Disclosure or non-disclosure?

Abstract

Contemporary supervision discussions often imply that non-disclosure may hinder the learning process of a supervisee. However, is disclosure always a benefit? What are the consequences of non-disclosure—or disclosure—for a student therapist's training? These questions are discussed through an in-depth analysis of longitudinal data from a single-case study of a student therapist conducting his first psychodynamic therapy. The perspectives of the student therapist, the supervisor, the patient and the research interviewer, are included as data, as well as an independent competence evaluation. The student therapist's non-disclosure of negative feelings towards the supervisor—and the supervisor's neglect of the student's inner drama—did not seem to affect his learning process, which progressed in a very constructive manner. Perhaps remaining silent was an expression of self-respect? With regards to the supervisor, it is assumed that recognition and acceptance of the student therapist's anxiety could have diminished the unfolding inner drama.

Key words:

• supervision
• psychodynamic
• training
• student therapist
• psychoanalyst