Institute for Family and Sexuality Studies, KU Leuven, Leuven, Belgium.
J Marital Fam Ther. 2010 Apr;36(2):158-70. doi: 10.1111/j.1752-0606.2010.00192.x.
In recent years several authors have made a beginning in describing therapeutic conversations from a dialogical perspective. Training and supervision, however, have not yet been addressed from a dialogical perspective. In this article, an experiential training exercise is described that is focused on the basic dialogical skills of the trainee: respectful inquiry and constructive reflecting. Rather than teaching and instructing, this training exercise is aimed at staging a dialogue. The trainees are invited to take part in this dialogue, as they are encouraged to experiment with new positions and new ways of encountering others, and as their different voices tell of their experiences, of the things they have learned, and of the new perspectives that have opened up for them. Leaning on ideas about the therapist's inner conversation (Rober, 1999, 2005b) and stressing the importance of polyphony, dialogism, and tolerance for uncertainty, the training exercise described in this article is consistent with a dialogical and postmodernist frame, as described by Seikkula and Olson (2003).
近年来，几位作者开始从对话的角度描述治疗性对话。然而，培训和监督尚未从对话的角度来解决。在本文中，描述了一种体验式培训练习，该练习侧重于学员的基本对话技巧：尊重性询问和建设性反思。这种培训练习不是教学，而是旨在进行对话。鼓励学员参与该对话，因为鼓励他们尝试新的立场和与他人接触的新方式，并且因为他们不同的声音讲述了他们的经验，他们所学到的东西以及为他们开辟的新视角。本文中描述的培训练习基于对治疗师内心对话的想法（Rober，1999，2005b），并强调了复调、对话主义和对不确定性的容忍的重要性，与 Seikkula 和 Olson（2003）所描述的对话和后现代主义框架是一致的。
