The Learning Alliance in Psychoanalytic Supervision: A Fifty-Year Retrospective and Prospective

Introduced by Fleming and Benedek (1964, 1966) half a century ago, the learning alliance has since become widely accepted as crucial for and pivotal to effective process and outcome in psychoanalytic supervision; it is now generally viewed as being the very foundation and touchstone for the totality

[1]  R. C. Lane.  Psychoanalytic approaches to supervision , 2014 .

[2]  C. E. Watkins.  The Beginnings of Psychoanalytic Supervision: The Crucial Role of Max Eitingon , 2013, American journal of psychoanalysis.

[3]  Watkins,et al.  THE CONTEMPORARY PRACTICE OF EFFECTIVE PSYCHOANALYTIC SUPERVISION , 2013 .

[4]  Watkins,et al.  The study of men in short-term and long-term psychodynamic psychotherapy: A brief research note. , 2012 .

[5]  I. Szecsödy.  More research is essential on how to increase competence in supervision and supervision training , 2012 .

[6]  K. Leary.  RACE AS AN ADAPTIVE CHALLENGE: Working With Diversity in the Clinical Consulting Room , 2012 .

[7]  Watkins,et al.  Race/ethnicity in short-term and long-term psychodynamic psychotherapy treatment research: How “White” are the data? , 2012 .

[8]  C. E. Watkins,et al.  On Demoralization, Therapist Identity Development, and Persuasion and Healing in Psychotherapy Supervision , 2012 .

[9]  Joan Berzoff.  Falling through the cracks: Psychodynamic practice with vulnerable and oppressed populations. , 2012 .

[10]  Liat Tsuman-Caspi.  The Identity Formation of Psychotherapists in Training: A Dialectical and Personal Process , 2012 .

[11]  M. Schofield,et al.  Managing difficulties in supervision: supervisors' perspectives. , 2012, Journal of counseling psychology.

[12]  Nicholas Ladany,et al.  Training and Supervision , 2011 .

[13]  C. E. Watkins.  Toward a tripartite vision of supervision for psychoanalysis and psychoanalytic psychotherapies: alliance, transference-countertransference configuration, and real relationship. , 2011, Psychoanalytic review.

[14]  A. Zachrisson.  Dynamics of psychoanalytic supervision: A heuristic model , 2011, The International journal of psycho-analysis.

[15]  Melissa R. Arbuckle,et al.  Course and Lab: A New Model for Supervision , 2011, Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry.

[16]  Watkins Ce.  Celebrating psychoanalytic supervision: considering a century of seminal contribution. , 2011 .

[17]  M. Barkham,et al.  Practice-based supervision research: A network of researchers using a common toolkit , 2011 .

[18]  Stephen Gibb.  Design for Adult Learning , 2011 .

[19]  M. Eagle.  From Classical to Contemporary Psychoanalysis: A Critique and Integration , 2010 .

[20]  G. Vollmer Filho,et al.  Benign and disruptive disturbances of the supervisory field , 2010, The International journal of psycho-analysis.

[21]  O. Kernberg.  Psychoanalytic Supervision: the Supervisor’s Tasks , 2010, The Psychoanalytic quarterly.

[22]  J. Sarnat.  Key competencies of the psychodynamic psychotherapist and how to teach them in supervision. , 2010, Psychotherapy.

[23]  R. Hatcher.  Alliance theory and measurement. , 2010 .

[24]  Cal D. Stoltenberg,et al.  IDM supervision: An integrative developmental model for supervising counselors and therapists, 3rd ed. , 2010 .

[25]  Sekta Lonir Oscarini,et al.  BLOOM'S TAXONOMY: ORIGINAL AND REVISED , 2010 .

[26]  Melissa R. Arbuckle,et al.  Don’t Leave Teaching to Chance: Learning Objectives for Psychodynamic Psychotherapy Supervision , 2010, Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry.

[27]  C. E. Watkins.  Psychoanalytic constructs in psychotherapy supervision. , 2010, American journal of psychotherapy.

[28]  B. Reis,et al.  Heterosexual Masculinities: Contemporary Perspectives From Psychoanalytic Gender Theory , 2009 .

