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An introduction is presented which discusses various topics within the issue including review of the book "The World Beyond Your Head: How or Flourish in a World of Distractin," child-care tragedies and psycho-physiological awareness to clinicians.

The emotions experienced by a supervisor—including even his private, 'subjective' fantasy experiences and his personal feelings about the supervisee—often provide valuable clarification of processes currently characterizing the relationship between the supervisee and the patient. In addition, these processes are often the very ones which have been causing difficulty in the therapeutic relationship and, because heretofore unrecognized by the supervisee, have not been consciously, verbally reported by him to the supervisor. This thesis is undoubtedly well known to many persons engaged in supervision, and in everyday use by them in this work; but my own experience indicates that it is far from universally recognized, and it has not been presented in the literature, to the best of my knowledge. It would be at least equally valid to express the principle in the following fashion: the processes at work currently in the relationship between patient and therapist are often reflected in the relationship between therapist and supervisor. But it makes for simplicity of presentation to present this material from the viewpoint of the supervisor. [ABSTRACT FROM AUTHOR]

Although establishing an evidence base for psychoanalytic practice has become a matter of increasing practical and accountability concern, the establishment of an evidence base for psychoanalytic supervision has yet to be given any consideration. In establishing a more comprehensive evidence-informed approach to treatment and training, the corollary need to build an evidence base for psychoanalytic treatment supervision would accordingly seem an important next step to address. What research supports the use of psychoanalytically informed constructs in supervision? With that research base considered, is there any sort of an evidence base for psychoanalytic supervision practice itself? In this paper, I would like to examine those two questions, giving particular attention to two psychoanalytically derived variables of supervision import: the supervisory alliance and parallel process. Based on research review, data thus far provide a high degree of empirical support for the supervisory alliance as perhaps being the crucial fundamental and foundational variable in making supervision work or not. While comparatively far more limited and less robust in nature, data about parallel process offer a tentative degree of support for that construct's importance in supervision as well. While still only in its most formative period, we at least appear to have an informed and informing evidence base for psychoanalytic supervision beginning to take more substantial shape. [ABSTRACT FROM AUTHOR]

Purpose. Supervision is an expanding area of clinical practice, and despite the threadbare evidence base, the demand for supervision provided by trained clinical supervisors is growing. This demand accompanies the injection of large numbers of psychological therapists into the UK National Health Service (NHS), and the increased expectations of good clinical governance. Therapeutically appropriate approaches that can help supervisors work with psychological therapists are needed. Methods. Key processes in supervision are explored in the light of the clinical application of cognitive-analytic concepts, such as reciprocal roles, the zone of proximal personality development (ZPPD), and the super-addressee. Results. Cognitive-analytic ideas allow for a reframing of traditional psychoanalytic concepts in supervision, such as parallel process. They offer a readily accessible model with which to think about the construction of interacting supervisory processes at the level of the individual self, the supervisory dyad or group, through to the organizational and cultural context. They provide a way to think about the supervisor's development in the context of the evolving supervisory relationship. Conclusion. A cognitive-analytic approach to supervision that includes both cognitive and relational dimensions of the work can help to broaden therapeutic thinking and navigate complexity, not only for cognitive-analytic therapists, but also for therapists using other cognitively oriented and integrative models. [ABSTRACT FROM AUTHOR]

The author asserts the importance of professionals who form trusting relationships with clients can aid in self-regulating and addressing their challenging behaviors. She says that certain people with learning disabilities will need help with regulation. She also discussed psychodynamic therapy as a very flexible approach that can help professionals see the wider picture as well as the individual.