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  • Chapter 10 - Some Reflections on the Supervisory Process

  • from Part 2: - The Model of Psychodynamic Psychotherapy into Practice
  • Adam Polnay, The State Hospital, Carstairs and Royal Edinburgh Hospital, Edinburgh, Rhiannon Pugh, Victoria Barker, East London NHS Foundation Trust, London, David Bell, British Psychoanalytic Society, Allan Beveridge, Royal College of Psychiatrists, London, Adam Burley, Rivers Centre, Edinburgh, Allyson Lumsden, NHS Greater Glasgow and Clyde, C. Susan Mizen, Devon and Exeter NHS Foundation Trust, Exeter, Lauren Wilson, Royal Edinburgh Hospital, Edinburgh
  • Foreword by Nancy McWilliams
  • Book:
    Cambridge Guide to Psychodynamic Psychotherapy
    Published online:
    25 August 2023
    Print publication:
    10 August 2023, pp 162-168

  • 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.