute
in
project
for
senior
psychodynamic
and
Fellow
of
the
International
board
certified
dance/movement
10
11
12
analyst,
International
Institute
for
13
International
supervising
Psychotherapy
analyst,
Institute
International
Institute
(IPI);
for
14
15
TABLE
OF
CONTENTS
Acknowledgements
..........................................................................
4
Contributors
........................................................................................
6
Introduction
.....................................................................................
21
Theory
of
Psychoanalytic
Psychotherapy
Supervision
.................................................................................
29
Basic
preparation
for
supervisors
30
The
Frame
and
Focus
of
Supervision
34
Facing
role
conflict
40
Tasks
of
Supervision
43
Features
of
Good
and
Bad
Supervision
46
Similarities
and
Differences
in
Supervision
and
Analysis
References
49
55
95
100
In
supervision
References
151
153
156
159
162
166
169
170
171
17
188
191
195
197
198
199
203
210
214
220
222
225
229
235
238
241
242
18
246
247
250
259
19
367
20
INTRODUCTION
Jill
Savege
Scharff
The
theory
and
practice
of
psychoanalytic
21
22
23
24
25
26
and
interpret
the
transference-
27
28
THEORY
OF
PSYCHOANALYTIC
PSYCHOTHERAPY
SUPERVISION
Jill
Savege
Scharff
MD
29
30
31
32
arranged
or
programmatically
required
33
34
35
36
to
the
analyst,
and
they
see
37
38
39
40
41
42
Tell
me
more.
How
did
you
feel?
Did
any
fantasy
cross
your
mind
at
that
moment?
The
insecure
supervisor
ties
up
her
anxiety
in
a
technical
comment
full
of
jargon
that
closes
the
space
for
thinking
and
splits
off
the
necessary
recall
of
whichever
emotion
had
accompanied
the
clinical
moments
being
presented.
The
supervisor
may
lack
awareness
of
having
her
own
weak,
blind
and
dumb
spots.
She
may
be
too
dependent
on
the
approval
of
the
supervisee.
She
may
mince
her
words
because
of
being
afraid
that
speaking
directly
will
hurt
her
supervisee
or
make
her
angry.
Then
she
may
fear
being
displaced
when
the
supervisee
who
is
not
satisfied
asks
to
transfer
to
another
supervisor.
TASKS
OF
SUPERVISION
The
first
task
of
the
supervisor
is
to
create
a
secure
base
for
learning.
He
comes
well
prepared
from
his
own
years
of
clinical
experience,
seminars
in
supervisory
43
44
45
46
47
48
49
50
about
the
patient
by
illuminating
the
51
52
53
54
REFERENCES
De
la
Torre,
J.
and
Applebaum,
A.
(1994).
Use and misuse
55
56
BOUNDARIES
IN
SUPERVISION
Jaedene
Levy
Supervision
and
therapy
are
similar
in
that
both
modalities
involve
a
helper
and
one
who
wants
help.
Both
are
interpersonal
helping
processes
working
with
the
same
affective
components.
Many
of
the
elements
of
supervision
are
also
found
in
therapy.
These
are:
1. The
affective
relationship
2.
The
wish
to
change,
opposed
by
the
resistance
to
change
3. The
struggle
against
being
dependent
4. The
unconscious,
repetitive
way
of
taking
hold
of
a
problem
57
58
59
60
61
Within
that
frame,
supervisors
enable
their
A
SUPERVISION
CHALLENGE
Pamela,
an
attractive,
energetic
person,
had
been
in
practice
as
a
psychotherapist
for
several
years
when
she
came
to
me
for
supervision.
She
said
that
she
chose
me
because
she
felt
that
I
had
knowledge,
ability,
and,
most
important
to
her,
her
kind
of
personality.
The
case
she
wished
to
discuss
was
that
of
a
husband
and
a
wife,
whom
62
63
64
65
66
ability
to
recall,
report
accurately,
67
68
69
70
71
72
73
74
SUPERVISION
AS
A
MODEL
OF
CONTAINMENT
FOR
A
TURBULENT
PATIENT
Mary
Jo
Pisano,
PhD
In
clinical
supervision,
supervisor
and
75
76
77
78
exploration,
and
facilitates
the
therapists
79
80
81
82
83
84
THE
PATIENT
John,
a
19-year-old
college
student,
majoring
in
anthropology,
made
a
contract
with
me
for
twice-a-week
psychotherapy.