[29]  R. Wallerstein.  What kind of research in psychoanalytic science? , 2009, The International journal of psycho-analysis.

[30]  Melissa R. Arbuckle,et al.  The role of culture in psychodynamic psychotherapy: parallel process resulting from cultural similarities between patient and therapist. , 2008, American Journal of Psychiatry.

[31]  A. Harris.  Gender as soft assembly , 2008 .

[32]  G. Vaslamatzis.  On: Supervision, transference and countertransference , 2008, The International journal of psycho-analysis.

[33]  J. Temperly.  ‘The Analysis of a Phobia in a Five‐Year‐Old Boy’ , 2008 .

[34]  J. Pegeron.  A Course on the Supervisory Process for Candidates … and Supervisors: An Attempt to Address Inconsistencies in Psychoanalytic Education and the Fundamental Paradox of Psychoanalytic Training , 2008 .

[35]  D. Cabaniss.  Becoming a School: Developing Learning Objectives for Psychoanalytic Education , 2008 .

[36]  I. Szecsödy.  Does Anything Go in Psychoanalytic Supervision? , 2008 .

[37]  M. Nelson,et al.  Working with Conflict in Clinical Supervision: Wise Supervisors' Perspectives. , 2008 .

[38]  Michael V. Ellis,et al.  State of the art in the assessment, measurement, and evaluation of clinical supervision. , 2008 .

[39]  Nicholas Ladany,et al.  Research: The state of the field. , 2008 .

[40]  R. Hartke,et al.  The supervisory field and projective identification1 , 2007, The International journal of psycho-analysis.

[41]  I. Szecsödy.  Sándor Ferenczi—the first intersubjectivist , 2007 .

[42]  Michelle Moreau Ricaud.  Max Eitingon and a Question of Politics , 2005, American journal of psychoanalysis.

[43]  T. Ogden.  On psychoanalytic supervision , 2005, The International journal of psycho-analysis.

[44]  C. Eizirik,et al.  Approaching countertransference in psychoanalytical supervision: A qualitative investigation , 2005, The International journal of psycho-analysis.

[45]  E. Danto.  Freud's Free Clinics: Psychoanalysis and Social Justice, 1918–1938 , 2005 .

[46]  E. Berman.  Impossible Training: A Relational View of Psychoanalytic Education , 2004 .

[47]  Nicholas Ladany.  Psychotherapy supervision: What lies beneath , 2004, Psychotherapy research : journal of the Society for Psychotherapy Research.

[48]  Edward P. Shafranske,et al.  Clinical Supervision: A Competency-Based Approach , 2004 .

[49]  T. Skovholt,et al.  The Journey of the Counselor and Therapist: Research Findings and Perspectives on Professional Development , 2003 .

[50]  M. Frawley-O’Dea.  Supervision Is a Relationship Too: A Contemporary Approach to Psychoanalytic Supervision , 2003 .

[51]  Jonah Schein,et al.  Candidate progression in analytic institutes: A multi‐center study , 2003, The International journal of psycho-analysis.

[52]  Martin Miller,et al.  The triadic intersubjective matrix in supervision: The use of disclosure to work through painful affects , 2002, The International journal of psycho-analysis.

[53]  D. Milne,et al.  The observed impact of training on competence in clinical supervision. , 2002, The British journal of clinical psychology.

[54]  D. Milne,et al.  Evidence‐based clinical supervision: rationale and illustration , 2001 .

[55]  M. Friedlander,et al.  A close look at conflictual supervisory relationships: The trainee's perspective. , 2001 .

[56]  S. Roose,et al.  The Columbia Supervision Project: Data From the Dyad , 2001, Journal of the American Psychoanalytic Association.

[57]  L. B. Ahumada,et al.  Supervision: A containeræcontained approach , 2001, The International journal of psycho-analysis.

[58]  Susan E. Gill.  The supervisory alliance: Facilitating the psychotherapist's learning experience. , 2001 .

[59]  J. Sarnat,et al.  The Supervisory Relationship: A Contemporary Psychodynamic Approach , 2000 .

[60]  E. Berman.  Psychoanalytic supervision: the intersubjective development. , 2000, The International journal of psycho-analysis.

