Department of Psychiatry, Yale University, USA.
Psychotherapy (Chic). 2010 Jun;47(2):211-20. doi: 10.1037/a0019785.
The primary aim of this study was to investigate the ways in which therapists-in-training construct and use mental representations of their relationships with their supervisors in the service of their own professional development. A total of 115 trainees (75% of whom were psychodynamically oriented) completed The Supervisory Representation Inventory, a network of measures designed to assess the forms, functions, and phenomenological properties of internalized representations of that relationship. Results indicate that supervisees tend to evoke representations of their supervisors' spoken words, vocal qualities, and the settings in which they have met; that they evoke these representations to better formulate clinical interventions, especially those perceived as painful or difficult for patients to hear; and that these representations are especially likely to occur when patients behave in ways consistent with a supervisor's view or, when the supervisee is alone and thinking about a patient that has been discussed in supervision. Findings support the hypothesis that representations of the verbal and nonverbal aspects of the supervisory dialogue play an integral role in the acquisition of the skills and professional identity of a psychotherapist.
本研究的主要目的是调查治疗师在培训过程中构建和使用他们与督导者关系的心理表征的方式，以促进他们自身的专业发展。共有 115 名受训者（其中 75%为心理动力学取向）完成了《督导关系表征量表》，这是一系列旨在评估该关系的内化表征的形式、功能和现象学特征的测量工具。结果表明，受训者倾向于唤起对督导者言语、声音特质和会面环境的表征；他们唤起这些表征是为了更好地制定临床干预措施，特别是那些被认为对患者来说痛苦或难以接受的干预措施；当患者的行为与督导者的观点一致，或者当受训者独自思考在督导中讨论过的患者时，这些表征尤其容易出现。研究结果支持了这样一种假设，即督导对话的言语和非言语方面的表征在心理治疗师技能和专业身份的获得中起着不可或缺的作用。