He
had
had
directive
behavioral
counseling
at
University
already.
He
said,
I
liked
that
therapy
because
I
like
people
telling
me
what
to
do,
even
though
I
dont
put
it
into
practice.
He
laughed
at
this.
In
our
initial
sessions,
he
tried
to
get
me
to
tell
him
what
to
do,
as
if
wanting
to
remain
a
child.
John,
a
smooth
freckled
faced,
bright
blonde
Caucasian
man
was
19
years
old
but
appeared
younger
than
his
age.
He
had
had
a
late
pubescence,
his
voice
remaining
high-
85
86
87
88
89
90
91
92
93
94
IN
SUPERVISION
Weekly,
my
supervisor
and
I
discussed
this
case.
My
anxiety
decreased
as
she
functioned
as
a
container.
We
thought
about
John,
and
we
explored
ideas
together.
Then
I
was
able
to
function
as
a
container
for
John
to
repair
his
early
experience
with
a
therapeutic
relationship.
I
saw
his
wild
thoughts
creating
intense
anxious
feelings
and
needing
to
have
a
thinker
to
manage
them.
I
treated
him
as
a
person
who
wanted
to
behave
like
a
crazy
person,
but
wasnt
crazy,
who
was
underdeveloped
and
didnt
want
to
grow
up,
and
didnt
want
to
deal
with
his
sexual
feelings,
his
anger,
his
fears
and
his
dependent
attachment
to
his
mother,
who,
however,
as
he
said,
couldnt
help
him.
95
which
was
informative
and
96
97
98
99
REFERENCES
Bion,
W.
R.
(1975).
Brazilian
lectures
2.
Rio
de
Janeiro:
Imago
Editora.
Bollas,
C.
(2002).
Free
Association:
Ideas
in
Psychoanalysis.
USA:
Totem
Books
100
101
SUPERVISION
OR
THERA-VISION?
WORKING
WITH
UNCONSCIOUS
MOTIVES
IN
THE
SUPERVISORY
ENCOUNTER
Carl
Bagnini,
LCSW,
BCD
I
want
to
discuss
serious
supervision
difficulties
in
light
of
unconscious
processes
of
projective
identification
that
alter
the
frame
in
the
triadic
mental
space
of
supervision
(Bagnini2005).
I
view
the
supervision
frame
as
a
triadic
phenomenological-affective
field,
various
components
of
which
foster
clinical
learning.
These
components
are
the
supervisors
frame
of
reference
for
conducting
the
analytic
task;
his
point
of
view
concerning
the
need
to
create
space
for
dialogue
about
the
usefulness
of
his
frame;
and
the
supervisee/therapists
frame
of
102
103
104
105
106
life
the
countertransference
unconscious
analysis?
process
through
When
the
107
108
109
110
111
112
113
114
115
CASE
STUDY
I
will
now
offer
a
detailed
report
that
illustrates
an
encounter
with
varying
degrees
of
distortion
and
disturbance
that
threatened
the
process
of
learning.
As
in
work
with
patients,
the
confidences
of
supervisees
are
of
utmost
concern.
Case
reporting,
whether
supervisory
or
clinical,
requires
that
we
carefully
consider
how
to
authentically
present
material
to
accomplish
the
learning
task,
without
jeopardizing
the
anonymity
of
the
therapist
in
supervision.
So
this
report
is
carefully
prepared
to
disguise
the
identity
of
the
supervisee.
In
the
situation
under
study
the
undermining
of
supervision
was
116
117
118
119
written
in
long
hand
but
lacked
detail,
and
she
never
fully
read
what
she
had
written.
Although
I
was
fine
with
anecdotal
reports
the
lack
of
details
left
her
material
vague.
She
tended
toward
roping
me
into
emotional
discussions
about
private
practice.
She
asked
what
do
about
having
no
waiting
room,
whether
she
had
to
soundproof
her
office
like
mine,
what
to
do
about
fees,
missed
appointments,
and
insurance
requirements,
and
how
to
get
referrals.
She
also
reported
on
her
job
at
the
clinic,
complained
that
administrators
and
psychiatrists
did
not
give
her
the
respect
she
deserved
in
her
position
as
a
senior
child
therapist,
and
felt
that
no
one
listened
to
her
recommendations
about
cases.
Other
personal
matters
emerged.
