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PEP-Easy Tip: To save PEP-Easy to the home screen

PEP-Web Tip of the Day

To start PEP-Easy without first opening your browser–just as you would start a mobile app, you can save a shortcut to your home screen.

First, in Chrome or Safari, depending on your platform, open PEP-Easy from pepeasy.pep-web.org. You want to be on the default start screen, so you have a clean workspace.

Then, depending on your mobile device…follow the instructions below:

On IOS:

  1. Tap on the share icon Action navigation bar and tab bar icon
  2. In the bottom list, tap on ‘Add to home screen’
  3. In the “Add to Home” confirmation “bubble”, tap “Add”

On Android:

  1. Tap on the Chrome menu (Vertical Ellipses)
  2. Select “Add to Home Screen” from the menu

 

For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Ehrlich, L.T. Kulish, N.M. Hanly, M.A. Robinson, M. Rothstein, A. (2017). Supervisory Countertransferences and Impingements in Evaluating Readiness for Graduation: Always Present, Routinely Under-Recognized. Int. J. Psycho-Anal., 98(2):491-516.
   

(2017). International Journal of Psycho-Analysis, 98(2):491-516

Education and Professional Issues

Supervisory Countertransferences and Impingements in Evaluating Readiness for Graduation: Always Present, Routinely Under-Recognized

Lena Theodorou Ehrlich, Nancy Mann Kulish, Margaret Ann Fitzpatrick Hanly, Marianne Robinson and Arden Rothstein

(Accepted for publication 26 October 2015)

Utilizing detailed, in-depth material from supervisory hours from around the world (explored in End of Training Evaluation groups), this paper shows that supervisors are subject to multiple, diverse and, at times, ongoing intense countertransferences and impingements on their ability to evaluate candidates' progress. Multiple external and internal sources of these impingements are explored. It is suggested that supervisory countertransferences and their manifestation in parallel enactments remain under-recognized, their impact underappreciated, and the information they contain underutilized. It is argued that the recognition, containment, and effective use of the parallel process phenomena and supervisory countertransferences are essential in order to evaluate candidates' progression and readiness to graduate. Common signals of such entanglements in the supervisor's evaluative function are identified. Three remedies, each of which provides a ‘third,’ are offered to assist supervisors in making effective use of their countertransference: self-supervision, consultation, and institutional correctives.

[This is a summary excerpt from the full text of the journal article. The full text of the document is available to journal subscribers on the publisher's website here.]

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