Zachrisson Anders
Psychological Department, University of Oslo, Post-Box 1094, Blindern, N-0317 Oslo, Norway.
Int J Psychoanal. 2011 Aug;92(4):943-61. doi: 10.1111/j.1745-8315.2011.00417.x. Epub 2011 Mar 17.
This paper presents a heuristic model for the dynamics of psychoanalytic supervision. It is not a manual for how to perform supervision, but a model for how to identify and think about the complex elements and forces influencing the supervisory process. The point of departure is that psychoanalysis is a composite craft in which seemingly contrary elements like strict rules and creative intuitions have their place and interact. Several aspects of supervision are discussed: aims, learning processes, teaching methods, relationship, emotional atmosphere and evaluation. Competence is given a pivotal place in the model. The main feature of the model is that these aspects of supervision are all seen as suspended in a field of dynamic tensions between phenomena in real or apparent opposition. One example of this is the tension in the supervisory relationship between supervisor as instructor acting as an authority for the candidate whilst being a mentor fostering autonomy in the candidate. It is argued that related kinds of dynamics characterize several aspects of psychoanalytic supervision and that these tensions are inherent in analytic work. In conclusion a key word picture of the model is presented.
本文提出了一种精神分析督导动力学的启发式模型。它并非是关于如何进行督导的手册，而是关于如何识别和思考影响督导过程的复杂要素及力量的模型。出发点在于，精神分析是一门综合技艺，其中诸如严格规则与创造性直觉等看似相悖的要素各有其位且相互作用。文中讨论了督导的几个方面：目标、学习过程、教学方法、关系、情感氛围以及评估。能力在该模型中占据关键位置。该模型的主要特点是，督导的这些方面都被视为处于真实或表面对立的现象之间的动态张力场中。其中一个例子是督导关系中的张力，督导作为指导者对候选人而言是权威，同时作为导师又要培养候选人的自主性。有人认为，相关类型的动力学特征体现在精神分析督导的几个方面，且这些张力是分析工作所固有的。最后呈现了该模型的关键词图景。