Feeling
our
supervision
was
giving
her
more
confidence,
she
wanted
to
present
cases
at
clinical
society
education
meetings
in
hopes
that
this
would
lead
to
referrals,
as
it
did
for
me.
120
121
122
123
124
125
126
127
128
129
been
holding
Emilys
ambivalences
and
130
131
CLOSING
COMMENTS
Supervision
remains
an
indispensable
building
block
for
psychoanalytic
psychotherapy
training.
Properly
conducted
it
enriches
the
self
of
the
therapist
in
the
pursuit
of
empathic-analytic
capabilities.
The
supervision
process
always
reveals
psychic
structure
given
its
focus
on
unconscious
material.
To
work
at
the
optimum
level,
a
supervisor
takes
on
role
of
the
environmental
mother,
setting
a
frame
that
is
respectful
of
development,
aiming
for
reverie,
and
capable
of
working
with
the
impact
of
multiple
transference
relationships.
Object
relations
theory
implies
that
if
we
wish
to
understand
symptoms
we
should
look
for
the
company
they
keep.
When
building
a
play
space
is
blocked,
formidable
difficulties
arise
as
this
case
study
shows,
but
they
are
not
unusual
as
any
study
of
132
REFERENCES
Bagnini,
C.
(2005).
Supervision
or
space
invader:
Twos
company
and
three
makes
for
paranoid
tendencies.
In
Stadter,
M.
and
Scharff,
D.
E.,
Eds.
Dimensions
of
Psychotherapy,
Dimensions
of
Experience,
pp.
153-
164.
London:
Routledge.
Heimann,
P.
(1950).
On
countertransference.
International
Journal
of
Psycho-Analysis
31:81-84.
Klein,
M.
(1929).
Personification
in
the
play
of
children.
International
Journal
of
Psycho-Analysis
10:193-
204.
133
134
135
136
communication
between
patient
and
foster
the
dance
movement
therapists
137
138
139
and
unmentalized
Chaiklin,
1975;
Dosamantes
140
countertransference
particularly
in
phenomena,
their
somatic
therapist,
and
supervisor
Wyman-McGinty,
1998,
2005;
ethnocentrisms
and
expectations,
141
142
143
144
145
146
147
of
dyadic
supervisee/supervisor,
engagement
(therapist/patient,
supervisor/institution,
148
supervisor/training
program,
supervisee/institution,
contract
established
in
the
clinical
149
150
151
to
understand
resistances,
defences,
152
153
phenomena,
including
their
own
somatic
countertransferential
cues.
Supervisors
carefully
monitor
their
tendencies
to
over-
stimulate
and
over-feed
their
supervisees.
They
focus
on
establishing
a
learning
alliance
by
helping
their
supervisees
to
recognize
psychological
dynamics
and
movement
themes,
which
may
promote
or
obstruct
their
work
with
patients.
Movement
analysis
is
used
to
observe
what
the
supervisee
brings
at
a
movement
level,
in
the
body.
Verbal
descriptions
of
sessions
and
session
themes
as
well
as
dialogues
between
patient(s)
and
therapist
are
also
scrutinized.
If
supervisees
are
not
well
aware
of
their
own
defences
and
personal
issues,
problematic
dynamics
may
emerge
from
patients
conscious
or
unconscious
material
and
communications.
Movement
is
used
in
various
ways
to
reveal
these
unconscious
messages,
often
embedded
in
projective
identifications,
which
are
154
in
the
deconstruction
of
hidden
155
156
157
158
and
discern
projections
and
159
160
161
162
163
164
in
anothers
presence,
be
it
the
165
166
167
168
CONCLUSION
Supervision
in
a
psychodynamically
oriented
dance
movement
therapy
training
calls
for
a
profound,
trusting,
creative
relationship
between
trainees
and
supervisors.
The
supervisor
functions
as
a
container
for
different
layers
of
experiences
lived
by
the
supervisees,
all
of
which
must
be
seen,
recognized,
analysed,
and
used
to
foster
the
therapists-in-trainings
learning
and
growth.
Body
and
movement
are
instruments
that
are
used
to
allow
supervisees
and
supervisors
into
contact
with
manifest
169
clinical
and
experiential
knowledge.
ACKNOWLEDGEMENTS
The
authors
wish
to
dedicate
this
chapter
to
the
loving
memory
of
Teresa
Escobar
whose
contributions
to
this
writing
of
this
chapter
they
wish
to
recognize,
along
with
170
REFERENCES
Adler,
J.
