The Learning Process in Psychotherapy Supervision. Von Imre Szecs�dy. From the Department of Psychiatry, Karolinska Institutet; St. G�rans Hospital.

Gutes, akzeptables Exemplar; Einband mit kleinen L�ren und stw. etwas fleckig; berieben. - Vorderdeckel mit kl. Widmung und SIGNIERT von Imre Szecs�dy (Widmung f�r Hermann Beland); mit kl. Exzerptzettel - Englisch. - The primary aim for this hypothesis-generating descriptive study was to clarify and better understand the learning process in the supervision of dynamic psychotherapy. Questions raised were: 1) Are there recognizable conditions in the recorded and transcribed text of supervisory sessions that could be considered as relevant and optimal for learning? 2) Are there recurrent and repetitive patterns that could be differentiated as typical for certain learning problems? The two main types are known as due to lack of knowledge and skill or due to conflict, a resistance to and avoidance of information. 3) Does the conduct of supervision differ in any way when dealing with these problems? Methodology: Transcripts of four of the conducted supervisions of a Psychotherapy Training Course were studied qualitatively, using conditional predictions and contrasting the "actual" interaction with an inferred "ideal problem-solving route". Qualities influencing the learning process, that were observed and delineated in the course of the descriptive study were formulated as variables and the transcripts of selected sessions were rated following a manual. The scores of the ratings were analysed with the Principal Component Method. Ratings were also made by independent judges. � (Abstract) // INHALT : INTRODUCTION AND ACKONWLEDGEMENTS ----- Background to the study of the supervisory process Organisation of psychiatric services and psycho therapy training in Sweden A short historical review of training in psychoanalysis and psychotherapy Conditions for the study Acknowledgements ----- SUPERVISION AND TRAINING: DEFINITION, DYNAMICS AND THEORETICAL FORMULATIONS ----- Definition ----- Dynamics in training and supervision ----- Dynamics of the supervisory interaction ----- Phases of the supervisory process ----- Theories about supervision ----- Learning conceptualised ----- Teaching versus learning ----- PREVIOUS RESEARCH ON THE SUPERVISORY PROCESS ----- Lambert (1980) ----- Kline (1977) ----- Fleming and Benedek (1964) ----- Gross-Doehrman (1976) ----- Wallerstein (1981) ----- Conclusions ----- THE STUDY OF CHANGE; GENERAL METHODOLOGICAL CONSIDERATIONS ----- Systematic study of formal interactions Systematic study of change: who influences whom and how? ----- The study of change reconsidered - the ambiguities of qualitative studies: some considerations regarding methodology, analysis of data; questions of validity and reliability Conclusions ----- THE DESCRIPTIVE HYPOTHESIS-GENERATING STUDY ----- The aim of the study Methodological considerations Method for a qualitative analysis Method for a quantitative analysis Summary ----- THE QUALITATIVE ANALYSIS ----- DESIGN, DATA AND METHODOLOGY FOR THE STUDY ----- Design and data for the study Units of study: supervisory session and sequence Microanalysis of the supervisory interaction, using conditional predictions and an ideal problem solving-route ----- Formulation of an educational diagnosis and nuclear problem ----- Analysis of sequence, type A and B inferences Typography ----- Preliminary comparison of the actual interaction and ideal route ----- APPLICATION: THE MICROAN ALYSIS OF SUPERVISORY INTERACTION USING CONDITIONAL PREDICTIONS AND AN IDEAL PROBLEM SOLVING ROUTE ----- FINDINGS AND PRELIMINARY CONCLUSIONS ----- General observations ----- Specific observations ----- P(P-T)T gestalt formulations: examples ----- Conclusions ----- Microanalysis of extramural data ----- A QUANTITATIVE RE ANALYSIS OF THE FINDINGS OF THE DESCRIPTIVE HYPOTHESIS-GENERATING STUDY ----- General considerations and questions: in search of recurrent phenomena and patterns ----- Design, data and Methodology ----- Variables to be used in the analysis ----- Design of the study ----- The principal Component Method (PC-Analysis) ----- Application of tlie Principal Component Method ----- Results of the Principal Component Analysis ----- Comparing sessions from different terms ----- Patterns of learning problems ----- Findings related to differences in frame-keeping / (u.v.a.)