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SUPERVISION IN GROUPANALYSIS

SUPERVISION IN GROUPANALYSIS. MÁRIO DAVID WORKSHOP from the 8º NATIONAL SPG CONGRESS. The IMPORTANCE of SUPERVISION. PERSONAL LIFE EXPERIENCES EXPERIENCE GAINED as a MEMBER in the GROUP- ANALYTIC PROCESS EXPERIENCE GAINED as an GROUP ANALYST

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SUPERVISION IN GROUPANALYSIS

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  1. SUPERVISION IN GROUPANALYSIS MÁRIO DAVID WORKSHOP from the 8º NATIONAL SPG CONGRESS

  2. The IMPORTANCE of SUPERVISION • PERSONAL LIFE EXPERIENCES • EXPERIENCE GAINED as a MEMBER in the GROUP- ANALYTIC PROCESS • EXPERIENCE GAINED as an GROUP ANALYST • KNOWLEDGE and AWARENESS AQUIRED through the SUPERVISION PROCESS PSYCHOANALYTICAL INSTITUTE (BERLIN, 1920)

  3. NATURE and TASK of SUPERVISION(I) • COMPLEX PROCESS of SHARING(Horn,1957) • PROCESS of PERSONAL and PROFESSIONAL GROWTH(Vollmer & Bernardi, 1996) • PROCESS of LEARNING and INTERPERSONAL HELPING(Wallerstein, 1997) • CONCOMITANT THERAPY

  4. NATURE and TASK of SUPERVISION(II) • LEARNING by ASSIMILATION • LEARNING by ACCOMMODATION • IMITATION and IDENTIFICATION PROCESSES<=QUALITY of OBJECT RELATIONS • UNCONSCIOUS and CONTRADICTORY FORCES • “WORKING ALLIANCE” (Frijling- Scheunder, 1970; Grinberg, 1997) • “LEARNING ALLIANCE” (HAESLER, 1993)

  5. PRIMARY OBJECTIVES (Schlesinger, 1981) • TO EXPERIENCE of PSYCHOANALYSIS • TO LEARN to CONCEPTUALISE the SUPERVISEE´S EXPERIENCES inORDER to ACHIEVE an AWARENESS of what the PATIENT is EXPERIENCING • TO IDENTIFY the VARIOUS FORMS of COUNTER-TRANSFERENCE and PROJECTIVE IDENTIFICATION • TO CLARIFY the EMOTIONAL and INTELLECTUAL INVOLVEMENT of BOTH PARTIES

  6. SUPERVISION’S GOALSfor the SUPERVISEE • TO FOSTER the ABILITY to THINK, LEARN and SELF-CORRECTION IDEAS • NEW SETTING for OBSERVATION of the ANALYTIC PROCESS • TO PROVIDE a CHANGE over the UNDERSTANDING PERSPECTIVE • TO REDISCOVER the UNCONSCIOUS • TO FOSTER a CAPACITY for RENEWAL

  7. SUPERVISION’S GOALSfor the SUPERVISOR • TO TRANSMIT CLINICAL EXPERIENCE and THEORETICAL KNOWLEDGE • TO DEMONSTRATE PSYCHOTHERAPEUTIC STRATEGIES • TO TRAIN PSYCHOTHERAPISTS • TO DO NOSOGRAPHIC RESEARCH and THEORETICAL – TECHNICAL RESEARCH • TO DEVELOP “GENERATIVITY”(Erikson, 1963) • TO OVERCOME PROFESSIONAL ISOLATION

  8. The IDEAL SETTING(Robert Lang, 1997) • Private and Professional • Acoustically Isolated Office • Private Exchange, without Previous Contact • Place, Price, Time Limit, Session’s Frequency, Schedule Agreed • Completely Private and Confidential, without any Kind of Previous Session Record • Reconstruction shoud be done from Memory and in Strict Order

  9. ENQUADRAMENTO IDEAL(Robert Lang, 1997) (cont.) • Instructions or Comments offered by the Supervisor shoud be based entirely on the Material from Session under consideration • Relative Anonymity Between Both • Restritions over Contacts and Interactions • All Teaching Efforts should be carried out in a Predictive Manner and be examined for Encoded Validation