(1985).
Who
is
the
witness?
A
description
of
authentic
movement.
In
P.
Pallaro,
Ed.
(2000).
Authentic
Movement:
Essays
by
Mary
Starks
Whitehouse,
Janet
Adler
and
Joan
Chodorow
(2nd.
ed.).
pp.
141-159.
London:
Jessica
Kingsley
Publishers.
Adler,
J.
(2002).
Offering
from
the
conscious
body:
The
discipline
of
Authentic
Movement.
Rochester,
VT:
Inner
Traditions.
Alvarez,
A.
(1992).
Live
Company:
Psychoanalytic
Therapy
With
Autistic,
Abused
and
Borderline
Psychotic
Children.
London:
Routledge.
Aposhyan,
S.
(2004).
Body-Mind
Psychotherapy:
Principles,
Techniques,
and
Practical
Applications.
New
York:
W.
W.
Norton.
Bartenieff,
I.,
Lewis,
D.,
(1980).
Body
Movement:
Coping
with
the
environment.
New
York:
Gordon
and
Breach.
Becker,
B.
&
Seibel,
J.
(2005).
Becoming
Better
Supervisors.
Proceedings
from
the
40th
Annual
ADTA
Conference:
American
Rhythms/International
Rhythms.
171
172
173
174
175
176
177
178
179
180
exploration
supervisee/patient
of
dyad
the
as
dynamics
well
of
as
the
the
181
182
other
hand,
when
properly
handled,
183
conscious
and
unconscious
elements,
(Little1951
p.
33).
Transference-
an
observation
platform.
On
this
or
in
that
specialized
form
of
184
185
186
187
188
189
to
facilitate
deep
exploration
and
190
191
192
193
supervisor
can
provide
counterpoint
to
the
194
195
196
197
growth
towards
independence.
My
198
199
200
201
202
EXAMPLE:
My
next
supervisory
visit
took
place
in
a
well-funded
family
treatment
center
with
well-equipped
consulting
rooms.
I
was
there
to
work
with
Jerry,
an
art
therapy
intern.
Jerry
was
courtly
as
he
introduced
me
to
his
site
director,
Helen,
an
affable,
agreeable
woman
with
penetrating
eyes
and
a
cordial
manner
that
made
me
feel
welcome.
Helens
large
corner
office
was
filled
with
all
sorts
of
objects,
including
a
sculpture
of
a
silver
head
with
two
large
watch-faces
as
eyes.
Her
power
and
status
were
apparent.
I
felt
I
was
in
the
presence
of
another
203
204
205
206
207
208
209
REFERENCES
Brown,
C.,
Meyerowitz-Katz,
J.
&
Ryde,
J.
(2007).
Thinking
with
image
making.
Supervising
with
image
making.
In
J.
Schaverien,
&
C.
Case
(Eds.),
Supervision
of
Art
Psychotherapy:
A
theoretical
and
practical
handbook
(pp.
167-181).
London
and
New
York:
Routledge.
Case,
C.
(2007).
Imagery
in
supervision:
The
non-verbal
narrative
of
knowing.
In
J.
Schaverien,
&
C.
Case
(Eds.),
Supervision
of
Art
Psychotherapy:
A
theoretical
and
practical
handbook.
pp.
95-115.
London
and
New
York:
Routledge.
210
211
212
213
214
philosopher
and
mathematician.
215
216
except
for
one,
who
was
theoretical
orientation,
and
trainee
217
218
219
220
221
222
223
224
225
experienced
by
the
supervisees
2)
LEVEL
OF
DETAIL
Secondly,
it
is
the
detail
of
this
study
that
distinguishes
it
from
previous
research,
including
the
qualitative
study
226
3)
EMOTIONAL
DEPTH
Finally,
it
is
worth
noting
that
the
in-depth
interview
functioned
in
an
unanticipated
way
to
benefit
both
the
researcher
and
the
interviewee.
As
an
interviewer,
the
researchers
stance
was
one
of
an
interested
listener,
who
sought
detail
and
clarity.
