Pegeron J P
Psychoanal Q. 1996 Oct;65(4):693-710.
This paper explores Solnit's idea that supervision is more than teaching and less than treatment. Advances in our understanding of the analytic process are applied to the supervisory process. With the help of a vignette, the uses of transference regression and parallel processes are examined as part of an analytic experience which facilitates the supervisee's own analysis. Baudry's ideas are used as a point of departure to suggest further guidelines for supervision based on the goal of enhancing the supervisee's analytic identity. Possible difficulties with our theoretical assumptions about supervision are briefly discussed.
本文探讨了索尔尼特的观点，即督导不止是教学，也少于治疗。我们对分析过程理解的进展被应用于督导过程。借助一个案例，考察了移情退行和平行过程的运用，将其作为促进受督导者自身分析的分析体验的一部分。以博德里的观点为出发点，基于增强受督导者分析身份认同的目标，提出了进一步的督导指导方针。简要讨论了我们关于督导的理论假设可能存在的困难。
