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

Anthrp

Can Psychoanalysis Be Taught?,son who has done this kind of work and is doing it with some conviction would be an outright hypocrite if he taught something that basically cannot be taught. At the same time, I fully appreciate the fact that what I have been taught by some and what I have been teaching to others in the name of psy

affluent

Stimulation of Curiosity in the Supervisory Process, technical principles. Mastery of all these aspects of the process is essential to helping the patient toward change—which is, after all, the goal of treatment. The accumulation of knowledge alone is thus not enough. Nor is it enough for the analyst to understand the patient only in theoretical term

Harass

Being and Doing in Continuous Consultation for Psychoanalytic Education,evenson (1982), who rightly criticizes the term . as a misleading misnomer. It encourages the consultée to think of his consultant as having superhuman vision, which, in order to be a psychoanalyst, he must acquire somehow. The truth is that none of us has it. None of us, including the patient, can

STANT

Countertransference in Supervision,difficult to impart. Most psychoanalysts are engaged in some educational pursuit, whether in classrooms, hospitals, or liaison work with other professionals. Most of us also educate through supervision—that is, teaching the art of utilizing technical knowledge and the utilization of the self as an “

寬敞

diskitis