The
interview
supplied
the
researcher
with
data,
but
it
also
provided
the
interviewee
227
228
229
230
231
232
233
234
235
236
237
Bacals
therapeutic
ideal
of
optimal
238
239
240
more
ominous
scale,
conflict
threatens
241
242
243
in
supervision
seems
an
obvious
244
245
merchant
and
customer,
between
an
relationship
from
supervisory
dyads
to
246
247
248
include
level
of
experience,
theoretical
249
250
251
252
253
254
255
256
negative
numbers.
The
something.
And
human
257
258
REFERENCES
Bacal,
H.A.
(Ed.).
(1998).
Optimal
Responsiveness:
How
Therapists
Heal
their
Patients.
Northvale,
NJ:
Jason
Aronson.
Bernard,
J.M.,
&
Goodyear,
R.K.
(1998).
Fundamentals
of
Clinical
Supervision
(2nd
ed.).
Boston:
Allyn
&
Bacon.
Bruner,
J.
(1990).
Acts
of
Meaning.
Cambridge,
MA:
Harvard
University
Press.
Creswell,
J.W.
(1998).
Qualitative
Inquiry
and
Research
Design.
Thousand
Oaks,
CA:
Sage.
259
260
261
262
263
TRAUMA
Object
relations
theory
provides
a
unique
perspective
on
early
trauma
and
its
effects
on
the
internal
life
of
the
child
and,
later,
the
adult.
Early
physical
and
sexual
trauma
can
destroy
mental
functioning
and
leave
the
adult
patient
with
diminished
cognitive
abilities.
Defenses
of
splitting,
repression,
and
dissociation
are
engaged
in
an
264
played
out
in
the
transference
and
countertransference.
The
analytic
literature
has
not
done
justice
to
the
complexity
of
the
splits
in
the
self
that
occur
under
the
impact
of
trauma
(Scharff
and
Scharff
1994,
p.
71).
In
the
midst
of
trauma,
the
central
self
splits
off
the
traumatized
parts
of
the
self
in
order
to
maintain
contact
with
the
outside
world,
and
this
leaves
a
rigidly
organized
internal
system
of
poorly
articulated
parts
of
the
ego
without
265
266
267
268
269
SUPERVISION
When
we
work
with
patients
whose
abuse
is
of
tremendous
magnitude,
we
may
find
it
difficult
to
provide
sufficient
containment.
We
may
feel
overwhelmed
by
affect,
both
the
patients
and
our
own.
Whether
one
is
a
novice
or
a
seasoned
clinician
treating
a
difficult
case,
supervision
provides
a
place
to
find
support,
extend
knowledge,
and
develop
clinical
skill.
Supervision
establishes
an
initial
condition
within
which
the
development
of
knowledge
can
occur
(J.
Scharff
and
D.
Scharff,
2000,
p.314).
The
supervision
task
is
similar
to
the
therapeutic
task
in
a
limited
way
in
that
good
boundaries
and
a
strong
frame
enable
the
supervisee
to
feel
safe
enough
to
reveal
fully
the
experience
with
the
patient.
The
supervisors
perspective
and
the
process
of
thinking
together
give
the
therapist
a
safe
place
to
examine
uncomfortable
or
puzzling
affective
reactions
to
the
patient
and
to
the
supervisor.
The
therapist
may
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
THE
DREAM
Madison:
I
am
running
down
an
alley
and
it
is
dark
and
wet
and
raining
and
black
and
blue.
I
open
a
door
and
all
there
is,
is
space.
It
is
white,
and
it
is
so
bright
I
cant
see
nothing.
Therapist:
Say
more
about
the
space.
Madison:
Its
white,
its
the
therapy
space,
and
the
color
is
red
and
white.
It
is
very
bright
and
I
see
it
right
away.
Theres
a
big,
whiter
space
without
red.
Therapist:
What
do
you
think
about
a
big
white
space
without
red?
(In
contrast
to
the
previous
session
I
am
aware
of
how
much
more
centered
I
feel,
how
I
am
able
to
work
more
freely,
and
I
am
also
quieter,
allowing
more
space
for
Madison).
307
308
309
310
311
312
313
314
315
316
REFERENCES
Bion,
W.R.
(1970).
Attention
and
Interpretation:
A
Scientific
Approach
to
Insight
in
Psycho-Analysis
and
Groups.
London:
Tavistock.
De
le
Torre,
J.
and
Applebaum,
A.
(1974).
Use
and
Misuse
of
Clichs
in
Clinical
Supervision.
Archives
of
General
Psychiatry
31(3):
302-
306.
