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Essay / Research Paper Abstract
A 5 page paper. The catalyst for this essay is a statement from A. Williams: "Trainees in the supervisory process sometimes are required to face their innermost and mysterious self." The question is how this statement reflects effective supervision. The writer discusses the statement in terms of knowing oneself and calls upon Freud's own self-analysis, which became the foundation for psychoanalysis. The limitations of self-analysis are discussed. The roles of the clinical supervisor are identified. Bibliography lists 5 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGclspv.rtf
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Unformatted sample text from the term paper:
putting a qualifier on it - sometimes. Others have simply asserted that a therapist must know himself or he/she will not be as effective as a therapist.
It is helpful to begin by recognizing that supervision is an intervention that happens in the context of a one-to-one relationship (University of Alabama, n.d.). This is an important
element in understanding Williams statement and in understanding effective supervision. One author wrote: "Counselors work from an implicit theory of human nature and which reflects how the therapist construes reality"
(University of Alabama, n.d.). Given the caveat of human nature as a basic foundation for the counselors work, then, it follows that the same concept of human nature would be
recognized as an variable in the counselors professional work with patients and in the supervisors work with the counselor/therapist (University of Alabama, n.d.). In the early 1900s, the Budapest school
argued that supervision is a "continuation of continuation of personal analysis and should focus on analysis of transference and counter-transference" between the counselor and the supervisor (University of Alabama, n.d.).
The focus in supervision is the relationship that develops between the supervisor and the therapist and because of the context, transference and counter-transference can take place. The supervisor must work
very closely with the supervisory trainee and the dynamics will most often be similar to the dynamics between the therapist and the patient. In this relationship, there is an interplay
between the supervisor trainee and his/her supervisor, between the supervisor trainee and the therapist and between the therapist and the patient (University of Alabama, n.d.). It becomes a very complex
set of dynamics as each tries to help the other. Williams noted there are four roles a supervisor takes on: facilitator, teacher, consultant and evaluator (Williams, 1995). Williams also points
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