Watkins C Edward
Department of Psychology, University of North Texas, 1155 Union Circle # 311280, Denton, TX 76203-5017. E-mail:
Psychoanal Rev. 2014 Apr;101(2):175-95. doi: 10.1521/prev.2014.101.2.175.
What is signature pedagogy in psychoanalytic education? This paper examines that question, considering why psychoanalytic supervision best deserves that designation. In focusing on supervision as signature pedagogy, I accentuate its role in building psychoanalytic habits of mind, habits of hand, and habits of heart, and transforming theory and self-knowledge into practical product. Other facets of supervision as signature pedagogy addressed in this paper include its features of engagement, uncertainty, formation, and pervasiveness, as well as levels of surface, deep, and implicit structure. Epistemological, ontological, and axiological in nature, psychoanalytic supervision engages trainees in learning to do, think, and value what psychoanalytic practitioners in the field do, think, and value: It is, most fundamentally, professional preparation for competent, "good work." In this paper, effort is made to shine a light on and celebrate the pivotal role of supervision in "making" or developing budding psychoanalysts and psychoanalytic psychotherapists. Now over a century old, psychoanalytic supervision remains unparalleled in (1) connecting and integrating conceptualization and practice, (2) transforming psychoanalytic theory and self-knowledge into an informed analyzing instrument, and (3) teaching, transmitting, and perpetuating the traditions, practice, and culture of psychoanalytic treatment.
精神分析教育中的标志性教学法是什么？本文探讨了这个问题，思考了为什么精神分析督导最有资格获得这一称谓。在将督导视为标志性教学法时，我强调了它在培养精神分析的思维习惯、操作习惯和情感习惯，以及将理论和自我认知转化为实际成果方面的作用。本文探讨的作为标志性教学法的督导的其他方面包括其参与性、不确定性、形成性和普遍性特征，以及表面、深层和隐含结构的层次。精神分析督导本质上具有认识论、本体论和价值论的特点，它让受训者学习从事、思考和重视该领域精神分析从业者所从事、思考和重视的事情：从根本上说，它是为胜任的“良好工作”所做的专业准备。在本文中，我们努力阐明并颂扬督导在“塑造”或培养初露头角的精神分析师和精神分析心理治疗师方面的关键作用。精神分析督导已有一个多世纪的历史，在以下方面仍然无与伦比：（1）将概念化与实践联系起来并加以整合；（2）将精神分析理论和自我认知转化为明智的分析工具；（3）传授、传承精神分析治疗的传统、实践和文化。
