Frayn D H
Clarke Institute of Psychiatry, Toronto, Canada.
Am J Psychother. 1991 Jan;45(1):31-42. doi: 10.1176/appi.psychotherapy.1991.45.1.31.
Three distinct psychotherapy supervision group formats developed over a fourteen-year period. The most consistently successful format was having a proposed psychotherapy supervision topic but with the primary emphasis being placed on free group discussion. The more inexperienced psychotherapy supervisors initially seem to want a more structured didactic approach, e.g., teaching seminars, while senior members favor a spontaneous and personal exploration of specific therapeutic and supervisory relationships. Psychotherapy supervisors in a group situation can explore and promote a deeper understanding of the supervisor-therapist relationship. They can function as a didactic study group and at the same time offer a useful interpersonal learning experience without the group having a therapeutic format. Group member interactions highlight the importance of the intersubjective nature of transferences and alliances, beginning with how the group leader responds to the other supervisors which then can be a model for the subsequent supervisor/supervisee processes. The leader of such a supervisors' group can be more helpful if he will see himself as a facilitator of essentially peer group observations rather than a transference interpreter or group teacher. Psychotherapy training programs should consider the introduction of a psychotherapy supervisors' group to improve the teaching and learning of psychotherapy skills. The efficacy of such supervisors' groups cannot be easily measured although it is suggested that patient outcome and supervisee satisfaction is significantly related to the quality of psychotherapy supervision provided.
在十四年的时间里形成了三种不同的心理治疗督导小组形式。最持续成功的形式是提出一个心理治疗督导主题，但主要重点放在自由的小组讨论上。经验较少的心理治疗督导最初似乎想要一种更结构化的讲授方法，例如教学研讨会，而资深成员则倾向于对特定治疗和督导关系进行自发的个人探索。处于小组情境中的心理治疗督导可以探索并促进对督导 - 治疗师关系的更深入理解。它们可以起到讲授学习小组的作用，同时提供一种有用的人际学习体验，而该小组不采用治疗形式。小组成员的互动凸显了移情和联盟的主体间性的重要性，从小组领导者如何回应其他督导开始，这随后可以成为后续督导 / 被督导过程的一个典范。如果这样一个督导小组的领导者将自己视为本质上是同伴小组观察的促进者，而不是移情解释者或小组教师，可能会更有帮助。心理治疗培训项目应该考虑引入心理治疗督导小组，以改进心理治疗技能的教学与学习。尽管有人认为患者的治疗效果和被督导者的满意度与所提供的心理治疗督导质量显著相关，但此类督导小组的效果不易衡量。
