Nadler R P
Can Psychiatr Assoc J. 1976 Apr;21(3):145-50. doi: 10.1177/070674377602100303.
There are times when teaching cannot proceed through the abstract presentation of content and must progress by the demonstration of what is to be taught. This is true whenever a student is unable, for whatever reason, to appropriately apply such abstract material to the concrete task before him. This may be due to a number of factors, one of the most common of which is the lack of qualitatively similar experiences to which to refer. The teaching of complicated processes such as psychotherapy is an example, especially when the trainee is relatively unsophisticated and/or seems unable to abstract from discussion of blocking phenomena, where it may become necessary to "act in" the feeling tones which are to be the cues for the behaviour to be learned, instead of persisting with abstract interpretations. When, in supervision, a supervisee recreates the conditions existing in the therapeutic situation, this procedural behaviour is called the "Reflection Process". This process often appears to be unconsciously motivated by the need of the supervisee to solicit from the supervisor a practical demonstration which he does not know how to solicit otherwise. Even if the Reflection Process is due mainly to unresolved, unconscious conflicts of the supervisee, it can be a useful clue as to what transference-countertransference problems he is having difficulties with. The fact that such behaviour on the part of the supervisee may arise out of unresolved unconscious conflictual material should not become a reason for dismissing it. Instead, supervisors should become proficient at recognizing the countertransferential feelings in themselves, which can be an accurate reflection of the feelings troubling the supervisee in his dealings with this patient; and they should recognize the distress signal on the part of the supervisee, which can often be responded to constructively. In the supervision, the supervisor at times can, almost unwittingly, come to play the role which the supervised therapists plays in the supervised therapy and, if not aware of the Reflector Process, he may not realize that the countertransferential feelings which underly his assuming that role may not be primarily a response to the character of the therapist he is supervising but rather to that of the patient. They may also be a reflection of the process problem in the supervised therapy. It is not essential that this process be labeled in the supervision; what is essential is that its ramifications be recognized by the supervisor.
有时，教学无法通过对内容的抽象呈现来进行，而必须通过对所教内容的演示来推进。无论出于何种原因，只要学生无法将此类抽象材料适当地应用于他面前的具体任务，情况就是如此。这可能是由多种因素造成的，其中最常见的因素之一是缺乏可供参考的定性相似的经验。诸如心理治疗等复杂过程的教学就是一个例子，特别是当受训者相对缺乏经验和/或似乎无法从对阻碍现象的讨论中进行抽象时，此时可能有必要“表现出”那些将成为所学行为线索的情感基调，而不是坚持抽象的解释。在督导过程中，当被督导者重现治疗情境中存在的条件时，这种程序性的行为就被称为“反思过程”。这个过程似乎常常是由被督导者潜意识中的需求所驱动的，即他需要从督导那里获得一个他不知道如何以其他方式获取的实际演示。即使反思过程主要是由于被督导者未解决的潜意识冲突，它也可能是一个有用的线索，表明他在哪些移情 - 反移情问题上存在困难。被督导者的这种行为可能源于未解决的潜意识冲突性材料这一事实，不应成为忽视它的理由。相反，督导应该熟练地识别自己的反移情感受，这可能准确反映出被督导者在与该患者打交道时所困扰的感受；他们还应该识别被督导者发出的困扰信号，这种信号通常可以得到建设性的回应。在督导中，督导有时可能几乎不知不觉地扮演了被督导治疗师在受督导治疗中所扮演的角色，如果没有意识到反思过程，他可能没有意识到他承担那个角色背后的反移情感受可能主要不是对他所督导的治疗师的性格的反应，而是对患者性格的反应。它们也可能反映了受督导治疗中的过程问题。在督导中不必给这个过程贴上标签；关键是督导要认识到它的影响。
