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Israelstam, K. (2014). Discussion (I): Never Ever Stop Learning More About Supervision. Psychoanal. Inq., 34(6):634-641.
(2014). Psychoanalytic Inquiry, 34(6):634-641
Discussion (I): Never Ever Stop Learning More About Supervision
It is heartwarming to be able to immerse myself in such enriching articles that contribute to psychoanalysis’ much-needed and growing emphasis, on being able to understand, expand, and articulate the process of analytic supervision. I am especially pleased to find that these articles cover collectively what are, for me, the central core issues that require further exploration: a conceptual framework of education; the relationship between theory and practice of psychoanalysis and supervision; relating candidate learning objectives to goals of supervision; and the how-to of practice, and, very important, research.
The analytic model based on the wise elders’ stance of, I know, I teach, you learn, has prevailed now for too long. This collection of articles has certainly helped to lead readers away from what has essentially been, a deterministic, ordered, and knowing framework, toward I inspire, stimulate, influence; you learn, essentially a postmodern view, where immediacy, ambiguity, and doubt are valued.
I begin with Gábor Szőnyi’s article. Without offering his direct opinion, Szőnyi describes the Budapest model of supervision, where the analyst provides a dual function of analyst and supervisor. He points out that this practice of the analysts’ dual roles continued until after WWII, when the Hungarian Society joined the International Psychoanalytic Association (IPA) and, thereby, (with reluctance) were obliged to abide by their standards of separate roles for analysis and supervision.
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