Customer Service | Help | FAQ | PEP-Easy | Report a Data Error | About
Tip: To see translations of Freud SE or GW…

PEP-Web Tip of the Day

When you hover your mouse over a paragraph of the Standard Edition (SE) long enough, the corresponding text from Gesammelte Werke slides from the bottom of the PEP-Web window, and vice versa.

If the slide up window bothers you, you can turn it off by checking the box “Turn off Translations” in the slide-up. But if you’ve turned it off, how do you turn it back on? The option to turn off the translations only is effective for the current session (it uses a stored cookie in your browser). So the easiest way to turn it back on again is to close your browser (all open windows), and reopen it.

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

Spence, D.P. Lugo, M. (1972). The Role of Verbal Clues in Clinical Listening. Psychoanal. Contemp. Sci., 1(1):109-131.

(1972). Psychoanalysis and Contemporary Science, 1(1):109-131

The Role of Verbal Clues in Clinical Listening

Donald P. Spence, Ph.D. and Marta Lugo, Licenciada en Quimica

Clinical skills have traditionally been taught in a master-apprentice relationship with all of its usual assumptions. So long as we provide the student with access to a qualified practitioner, the argument goes, we can assume that sooner or later the necessary skills will be acquired. The student will learn by example how to become a good clinician, armed with his supervisor's wisdom and a handful of aphorisms culled from the literature.

Many good clinicians have developed from such a system and its partial success has blinded us to its obvious faults. Take clinical listening as a case in point. It seems indisputable that specific kinds of listening are needed to decode the latent content of a patient's statements, yet in how many cases is the student given specific training in this technique? Moreover, how many clinicians under stand the way in which they themselves listen, to the extent that they can explain it to someone else? As in many kinds of complex skills, we rely on the master-apprentice mode of teaching because we have nothing else to offer; too little is known about specifics to set up a formal course of training.

Two dimensions of clinical listening can be isolated at the outset-mode and content. By mode we refer to the size of the unit being considered-does the clinician pay attention to every word or only to certain underlying themes? By content we refer to the specific sets of meanings-words or themes-that are considered important. The two dimensions can vary independently; thus, we can listen to a specific theme (e.g., birth fantasies) as it is expressed in the total sweep of the material, or as it appears in discrete words. In the latter case, we would be alerted to specific words, such as delivery, term, issue, etc.,

[This is a summary or excerpt from the full text of the book or article. The full text of the document is available to subscribers.]

Copyright © 2019, Psychoanalytic Electronic Publishing, ISSN 2472-6982 Customer Service | Help | FAQ | Download PEP Bibliography | Report a Data Error | About

WARNING! This text is printed for personal use. It is copyright to the journal in which it originally appeared. It is illegal to redistribute it in any form.