Rodenhauser P
Department of Psychiatry and Neurology, Tulane University School of Medicine, 1430 Tulane Avenue, New Orleans, LA 70112.
J Psychother Pract Res. 1994 Winter;3(1):1-15.
The need for a systematic approach to psychotherapy training in psychiatric education is greater than ever. Most models of psychotherapy supervision focus on supervisee development and ignore developmental issues concerning the other participants in the supervisory triangle. The author reviews theories of psychotherapy supervision and identifies factors that contribute to the dynamic interrelationships among psychiatrists who are supervising psychotherapy, the psychiatry resident supervisees, and their patients as each party progresses through stages of development. A dynamic formulation of psychotherapy supervision based on developmental stages can result in a better understanding of the instructional process, its greater effectiveness, and associated changes in program structure. Further development of a comprehensive dynamic model depends on additional research.
在精神科教育中，采用系统方法进行心理治疗培训的需求比以往任何时候都更为迫切。大多数心理治疗督导模式都侧重于被督导者的发展，而忽视了督导三角关系中其他参与者的发展问题。作者回顾了心理治疗督导的理论，并确定了在心理治疗督导者、精神科住院医师被督导者及其患者在各自发展阶段的过程中，促成他们之间动态相互关系的因素。基于发展阶段的心理治疗督导动态模式，能够更好地理解教学过程、提高其有效性以及带来项目结构的相关变化。全面动态模型的进一步发展依赖于更多的研究。