Hedges,
L.
E.
(2000).
Terrifying
Transferences:
Aftershock
of
Childhood
Trauma.
Northvale,
NJ:
Jason
Aronson.
317
318
319
320
321
322
323
324
325
326
for
Chinese
students,
having
internet
327
328
329
not
helping.
She
had
huge
anger
toward
me
for
a
very
long
time.
She
was
like
an
angry
baby
who
kept
crying
all
the
time,
no
matter
what
the
mother
did
for
her.
Through
the
supervision,
I
received
so
much
support
and
it
helped
me
to
understand
the
unconscious
primitive
anger
this
patient
had,
which
is
universal,
and
it
did
help
me
to
hold
this
patient
well.
Joyce:
Supervision
between
an
American
supervisor
and
Chinese
students
does
require
the
Chinese
supervisees
to
have
good
English.
They
need
to
be
able
to
write
their
session
notes
in
English,
understand
the
American
teacher
and
carry
on
a
meaningful
conversation.
The
group
setting
is
a
good
mechanism
to
help
resolve
language
issues.
The
students
can
help
one
another
to
translate
difficult
terms
from
Chinese
to
English
and
vice
versa.
I
remember
one
example.
Therapist
As
process
notes
read:
Shed
rather
be
single,
she
dont
want
to
be
330
331
332
333
334
335
336
337
338
339
her
friend
treated
her
was
not
fair
or
not
nice.
When
my
supervisor
used
stronger
words
like,
she
is
a
controlling
freak!
it
gave
me
the
courage
to
tell
my
patient
that
she
should
not
be
treated
that
way.
This
in
turn
empowered
my
patient
to
be
open
to
say
more
about
her
dissatisfaction
with
her
friend
and
other
aspects
of
her
life.
Another
area
where
I
grew
as
a
therapist
was
my
ability
to
talk
about
sex
or
sexual
terms
such
as
masturbation
or
penis
in
English
in
supervision,
and
then
in
therapy.
Thats
a
new
experience
for
me.
I
have
overcome
the
embarrassment
of
talking
about
sexual
organs
and
behaviors.
Katherine:
It
was
helpful
for
me
to
discuss
sex
in
supervision.
Then
I
could
talk
about
it
with
my
classmates.
Then
I
began
to
talk
about
it
with
my
patients
in
a
natural
way.
I
think
it
is
a
process.
The
more
we
340
341
342
343
344
345
346
347
SUMMARY
We
have
explored
the
strengths
and
deficits
of
using
video
chat
to
understand
therapeutic
process,
and
have
considered
the
challenges
of
arriving
at
cross-cultural
understanding.
As
new
technologies
emerge,
often
with
instant
acceptance,
we
find
that
we
live
in
a
world
where
we
can
affect
and
influence
each
other
in
ways
we
never
348
REFERENCE
Dawes,
K.
(2010).
Talk:
for
August
Wilson.
Online
at
http://www.poets.org/viewmedia.php/prmMID/2
2007.
Accessed
December
2,
2012.
349
10
350
351
352
353
354
355
356
357
358
359
360
dying
baby
to
her,
and
here
she
became
the
parent
who
could
not
stand
the
loss
and
failure.
The
identification
that
we
fashioned
together
in
supervision
could
now
provide
the
means
to
understand
the
Smith
family,
and
particularly
Mary's
dilemma.
It
enabled
Mrs.
Mills
to
move
toward
providing
the
holding
that
the
family
had
been
unable
to
provide
for
itself.
361
362
363
364
365
366
367
368
369
11
370
371
372
373
374
extend
the
range
of
their
clinical
375
376
377
378
379
380
381
382
383
384
385
386
387
A
MISSING
COUNTERTRANSFERENCE
Adair
had
been
away
on
vacation.
She
began
supervision
with
me
by
reporting
the
first
session
with
the
patient
after
her
return.
She
told
me
that
the
woman
complained
that
her
husband
doesn't
understand
why
she
is
not
happy.
He
doesn't
see
that
it's
because
of
him.
When
Adair
was
away,
he
had
upset
her
so
much
that
she
became
incoherent.
He's
always
asking
why
she's
still
in
therapy
and
asking
whether
she
will
finish
soon.
When
the
woman
became
incoherent,
he
took
her
to
his
psychiatrist
to
diagnose
her
state
of
mind
and
get
the
proper
medications,
Adair
reported
all
this
to
me
in
a
calm,
coherent,
precise
way.
