Gábor Szőnyi, Márta Takácsy
Waltraud Nagell, Lucia Steinmetzer, Ute Fissabre, Jan Spilski: Research into the relationship experience in supervision and its influence on the psychoanalytical identity formation of candidate trainees Translated by Márta Takácsy
Dóra Kovács, Ildikó Rózsa: Mentalization and emphatic reflection. Differences and similarities between mentalization based and person-centered therapeutic techniques
Gábor Szőnyi: Can we have unified psychotherapy training? Considerations on the approachability of psychotherapies II
Team presentation– Magyar Viselkedéstanulmányi és Kognitív Terápiás Egyesület (VIKOTE) ¨ Magyar Gestalt Egyesület (MAG)
My first case…– Ildikó Brockhauser ¨ Sarolta Simon
Debate: Being formal or informal? How to address each other in a therapeutic setting or during a consultation – Albert Veress ¨ András Költő ¨ Adrienn Vargay ¨ Anna Kiss ¨ Judith Székelyhidi
Conferences – Sarolta Simon, Júlia Veres ¨ István Tiringer ¨ Lili Valkó ¨ Szilvia Droppa ¨ Gábor Makai
Book reviews – Béla Birkás ¨ Zsuzsanna Kerekes ¨ István Tiringer
Lists of professional books and periodicals
Research into the relationship experience in supervision and its influence on the psychoanalytical identity formation of candidate trainees
Waltraud Nagell, Lucia Steinmetzer, Ute Fissabre, Jan Spilski
This study investigates the interactive relationship dynamics between supervisor and supervisee as a prerequisite for “Learning from experience” (Bion, 1962) as an emotional experience. Using a complementary questionnaire developed by the researchers and modelled on the Zentrales Beziehungskonflikt-Thema (ZBKT; Central Relationship Conflict Theme) steps, a total of 205 participants including 78 supervision dyads—were surveyed. In the process, fits and discrepancies between supervisors and supervisees, beginner and advanced supervision dyads, as well as between study participants from the fields of adult and child analysis became evident. In addition, it was possible to distinguish diverse styles of wishes (about supervision) of the supervisees, differing styles of supervision of the supervisors and the resultant differing styles of reaction of supervisees to the interventions of supervisors. Most important, those supervision experiences that not only impart knowledge and analytical competence (Tuckett, 2007), but also integrate relationship competence in their work model led to the significantly highest values of identity development (of the supervisee) and satisfaction (of both parties). We discuss the results and come to the conclusion that a multifocal-based concept of supervision should be geared toward professional and relationship competence, which includes patient-centred work, as well as the work of experiencing the supervision dyad.
Keywords: supervision – styles of supervisees’ wish – working styles of supervisor – styles of supervisees’ reaction style
Mentalization and emphatic reflection. Differences and similarities between mentalization based and person-centered therapeutic techniques
Dóra Kovács, Ildikó Rózsa
Authors briefly review the history of the concept of mentalization with special regard to the work of Peter Fonagy and Mary Target. They outline the current position of the concept, its ongoing extension in multiple dimensions, like diagnosis, therapeutic methods and modalities. The meaning of mentalization is discussed, the process helping us to think about beliefs, feelings and desires of others. The definition of mentalization is related to empathy, so the question arises, what are similarities and differences in the way, how mentalization presents in the psychodynamic and person-centered psychotherapy. The person-centered therapy is presented as an interactive process by which the therapist is mentalizing one’s own selves, (congruency) and mentalizing (empathizing with) the client. The person-centered therapists always work in the here-and-now and direct their attention to the mind and feelings of the client and of their own. The client is considering the processes going on in his or her mind. The task of the person-centered therapist is to help the client, keeping the tension at an optimal level facilitating the therapeutic work, and to initiate the mentalization processes by the mirroring and marking the emotions, providing the unconditional positive regard. Empathic mirroring is teaching of mentalizing, the client becomes more and more able to comprehend and verbalize his or her feelings. By contrast in the psychodynamic therapy emphasize the work with the transference, that can be explained also as the unconscious repetition of the past behaviors, so explicitly or tacitly the therapy leave the ground of the here-and-now.
Keywords: empathy – mentalization – person-centered psychotherapy – borderline personality disorder – mentalization based therapy
Can we have unified psychotherapy training?
Considerations on the approachability of psychotherapies II
First part of this writing studied the unification of psychotherapies. If psychotherapy is unitary, seminal psychotherapy competences must be the same; consequently training of therapist must be equal. Many searched for the common ground and characteristics of psychotherapy methods; beyond a point that search bumps into the matter’s complexity or could be found on such a generalized level which cannot be translated into practice.
While the focus of research shifts toward practice based evidence, therapist’s competence and the complex psychotherapeutic functioning gets more and more important. The author argues that diverging therapeutic attitude, people image and methodological application effects divergence in competency, which leads beyond an extent to divergences in training.
Entrance requirements and outcome promises of trainings diverge strongly; no training could offer the becoming a psychotherapist in its complexity. From the perspective of therapist professional life career, shortcuts in training and practice effect stagnation, depletion and deterioration in competent functioning.
The author commit himself against unitary psychotherapy, unitary training, and, as a consequence, against unitary institutionalization of training. Notwithstanding he calls for open dialogues and for clarifying debates, which illuminate for therapists, students and patients/clients what they realistically could expect from a therapy form, method or training; and how the realistic quality can be guaranteed – that we can hope again in growing respect of psychotherapy in the society.
Key-words: integration of psychotherapies – unitary training – psychotherapeutic competences – psychotherapist’s career – institutions of training
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