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This book is primarily concerned with the application of psychoanalytic ideas to work in the public sector. It largely deals with the type of supervision work with individuals, teams, and institutions that will often be in demand and useful in the public sector.
This book is primarily concerned with the application of psychoanalytic ideas to work in the public sector. It largely deals with the type of supervision work with individuals, teams, and institutions that will often be in demand and useful in the public sector.
In the past two decades, many psychodynamic therapists have begun to view the relational processes taking place between patient and therapist as a central source of transformation. Yet traditional paradigms of clinical supervision, focusing primarily on didactic teaching, have limitations for training therapists to work in these new ways. This groundbreaking volume is the first to elaborate a comprehensive contemporary model of supervision. Using a wealth of examples and vignettes, the authors show how working within the vicissitudes of the supervisory relationship can allow the supervisee to gain a deeper understanding of the treatment method being taught. Key topics discussed include issues of power and authority, regression in the supervisory relationship, rethinking the "teach/treat" question, parallel process as a relational phenomenon, working with group process in case conference, and the role of the organization in supporting training. This is a richly informative resource for psychologists, psychiatrists, social workers, psychoanalysts, and others involved in clinical supervision and training. It also will serve as a text for courses in supervision and organizational psychology.
With national and international concern around issues of abuse, burnout, meaninglessness, and spiritual bankruptcy in every profession, supervision is becoming increasingly necessary for people who desire life-giving care and understanding in their work and ministry. This book provides a framework of theory and experience to develop the strengths and address the challenges of professional supervision with particular focus on developing spiritual sensitivity and competency.
Supervision is an essential constituent of analytic and psychotherapy training and a crucial part of ongoing professional development for all practitioners. In spite of this, little formal theory about supervision has been developed and, for the most part, learning to supervise has progressed using a simple apprenticeship model. Supervising and Being Supervised aims to rectify this situation. Jan Wiener, Richard Mizen and Jenny Duckham draw together contributions from a number of experienced Jungian analysts who supervise to explore key aspects of the supervisory experience with the aim of developing a theory for analytically-based work. Part One explores the nature of the supervisor-supervisee relationship, Part Two looks at a number of the settings and applications of supervision and Part Three examines problems that might occur in supervision. In the fourth and final part, and drawing on the previous chapters, the focus turns specifically to the challenges of developing a clear theory of supervision.
This book focuses on how Winnicott has enhanced our understanding of children, and how it has influenced the way in which we that work with them.
There is always a lively interest in the supervisory process and its explication. Courses in supervision abound and the critical role of supervision in becoming a psychotherapist is widely acknowledged. It is for this reason that this book aims to present the essentials of supervision, establish validated principles of teaching and learning, define a series of optimal supervisory precepts, consider some of the basic issues in this sometimes difficult arena, explore the supervisee's concerns as the student, and address the future of supervisory work.Supervision should be principled and properly framed, sufficiently consistent and well defined to assure the supervisee the best possible supervisory experience and the supervisor a situation with as little possibility of crisis and untoward reactions, and as much reward as possible. This book is dedicated to both teachers and students: to their growth, maturation and ultimately to better psychotherapy for their patients.
This book comprises papers on the theory and practice of supervision, all written by experienced psychoanalytic psychotherapists and Jungian analytic psychotherapists. Important aspects of the supervisory relationship are covered, including papers on the supervisor's countertransference, supervising work with suicidal patients and the dynamics of racial difference in supervision, and group supervision and dynamics related to the supervisor's role in the assessment of trainees.The contributions in this book mainly began life as presentations to the BAP course on 'Developing Supervision Skills', a space in which new thinking about supervision has been able to be developed by contributors and participants alike. The book also covers fundamentals to consider when beginning in supervisory practice, including ways of creating a secure frame for thinking to take place and some of the ethical attitudes needed within the supervisory relationship. Supervisory technique is considered in broad overview and in some very personal views, from two highly experienced supervisors and a supervisee who has keenly observed some different supervisory styles.
In order to complete training successfuIly, every psychoanalyst has to be a supervisee. This experience leads each analyst to want to become a supervisor. Until recently, very little has been discussed about wh at supervision is, how it is done, and how it is related to the various theories of psychoanalysis that are held as articles of faith. The 1980-1981 program of the William Alanson White Psychoanaly tic Society was devoted to supervision-with representatives of various "schools" demonstrating their ways of doing consultations with ana lysts about patients. This book is an extension of that endeavor. In it, supervisors of various persuasions discuss this topic. The editors-Leopold Caligor, Philip M. Bromberg, and James D. Meltzer-are to be congratulated for the high level of discourse repre sented by the various chapters. They are to be commended as weIl about the eloquent statement this book makes-namely, there are many an swers and approaches and no final answer to the questions raised by the volume
This book offers a new perspective on the subconscious and non-verbal processes through which people learn and communicate with each other in groups. Describing these processes in the context of modern organisational life, it provides practical advice about how to do group and team coaching. Introducing key concepts from psychology, group analysis and systems theory, Group and Team Coaching gives practical guidance on core areas of group coaching: team coaching, group supervision, action learning sets and other learning groups. Casting new light on the ‘secret life’ of groups and teams, it discusses: the invisible processes of group dynamics pitfalls of group coaching and how to avoid them how to design coaching interventions common dilemmas ethics and supervision With many vignettes and case studies, Group and Team Coaching is essential reading for coaches who work with groups and teams.