I
started
to
make
connections.
Adair
was
away.
Her
patient
became
incoherent,
Her
patient
thinks
she
is
angry
at
her
husband,
but
she
has
trouble
expressing
her
anger.
I'm
388
389
390
in
practical
terms,
but
felt
391
392
393
394
395
396
397
398
399
400
401
the
value
of
the
idea
of
402
between
craziness,
anger,
interrupted
403
404
405
Adair
was
getting
closer,
but
there
was
still
a
long
way
to
go.
One
of
her
small-group
leaders
said
that
he
had
had
the
same
experience
of
Adair
being
so
close
and
yet
so
far
from
getting
it.
Her
former
supervisor
suggested
that
the
block
of
Adair's
career
path
was
causing
her
to
block
her
thinking.
Perhaps
he
had
a
point,
but
J
knew
that
until
her
thinking
was
freed
up,
her
career
path
would
not
open
up
either.
I
said
to
the
faculty
group,
"Adair
will
never
be
a
supervisor
until
she
can
put
the
elements
of
the
transference
together
in
her
clinical
work,"
The
group
shared
my
dilemma
of
how
to
go
about
enabling
this
to
happen.
While
the
group
was
talking,
I
felt
encouraged,
and
suddenly
I
knew
what
to
do.
I
should
tell
Adair
in
a
positive
tone
that
to
be
a
supervisor
she
needed
to
learn
how
to
work
in
the
transference
and
that
I
was
working
toward
that
goal.
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
that
covered
over
bad-mother
428
429
430
REFERENCES
Arlow,
J.
(1963)
The
supervisory
situation.
Journal
of
the
American
Psychoanalytic
Association
11:576-594.
Bion,
W.
(1962).
Learning
from
Experience.
New
York:
Basic
Books.
Fleming,
J.
and
Benedek,
T.
(1966).
Psychoanalytic
Supervision:
A
Method
of
Clincial
Teaching.
New
York:
Gruner
and
Stratton.
Gleick,
J.
(1987).
Chaos.
New
York:
Viking.
Sachs,
D.
M.
and
Shapiro,
S.
H.
(1976).
On
parallel
processes
in
therapy
and
teaching.
Psychoanalytic
Quarterly
45:394-415.
Scharff,
D.
(1998).Chaos
theory
and
self-organizing
systems.
Paper
presented
at
Separation
Anxiety
and
Psychoanalysis
conference,
International
Institute
of
Object
Relations
Therapy
(re-named
the
International
Psychotherapy
Institute
www.theipi.org),
Bethesda,
MD,
December.
Scharff,
D.
(2000).
The
taming
of
psychological
chaos:
Fairbairn
and
self-organizing
systems.
Paper
presented
at
Fairbairn
and
Relational
Theory
Today
Lisbon
October.
Reprinted
as
Fairbairn
and
the
self
as
an
organized
system:
Chaos
theory
as
a
new
paradigm.
In
Fairbairn
and
Relational
431
432
FURTHER
READING
Anderson,
A.,
McLaughlin,
F.
(1963).
Some
observations
on
psychoanalytic
supervision.
Psychoanalytic
Quarterly
32:77-93
Arkowitz,
S.W.
(1990).
Perfectionism
in
the
supervisee.
Psychoanalysis
and
Psychotherapy,
8:
51-68.
Arlow,
J.
(1963).
The
supervisory
situation.
Contemporary
Psychoanalysis
11:576-594
Barnat,
M.
R.
(1977).
Spontaneous
supervisory
metaphor
in
the
resolution
of
trainee
anxiety.
Professional
Psychology
8:
307-315.
Barron,
G.
C.
(2001).
Silent
thoughts,
spoken
wishes:
when
candidate
experience
of
the
supervisor
converges
with
patient
fantasies.
Journal
of
the
American
Psychoanalytic
Association
51(1):
155-175.
Baudry,
F.
D.
(1993).
The
personal
dimension
and
management
of
the
supervisory
situation
with
a
special
note
on
the
parallel
process.
Psychoanalytic
Quarterly
62:588-614.
Berman,
E.
Psychoanalytic
supervision:
the
intersubjective
development.
International
Journal
of
Psycho-
Analysis
81:273-290.
433
434
De
435
436
437
438
439
440
441
442
443
444
445