Titlebook: Clinical Perspectives on the Supervision of Psychoanalysis and Psychotherapy; Leopold Caligor,Philip M. Bromberg,James D. Meltze Book 1984

織物

Michael H. Tatham,Ronald T. Hay The other two categories—the so-called training analysis and assorted course and clinical seminars—have also continued to be an integral part of psychoanalytic training. However, with the development of variable jurisdictional bodies and the proliferation of training institutes, there seem to have

Feature

墊子

悲痛

Acetabulum

https://doi.org/10.1007/978-1-4939-6358-4All learning is a labor of love between a student and a teacher. Teacher and student, master and apprentice, trainer and trainee, tutor and tutee, preceptor and preceptee, or, as of late, supervisor and supervisee? Which is the proper model in psychoanalytic education?

avulsion

Ivo A. Hendriks,Alfred C. O. Vertegaal.: Can I have your attention please, colleagues and guests. Welcome to the 165th scientific meeting of the William Alanson White Psychoanalytic Society. The focus of our 1980–1981 scientific meetings, as we all know, is on the supervisory process.

Merited

The Third Ear,Among Freud’s (1912/1958) basic ground rules for establishing the psychoanalytic situation, he describes the appropriate stance for listening to the patient and refers to the proposed technique as “a very simple one” (p.111).

Medicare

Teaching the Psychoanalytic Method,All learning is a labor of love between a student and a teacher. Teacher and student, master and apprentice, trainer and trainee, tutor and tutee, preceptor and preceptee, or, as of late, supervisor and supervisee? Which is the proper model in psychoanalytic education?

使虛弱

Supervisory Session with Discussion,.: Can I have your attention please, colleagues and guests. Welcome to the 165th scientific meeting of the William Alanson White Psychoanalytic Society. The focus of our 1980–1981 scientific meetings, as we all know, is on the supervisory process.

RUPT

Parallel and Reciprocal Processes in Psychoanalytic Supervision,ch has been written over the last 70 years. It is apparent that major shifts have occurred in the definition of supervision, the model for learning in supervision, the use of the analytic versus the didactic teaching method between student and supervisor, and how the supervisor uses himself with his