Die psychodramatische Selbstsupervision

In psychodramatic self-supervision, the participants experience the unique effects of psychodrama after only twenty minutes of work. Self-supervision is applicable when working on private or professional conflicts and on problems in psychotherapy, consultation or coaching. It makes the protagonist freer, more courageous and more attentive in his or her relationship. Qualitative research has shown that psychodramatic self-supervision can resolve disturbances in the relationship with patients or clients and thus improve the therapeutic relationship.     

Module zur zertifizierten Fort- und Weiterbildung in den Springer-Facharztzeitschriften

Ohne Zusammenfassung     

Eine Selbstverortung für die psychodramatische Organisationsberatung

Zeitschrift für Psychodrama und Soziometrie - Dieser Beitrag der Zeitschrift für Psychodrama und Soziometrie (ZPS) setzt sich mit der Haltung der Psychodrama-Leitung bzw. allgemeiner: mit...     

Zertifizierte Fort- und Weiterbildung in “Der Nervenarzt”

Ohne Zusammenfassung     

Supervision

Zeitschrift für Psychodrama und Soziometrie -     

Symbolic-Experiential Supervision

Concepts derived from Symbolic-Experiential family therapy have only recently been applied to supervision. The present article serves to further develop these concepts as supervisory tools. A series of dialogues are offered which occurred when the authors convened to retrospectively review their supervisory work together. Specific concepts which are associated with Symbolic-Experiential family therapy which are addressed are: (1) the person of the therapist, (2) teamwork, (3) the battle for structure, (4) the battle for initiative, (5) co-transference, (6) use of the non-rational, (7) existentialism, and (8) termination. The dialogues illustrate how experiential supervision encourages trainees to struggle with their own personal growth and to develop their own personal power.     

Solution-Focused Supervision

Summary

This article discusses the use of solution-focused supervision questions and their perceived effect on a class of counseling practicum students. Rating scales have been used as a tool to evaluate therapist development since the 1960s. In this case study, questions were asked of student therapists from the perspective of the client. Student reports find that the questions were beneficial in helping direct future sessions toward client goals.     

Supervision as Experience

The multiple code theory, based on current work in cognitive science and neuroscience, provides a new context for examining the psychological and biological bases of dissociative processes. As I elaborate here, we need to broaden our understanding of dissociative processes as encompassing not only means of protection against anxiety and stress, but also a broad range of positive functions that underlie courage, productivity, exploration and joy; we also need to broaden the definition of trauma to encompass a wide range of chronic as well as acute events. In this paper, I outline the spectrum of dissociative processes, as these apply in psychic sickness and health, from the perspective of multiple code theory; then examine new views on trauma and its regulation; then discuss briefly the implications of these changes in perspective for treatment of the various types of dissociative processes that clinicians encounter—and experience.     

Success Enhancing Supervision

Summary

In this paper, the authors posit that therapists (beginning and experienced) have a propensity for being self-deprecating and critical. Following Bandura's (1977, 1986) theory of perceived self-efficacy, when this becomes reinforced by a supervisor, therapists lose their sense of self-efficacy as a therapist, and their competence suffers accordingly. In an effort to foster improved perceived self-efficacy, the authors apply solution-focused and constructive methods of therapy to the context of clinical supervision. Several case illustrations are presented compromising goal construction and the development of the supervisory relationship, co-constructing competence and confidence, circumventing impasses, the role of teaching and education in supervision, and the potential paradox of evaluation.     

Supervision of Psychotherapy

Here, the author wishes to discuss some dynamics observed in psychotherapy supervision of chronic schizophrenic patients. The supervisory relationship was defined as three-way, or three-story relationship involving three persons linked by a middle person who sees both party. A varying degree of emotional involvement was observed in this relationship, although nobody was free from possible entanglement. The degree of emotional involvement was observed to be least in the supervisor, and the most in the patient. The therapist was considered to be in the middle of this relationship. It was observed that three major emotional reactions, tentatively called “measles syndrome,”“depletion syndrome,” and “squeezed-in-the-middle syndrome” were frequent occurrence in this particular three-way, or three-story, relationship. Definitions and illustrations of these symptoms were described in the case examples given in the article.     

Supervision of Cotherapists

Supervision of cotherapists requires the consideration of the cotherapy relationship. In this paper, we outline how the organization of the cotherapy relationship and the accompanying rules of interaction constrain supervision. A case example illustrates effective supervision of cotherapists within these constraints.