Teaching intersubjectivity: Paradox and possibility

Abstract

Intersubjective theories and practice reflect current postmodern epistemological shifts that deconstruct the therapist's knowledge, power, and authority. These theories and clinical methods pose particular challenges and dilemmas, however, for beginning trainees who struggle with their own therapeutic legitimacy. The authors discuss some of the pedagogical dilemmas and paradoxes that they have encountered in teaching intersubjective practice to novice clinicians. The authors also make recommendations for a developmental progression to teaching theory and practice.

Notes

Joan Berzoff, M.S.W., Ed.D. is Professor and Co‐Director of the Doctoral Program at the Smith College School for Social Work, where she teaches intersubjective theory and practice. She also has a private practice in Northampton, MA.

María de Lourdes Mattei, Ph.D. is Associate Professor of Psychology at Hampshire College. She has a private practice in Northampton, MA.