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This qualitative study investigated how psychodynamically-oriented supervisors experienced supervisory countertransference towards their supervisees and their understandings of this phenomenon. Seven supervisors located in the United Kingdom (UK) were recruited. Individual audio-recorded, semi-structured interviews were used to gather the participants' subjective accounts of this phenomenon. Data was analysed using Interpretative Phenomenological Analysis (IPA). Most of the participants described experiencing supervisory countertransference towards supervisees who were not of the same gender as them. Although definitions of supervisory countertransference have linked this phenomenon to unresolved supervisor issues and blind spots, only one supervisor specifically referred to past experiences that shaped her supervisory countertransference response. Notably, some of the supervisors continued to be affected by their experiences many years after the supervision ended. The study's findings underscored the importance of attending to and processing perturbing supervisory countertransference. Future research could explore the ways in which supervisory countertransference is shaped by gender dynamics and its contribution to supervisory discord. [ABSTRACT FROM AUTHOR]

This paper introduces the contributions of Alan Sugarman (US), Rachel Blass (Israel), Paul Denis (France), Luisa Perez (Uruguay), Bernard Reith (Switzerland) and David Tuckett (UK) to a debate on the question of how we can enable productive discussion about our scientific differences and why historically it has been so difficult for the discipline of psychoanalysis to initiate and sustain such discussions. By way of introduction the historical example of the Controversial Discussions in the British Psychoanalytic Society is briefly reviewed and several possible factors contributing to the difficulties are provisionally identified, including over-reliance on authority and tradition, eagerness to supervise on the basis of our own theoretical models rather than trying to understand those of others, the lack of clarity and consensus in our definitions of terms, a lack of mutual curiosity resulting in theoretical silos, an experienced threat to identity when adjustments to our positions are called for, and the lack of a methodology for undesrstanding and / or resolving differences. [ABSTRACT FROM AUTHOR]

This paper reflects on some of the author's experiences conducting psychoanalytic psychotherapy remotely during the coronavirus pandemic. The author takes E M. Forster's famous epigraph 'Only connect' as a starting point for reflecting on the nature of connecting in therapy when that work is mediated by technology. In particular, the author discusses his uncertainty about the impact of a digital format on the transference relationship. Three vignettes from the author's clinical work with adolescents are presented to expand upon this theme, before the author concludes that a transference relationship can survive, and sometimes thrive, across a digital distance. [ABSTRACT FROM AUTHOR]

This article is concerned with embodied process and the need to attend to evoked emotion in order to support the transference relationship. I look briefly at Lakoff and Johnson's work on linguistic metaphor and the way, through embodied cognition, it shapes our conceptual world. Through the use of clinical vignettes, I illustrate how some of my clients use a combination of technology and embodied process to evoke strong emotional and physiological countertransference responses in me. One of the advantages of working online is that, given the chance, our clients use their whole environment to communicate. They access software and use hardware, including furniture, to let us know about their embodied experience. Some of what they use might not be so accessible during face-to-face sessions. I have found that paying attention to what they bring and the emotions aroused enhances our communication and the transference relationship. [ABSTRACT FROM AUTHOR]

Some challenges to clinicians' use of their countertransference responses during the pandemic are explored, in relation to direct clinical work and supervision. Changes to the setting, shared existential anxieties, as well as a sense that authority figures may be compromised, affect the structure of the clinical encounter. It can be harder in this context to differentiate the anxieties and defences of patient, clinician and supervisor, making it more difficult to be guided reliably by countertransference feelings. [ABSTRACT FROM AUTHOR]

The literature in psychotherapy and sport psychology has supported the importance of self-awareness and countertransference management (Ellis, 2001; Leahy, 2001; Van Raalte & Andersen, 2000) and its applicability in all psychological settings (Hayes, 2004). This study was an audit of (n = 58) British Association of Sport and Exercise Sciences (BASES) and British Psychological Society (BPS), Division of Sport and Exercise Psychology accredited UK sport psychology practitioners that explored the importance they attached to self-awareness and their behavior in practice that supported the management of these concerns. Results indicated that practitioners regarded self-insight and self-integration as important (Mdn = 4), but relied upon themselves and informal peer networks rather than regular supervision for professional support. Most practitioners never (Mdn=1) used counseling or therapy for personal support. Recommendations are made for piloting post-accreditation professional supervision in sport psychology and developing the provision of general counseling and sport psychology sessions for trainees. [ABSTRACT FROM AUTHOR]

Qualitative researchers are often advised to use their emotional responses to data, and participants' experiences are understood through those of researchers', how this process unfolds is less clear. This article is about the role of feelings for the qualitative researcher at different stages of the process and offers strategies for working through, 'using' and 'feeling together with' participants' reflections on lived experiences. I interviewed nine African and Caribbean heritage British women about their experiences of violence and abuse where one described feeling 'like a minority... a pathology'. This article describes my responses to experiences of racialised and gendered intrusion in interviews, later reflection and analytic work. The article brings recognition to a stigmatised and hidden process within qualitative interviews and data interpretation. This serves to amplify the impact of injustice and adverse experiences for participants, and researchers, and to a wider audience, and to validate its existence and emotional burden as a legitimate and crucial stage of qualitative data analysis. [ABSTRACT FROM AUTHOR]

Residential child care is an inherently distressing and multi-layered endeavour undertaken by staff who are often poorly trained and supported. In addition, the children, and the adults who care for them, can provide a convenient receptacle for the split off negative feelings of professionals, politicians and the public. The complexity and difficulty of this work is often unrecognised and a simplistic response based on a programmatic, behavioural framework, reinforced by performance-based management and an audit culture, is common. This paper argues for the usefulness of a different approach, drawing on psychoanalytic and open systems thinking, to provide a more nuanced understanding of what is happening in these volatile settings that can guide interventions which match the complexity of the work. Alongside advocating the use of key psychoanalytic and systems concepts to improve understanding, it argues for the importance of providing a containing and reflective environment for staff. [ABSTRACT FROM AUTHOR]

