Self-Supervision

Marc Lubin, PhD, is full professor at the Chicago School of Professional Psychology, Irvine, California, with over 50 years of teaching and supervising psychotherapists as well as doctoral students. Previously, Lubin served as the first faculty chair and campus dean at the Illinois School of Professional Psychology in Chicago, where he taught psychoanalytic psychotherapy to clinical psychology doctoral students while maintaining a private practice in individual psychotherapy and consultation. Throughout his training and practice, Dr. Lubin has benefited from consistent individual and group consultation from an array of respected psychoanalysts, including Howard Bacal, MD; Bruno Bettelheim, PhD; Erik Erikson; Merton Gill, MD; Arnold Goldberg, MD; and Robert Langs, MD, as well as many senior analytically oriented supervisors at the Austen Riggs Center. Additionally, Dr. Lubin has actively engaged in self-supervision throughout his clinical career working with a wide range of individual patients. This book captures several decades of Dr. Lubin’s own experience of fostering therapists’ self-awareness in therapeutic work as well as his own processes of self-supervision through teaching, practice, training, and supervising.Jed Yalof, PsyD, is a training and supervising analyst at the Psychoanalytic Center of Philadelphia and professor emeritus at Immaculata University, where he served as chair of the Department of Psychology and Counseling and director of the PsyD program in clinical psychology for 30 years. Prior to that, he was the director of college counseling and testing services. He is in private practice in Haverford, Pennsylvania, and specializes in psychotherapy, psychoanalysis, personality testing, educational evaluations, and neuropsychological assessment. Dr. Yalof also serves as the staff neuropsychologist at the Austen Riggs Center in Stockbridge, Massachusetts. Dr. Yalof authored Training and Teaching the Mental Health Professional (1996); coauthored, with Drs. David Downing and Marc Lubin, Teaching, Training, and Administration in Graduate Psychology Programs: A Psychoanalytic Perspective (2018), and coedited with Dr. Anthony D. Bram Psychoanalytic Assessment: Applications for Different Settings (2021).

A wonderfully informed, immensely informative, robustly innovative, grandly generative, and exquisitely elaborated vision of psychodynamic/psychoanalytic self-supervision. An absolute must-read for reflective practitioners, trainers, and supervisors alike!

• Acknowledgments Chapter 1 Introduction Take-Away Points Summary Chapter 2 Psychoanalytic Self-Supervision Take-Away Points Instructional Opportunity Self-Supervision or Self-Analysis? Instructional Opportunity Summary Chapter 3 The Emergence of an Internal Self-Supervisor Take-Away Points Instructional Opportunity Vignette: A Self-Supervision Block The Challenge of Psychodynamic Listening Vignette: Self-Supervision and the Need for Consultation Instructional Opportunity Summary Chapter 4 The Self-Supervision Process Take-Away Points Instructional Opportunity Management and Supervision Decision Making and Self-Supervision A Nine-Step Self-Supervision Teaching Module Vignette: Self-Supervision and Working Through a Conflict Instructional Opportunity Summary Chapter 5 The Self-Supervisory Role of Postsession Reflectiveness Take-Away Points Instructional Opportunity The Self-Supervision Setting Mindfulness Note Taking and Self-Supervision Dreaming and Self-Supervision Vignette: Postsession Self-Supervision Instructional Opportunity Summary Chapter 6 Self-Supervision Targets Take-Away Points Instructional Opportunity Countertransference: Identifications, Roles, Enactments, and Projective Identification A Teaching Module for Processing Projective Identifications The Supervisory Frame Example 1: Canceled Supervision Appointments Instructional Opportunity Supervisor and Patient Assignment Example 2: Self-Supervising a Supervisory Match Instructional Opportunity Summary Chapter 7 Resistance, Defense, and Self-Supervision Take-Away Points Instructional Opportunity Resistance and Defense Attacks on Self-Esteem and Disillusionment with Therapy Closed-Mindedness Guilt and Shame Overwork Instructional Opportunities in a Supervision Class Summary Chapter 8 Outcome Assessment in Self-Supervision Take-Away Points Instructional Opportunity Competency Assessment Nominal and Qualitative Considerations in Self-Supervision Outcome Assessment Step 1: Emergence and Gradual Working Through of a Target Event Step 2: Shifts in the Patient Step 3: Shifts in the Supervisory Relationship Step 4: Subsequent Elaboration Instructional Opportunity: Vignette Summary Chapter 9 Self-Supervisory Applications and Interface: Student-Teacher Relationship, Organizations, Diversity Inclusion Take-Away Point Instructional Opportunity Example Step 1: Emergence and Gradual Working Through of a Target Event Step 2: Shifts in the Teacher Step 3: Shifts in the Teaching Relationship Step 4: Subsequent Elaborations Instructional Opportunity Summary Chapter 10 Conclusion Appendix: Self-Supervision Template References Index About the Authors