How does psychoanalytic supervision work? A brief communication

ABSTRACT

In this brief communication, we offer one perspective – the contextual psychoanalytic supervision model (CPSM) – on how psychoanalytic supervision works. The CPSM, a supervisory extrapolation of Wampold’s contextual psychotherapy relationship model, accentuates four psychoanalytic supervisor–supervisee relationship variables as crucial and change inducing: the learning alliance bond, supervisor–supervisee real relationship, creating supervision expectations/providing an expectation-consistent form of supervision, and the supervisee’s engagement in facilitative educational actions. The CPSM is presented in hopes of stimulating further discussion about what makes psychoanalytic supervision work.

KEYWORDS:

• Supervision
• psychoanalytic
• psychodynamic
• learning alliance
• real relationship

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

C. Edward Watkins

C. Edward Watkins, Jr., Ph.D., is a Professor in the Department of Psychology, University of North Texas. His primary professional interests focus on psychotherapy supervision and psychoanalytic theory, practice, and research. He is editor of the Handbook of Psychotherapy Supervision (1997) and co-editor (with Derek Milne) of the Wiley International Handbook of Clinical Supervision (2014).

Jennifer L. Callahan

Jennifer L. Callahan, Ph.D., ABPP, is Professor and Director of Clinical Training for the clinical psychology program, Department of Psychology, University of North Texas. She also directs the Evidence-based Training and Competencies Research Lab. Her primary professional interests focus on psychotherapy training and competency development.