Supervisory countertransferences and impingements in evaluating readiness for graduation

Always present, routinely under‐recognized

Bibliographic Data

ID8971477
AuthorsLena Theodorou Ehrlich (0000-0002-4820-2758, Michigan Psychoanalytic Institute, 32841 Middlebelt Road, Suite 411, Farmington Hills, MI, 48334, USA, corresponding author), Nancy Kulish (0009-0003-3830-7665, Michigan Psychoanalytic Institute), Nancy Mann Kulish (Michigan Psychoanalytic Institute, 32841 Middlebelt Road, Suite 411, Farmington Hills, MI, 48334, USA), Margaret Ann Fitzpatrick Hanly (Toronto Institute of Psychoanalysis, 40 St. Clair Avenue East, Suite 203, Toronto, ON, M4T 1M9, Canada, corresponding author), Marianne Robinson (Northwestern Psychoanalytic Society, 2701 First Avenue, Suite 120 Seattle, WA, 98121, USA, corresponding author), Arden Rothstein (0000-0001-6735-2287, Institute for Psychoanalytic Education (IPE), Affiliated with NYU School of Medicine, 1 Park Avenue, 8th Floor, New York, NY, 10017, USA, corresponding author)
Year2016
Volume98
Issue2
Pages491-516
Publication date2016-08-20
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe International Journal of Psychoanalysis (JOURNAL)
Journal identifiersISSN: 0020-7578 • E-ISSN: 1745-8315
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1111/1745-8315.12512
PMID27543849
OpenAlexW2512908602
LanguageEN
Citations received3
References cited50

Utilizing detailed, in-depth material from supervisory hours from around the world (explored in End of Training Evaluation groups), this paper shows that supervisors are subject to multiple, diverse and, at times, ongoing intense countertransferences and impingements on their ability to evaluate candidates' progress. Multiple external and internal sources of these impingements are explored. It is suggested that supervisory countertransferences and their manifestation in parallel enactments remain under-recognized, their impact underappreciated, and the information they contain underutilized. It is argued that the recognition, containment, and effective use of the parallel process phenomena and supervisory countertransferences are essential in order to evaluate candidates' progression and readiness to graduate. Common signals of such entanglements in the supervisor's evaluative function are identified. Three remedies, each of which provides a 'third,' are offered to assist supervisors in making effective use of their countertransference: self-supervision, consultation, and institutional correctives

Countertransference · Graduation (instrument · Management · Medical education · Process (computing · Psychotherapist · Subject (documents · Supervisor · Academic and Historical Perspectives in Psychology · Applied Psychology · Computer Science · Counseling Practices and Supervision · Educational and Psychological Assessments · Engineering · Medicine · Psychology