[61]  O. Kernberg.  A concerned critique of psychoanalytic education. , 2000, The International journal of psycho-analysis.

[62]  Drescher,et al.  Psychoanalytic Therapy and the Gay Man , 1998, American journal of psychoanalysis.

[63]  Madonna G. Constantine,et al.  Supervisor countertransference: A qualitative investigation into its identification and description. , 2000 .

[64]  M. McKinney.  Relational perspectives and the supervisory triad. , 2000 .

[65]  Susan E. Gill.  Narcissistic Vulnerability in Psychoanalytic Psychotherapy Supervisees: Ego Ideals, Self-Exposure and Narcissistic Character Defenses , 1999 .

[66]  L. Miller,et al.  A Parallel without a Process: A Relational View of a Supervisory Experience , 1999 .

[67]  J. Kay,et al.  Race in the Room: Issues in the Dynamic Psychotherapy of African Americans , 1999 .

[68]  Elwood F. Holton,et al.  The Adult Learner : The Definitive Classic in Adult Education and Human Resource Development , 1998 .

[69]  J. Slavin.  Influence and vulnerability in psychoanalytic supervision and treatment. , 1998 .

[70]  M. Magee,et al.  Lesbian Lives: Psychoanalytic Narratives Old and New , 1998 .

[71]  M. Ellis,et al.  Inferences concerning supervisees and clients in clinical supervision: An integrative review. , 1997 .

[72]  P. Dewald.  The process of supervision in psychoanalysis. , 1997 .

[73]  Roose Sp,et al.  The control case: a unique analytic situation. , 1997 .

[74]  A. Skolnikoff.  The supervisorial situation: Intrinsic and extrinsic factors influencing transference and countertransference themes , 1997 .

[75]  W. Coburn.  The vision in supervision: transference-countertransference dynamics and disclosure in the supervision relationship. , 1997, Bulletin of the Menninger Clinic.

[76]  D. A. Goldberg.  Structuring training goals for psychodynamic psychotherapy. , 1997, The Journal of psychotherapy practice and research.

[77]  Brian W. McNeill,et al.  A Phenomenological Investigation of "Good" Supervision Events , 1996 .

[78]  Neil H. Altman,et al.  The Analyst in the Inner City: Race, Class, and Culture Through a Psychoanalytic Lens , 1995 .

[79]  H. Schlesinger.  Supervision for fun and profit: Or how to tell if the fun is profitable , 1995 .

[80]  I. Szecsödy.  Supervision—a complex tool for psychoanalytic training , 1994 .

[81]  F. Baudry.  The personal dimension and management of the supervisory situation with a special note on the parallel process. , 1993, The Psychoanalytic quarterly.

[82]  J. Thorbeck.  The Development of the Psychodynamic Psychotherapist in Supervision , 1992, Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry.

[83]  Daun E. Baker.  The relationship of the supervisory working alliance to supervisor and supervisee narcissism, gender, and theoretical orientation. , 1991 .

[84]  M. J. Patton,et al.  Measuring the working alliance in counselor supervision. , 1990 .

[85]  S. Teitelbaum.  Aspects of the contract in psychotherapy supervision , 1990 .

[86]  S. Teitelbaum.  Supertransference: The role of the supervisor's blind spots. , 1990 .

[87]  H. Jarmon.  The supervisory experience: An object relations perspective. , 1990 .

[88]  I. Szecsödy.  Supervision: A didactic or mutative situation , 1990 .

[89]  I. Szecsödy.  The significance and importance of supervision in psychotherapy training. , 1990, Psychotherapy and psychosomatics.

[90]  A. Bahrick.  Role induction for counselor trainees : effects on the supervisory working alliance / , 1989 .

[91]  A. Alonso,et al.  SHAME AND GUILT IN PSYCHOTHERAPY SUPERVISION , 1988 .

[92]  Mary Dick,et al.  Learning Process in Psychoanalytic Supervision: Complexities and Challenges : A Case Illustration , 1987 .

[93]  Anton H. Eckler-Hart.  True and false self in the development of the psychotherapist. , 1987 .

[94]  O. Kernberg.  Institutional Problems of Psychoanalytic Education , 1986, Journal of the American Psychoanalytic Association.

