“Supervision is central to training and professional development in all of the mental health disciplines” (Rock, 1997, p. 3). It provides mental health professionals with a learning opportunity to acquire the necessary knowledge and skills to perform psychotherapy. Formal psychotherapy education focuses on teaching theoretical models. However, what makes one a good therapist is the ability to apply theoretical knowledge in the actual therapeutic work. Furthermore, the therapeutic work is extremely complex and significantly influenced by multiple aspects related to the patient, therapist, supervisor and, when applicable, the clinic/institution as well. Unless closely explored and reflected upon, the unique interactions between these factors can be overlooked and rich opportunities to expand and deepen the therapeutic work are missed.
Supervision fills the gap between formal theoretical education and clinical work and creates the necessary bridge between the two. It provides therapists with a reflective environment where they can develop better self-awareness and a more astute observation of what transpires between them and their patients. Through these close explorations psychotherapists can enrich their work and develop their unique professional identity.
My supervision is guided by the psychodynamic and psychoanalytic theoretical frameworks. For over ten years I had been a senior supervisor at an APA accredited psychology internship program and have been supervising mental health professionals from different disciplines in different stages of their professional development. I am a certified clinical supervisor and currently supervising psychoanalytic candidates during their psychoanalytic training.
Rock, M.H., (1997). Psychodynamic supervision: Perspective of the supervisor and the supervisee.
In M. H. Rock (Ed.), Psychodynamic supervision: Perspectives of the supervisor and the supervisee (pp. 3-24).
Northdale, NJ: Jason Aronson, Inc.
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