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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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