[95]  A. Alonso.  The Quiet Profession: Supervisors of Psychotherapy , 1985 .

[96]  O. Blomfield.  Psychoanalytic supervision ― an overview , 1985 .

[97]  P. Casement.  On Learning from the Patient , 1985 .

[98]  M. Knowles.  Andragogy in action , 1984 .

[99]  E. Bordin.  A Working Alliance Based Model of Supervision , 1983 .

[100]  R. Wallerstein.  Becoming a Psychoanalyst: A Study of Psychoanalytic Supervision , 1981 .

[101]  F. Wolkenfeld,et al.  The parallelism phenomenon in psychoanalysis and supervision: its reconsideration as a triadic system. , 1980, The Psychoanalytic quarterly.

[102]  M. Knowles.  The adult learner : a neglected species , 1979 .

[103]  E. Bordin.  The generalizability of the psychoanalytic concept of the working alliance. , 1979 .

[104]  G. C. Martin,et al.  Candidates' Evaluation Of Psychoanalytic Supervision , 1978, Journal of the American Psychoanalytic Association.

[105]  I. Savodnik,et al.  Regression in the service of residency education. , 1976, Archives of general psychiatry.

[106]  Margery Jean Gross Doehrman.  Parallel processes in supervision and psychotherapy. , 1976 .

[107]  R. Chessick.  How the resident and the supervisor disappoint each other. , 1971, American journal of psychotherapy.

[108]  Solnit Aj.  Learning from psychoanalytic supervision. , 1970 .

[109]  Frijling-Schreuder Ec.  On individual supervision. , 1970 .

[110]  L. Grinberg.  The problems of supervision in psychoanalytic education. , 1970, The International journal of psycho-analysis.

[111]  E. Windholz.  The theory of supervision in psychoanalytic education. , 1970, The International journal of psycho-analysis.

[112]  S. Lebovici.  Technical remarks on the supervision of psychoanalytic treatment. , 1970, The International journal of psycho-analysis.

[113]  M. Knowles.  The Modern Practice of Adult Education: From Pedagogy to Andragogy , 1970 .

[114]  R. Moulton.  Multiple Dimensions in Supervision , 1969 .

[115]  T. Beckett.  A Candidate's Reflections on the Supervisory Process , 1969 .

[116]  P. Dewald.  Learning problems in psychoanalytic supervision: diagnosis and management. , 1969, Comprehensive psychiatry.

[117]  P. Ornstein.  Sorcerer's apprentice: the initial phase of training and education in psychiatry. , 1968, Comprehensive psychiatry.

[118]  R. Ekstein.  Omnipotence and omni-impotence. Phases of the training process. , 1967, International journal of psychiatry.

[119]  R. B. Little,et al.  Beginning psychiatry training syndrome. , 1967, The American journal of psychiatry.

[120]  R. R. Greenson.  The Technique and Practice of Psychoanalysis, Volume 1 , 1967 .

[121]  Ornstein Ph.  Selected problems in learning how to analyze. , 1967 .

[122]  D. Levinson,et al.  THE QUEST FOR OMNIPOTENCE IN PROFESSIONAL TRAINING. THE CASE OF THE PSYCHIATRIC RESIDENT. , 1964, Psychiatry.

[123]  T. Benedek,et al.  SUPERVISION. A METHOD OF TEACHING PSYCHOANALYSIS; PRELIMINARY REPORT. , 1964, The Psychoanalytic quarterly.

[124]  S. Halleck,et al.  Emotional problems of psychiatric residents. , 1962, Psychiatry.

[125]  R. Wallerstein,et al.  The teaching and learning of psychotherapy , 1958 .

[126]  K. Menninger.  Theory of psychoanalytic technique , 1958 .

[127]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[128]  E. Zetzel.  Current concepts of transference. , 1956, The International journal of psycho-analysis.

[129]  Sigmund Freud,et al.  Analysis terminable and interminable. , 1937 .

[130]  R. Sterba.  The fate of the ego in analytic therapy. , 1934 .

[131]  S. Freud,et al.  On the history of the psycho-analytic movement , 1918 .

[132]  Rachel Bowlby,et al.  Studies in hysteria , 1895 .