  10. WORKING TECHNIQUES(Imre Szecsödy, 1997) • PROVIDE INFORMATION over PRINCIPALES, DYNAMICS and TECHNICS • CLARIFY any GAPS or AMBIGUITIES in the SUPERVISEE’S OBSERVATIONS and/or UNDERSTANDINGS • REFORMULATE and CHECK the SUPERVISEE’S PRECONCEPTIONS • ERRONEOUS JUDGMENTS, DISTORTIONS and UNCONTROLLED COUNTER-TRANSFERENCE REACTIONS • DEMONSTRATE TECHNIQUES and STRATEGIES

  11. TRANSFERENCE REACTIONS in the SUPERVISEE • EGO IDEAL • IMAGINED SUPERVISOR and the REAL SUPERVISOR • PARTICIPANTS PERSONALITIES • PREVIOUS ANALYTIC EXPERIENCES • RELATIONAL PROBLEMS • PERSECUTION ANXIETIES • COMPLICATED MENTAL ATTITUDES: ORAL, CONDESCENSION, EXCESSIVE ENVY, COMPETITIVENESS or RIVALRY

  12. THE SUPERVISOR’S JOB 1) HIS/HER COUNTER – TRANSFERENCE in RELATION to the SUPERVISÉE 2) COUNTER-TRANSFERENCE of the SUPERVISÉE to the PATIENT 3) The PATIENT’S TRANSFERENCE in RELATION to the SUPERVISÉE 4) TEACHING to THINK in ANALYTIC TERMS

  13. COUNTER-TRANSFERENTIAL REACTIONS Within the SUPERVISOR A) NON-SOLVED NEUROTIC CONFLICTS B) CONVIVIALITY and SOCIAL INTERACTION C) RESPECT EACH SUPERVISÉE’S INTERNAL GROWTH PROCESS D) COME UP With PERTINENT WORKING HYPOTHESES D) CONCERNS OVER THE DEALING WITH the ANXIETIES by the SUPERVISÉE

  14. SUPERVISION in GROUP-ANALYSIS SUPERVISION IN GROUPS • COUNTER–TRANSFERENCE of the GROUP-ANALYST towards to the GROUP MEMBERS B) ANALYSES Over the DYNAMICS of the GROUP-ANALYSIS PROCESS

  15. GROUP-ANALYTIC SUPERVISION (I) (Isaura Neto, 2000) • Guidance over the Clinical Cases’s Selection 2)Pointing Oout the Specific Concepts of Group-Analytical Processes 3)Teaching / Recommendations / SugestionsRegarding Techniques Over Intevertions, Keeping in Mind,the Individual Analysis

  16. GROUP-ANALITYC SUPERVISION (II)(Isaura Neto, 2000) 4) Hability To See Other Phenomema than The Perceived by The Supervisée 5)Hability in Picking Up The Simultaneousness of the Group Members’ Communications ant Its Latent and Transferential Significance… 6)Diferences in Intervention at Supervision, over diferents modalidades of PAG or GA, un Inpatient / Outpatient Settings

  17. SPG SOCIETY and SUPERVISION • SUPERVISION OVER A MINIMAL of a 6 YEARS PERIOD • FULL DIDATIC MEMBER • OVER ALL GROUP-ANALYTICAL PRACTICE • WEEKLY BASED SUPERVISION • 2ª OPTIONAL SUPERVISION

  18. GROUP-ANALYTICSUPERVISION • ENVIRONMENT where the SUPERVISORS can Place their PERSPECTIVES to Help SUPERVISÉE to better inderstand their PACIENTS and the GROUP’S DINAMICS • ENCOURAGES THEM to be more CREATIVE and AUTONOMOUS in their HABILITY to UNDERSTAND and THINKING in GROUP-ANALYTICAL TERMS supported in their ONGOING EMOTIONAL and THEORETICAL DEVELOPMENT

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