Few would disagree with the need for training in order to become a skilled psychotherapist. However, it is understood that the majority of the training that novice therapists receive is in the form of supervision provided by psychotherapists with little or no training in the craft of supervision. Therapists who are trained in psychodynamic theory frequently describe supervision as a special relationship, different from but akin to a therapy relationship. It is important that a supervisor have a certain type of experience in supervision to aid in lhe resolution of internal conflicts which impede performance as a therapist. There has not been general understanding of these internal conflicts and how to address them in supervision. The development of one's own professional identity and the confidence to be one's own instrument in the therapy relationship is, in this author's view, the most important aspect of supervision. It is now recognized that the psychotherapy process is not identical to the supervisory process. However, there are fundamental developmental tasks that the professional might need to address in the supervisory relationship. The . goal of this dissertation was to examine the framework necessary for development of the professional self from a psychodynamic orientation. Within this context, the necessary components of a training model in supervision are integrated and operationalized.
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