This case study describes work undertaken within an NHS early intervention mental health service in the UK, focusing on the therapeutic use of “freestyle” and original rap. In particular, it uses material and analysis pertaining to one individual who formed part of an open group for clients in the community. The specific role of this form of therapy is detailed, addressing the aims of the work relating to the setting and background of the client, and outlines the rationale for the use of an empowerment-based model of working. The clinical material is analyzed from a psychodynamic perspective, with a particular emphasis on the development of the therapeutic relationship and the use of rap as a therapeutic intervention, taking into consideration stylistic and cultural connotations of the genre and Hip Hop culture. [ABSTRACT FROM AUTHOR]

An NHS Mental Health Trust Medical Psychotherapy Consultation Service using psychoanalytic psychiatry to help the patient and professional is described. The Consultation Service established in 2000 is offered to secondary acute and community mental health teams and primary care. The service was evaluated as a basis for regional and national development. Between 2006 and 2013, 87 consultations from 210 were sampled to ascertain demographic and diagnostic profiles and outcomes of the consultation process. We conducted an online survey of local consultant psychiatrists' views about the service, and undertook a thematic analysis of the free text comments. We also conducted a survey of members of the Royal College of Psychiatrists' Medical Psychotherapy Faculty to ascertain whether similar consultation services existed elsewhere in the UK and had been evaluated. The Leeds model of psychoanalytic consultation – a 'consultation sandwich' – is described. From a psychoanalytic perspective, the work of consultation is seen as an extension of the dynamic field of the analytic situation. This paper develops the concept of a bastion – an omnipotent reserve in and between the patient and professional derived from adhesive identifications leading to stuck relationships. The adhesive identification in the patient and professional acts like a 'grievance glue' – a mutual manifestation in a last bastion of painful limitations not faced, losses not grieved. [ABSTRACT FROM AUTHOR]

Background Difficulties with containing or processing emotions brought up in the countertransference response have long been understood as having the potential to cause a rupture in the therapeutic relationship, often with damaging results for the client. As increasing numbers of psychotherapists are becoming interested in mindfulness meditation, and as evidence is building to suggest that mindfulness meditation is an effective way of relating to one's thoughts and emotions in a non-judgemental and non-reactive fashion, the effect this may be having on the processing of countertransference material seems a worthy area of investigation. Method This study explores the countertransference experiences of five psychotherapists who practised mindfulness meditation, using semi-structured interviews. Data were analysed using a grounded theory methodology. Results A tentative conceptual understanding of the data was developed, indicating that therapists who practised mindfulness meditation were relating to countertransferential responses with an observing stance, a compassionately curious attitude and a holding of emotion, which brings them into the present moment, resulting in the experience of a deeper therapeutic relationship. Discussion The implications for training and practice are discussed, through the potential of practising mindfulness to cultivate a therapeutic attitude towards countertransference responses. [ABSTRACT FROM AUTHOR]

This paper describes a model of reflective supervision for child protection practice that is informed by psychoanalytic theory. Eileen Munro promotes the idea of depth in practice, referring to the skills and knowledge required to undertake the work. Her reports highlight the importance of supervision to provide a thinking space for practitioners where reflection can take place. This paper will explore the importance of supervision in more depth and describe how psychoanalytic ideas can help us understand the complexities of our work with families, anchoring us to a solid theoretical base and helping to make sense of the maelstrom of feelings that are stirred in us as well as in our colleagues and clients. [ABSTRACT FROM PUBLISHER]

abstract In this paper the author argues that psychoanalytic education is enhanced when (a) it attends seriously to the affective, relational and social processes that frame the experience of teaching and of learning, fostering a critical engagement with both, and (b) it engages candidates in exploring what they do (technique) in the context of the articulation of their model of working (theory). The features of the 'teaching attitude' that are relevant to psychoanalytic education are illustrated though a 'teaching case study' detailing the rationale, process and content for a curriculum on the concept of transference. [ABSTRACT FROM AUTHOR]

Few studies have examined the practice wisdom of expert supervisors. This study addresses this gap by exploring how experienced supervisors manage difficulties in supervision in the context of the supervisory relationship. The supervisors were a purposive sample of 16 senior members ofthe profession with considerable expertise in supervision. In-depth interviews were first conducted with the supervisors. An interpersonal process recall method was then used to explore their reflections on one of their DVD- recorded supervision sessions. Analysis of transcripts was completed using a modified consensual qualitative research method. Major difficulties included the broad domains of supervisee competence and ethical behavior, supervisee characteristics, supervisor countertransference, and problems in the supervisory relationship. Supervisors managed these difficulties using 4 key approaches: relational (naming, validating, attuning, supporting, anticipating, exploring parallel process, acknowledging mistakes, and modeling); reflective (facilitating reflectivity, remaining mindful and monitoring, remaining patient and transparent, processing countertransference, seeking supervision, and case conceptualizing); confronta- tive (confronting tentatively, confronting directly, refusing/terminating supervision, taking formal action, referring to personal therapy, and becoming directive); and avoidant interventions (struggling on, withholding, and withdrawing). Two brief case studies illustrate the process of applying these strategies sequentially in managing difficulties. The study highlights the importance of relational strategies to maintain an effective supervisory alliance, reflective strategies-particularly when difficulties pertain to clinical material and the supervisory relationship-and confrontative strategies with unhelpful supervisee characteristics and behaviors that impede supervision. [ABSTRACT FROM AUTHOR]

Women’s feelings about their body and their appearance are an important aspect of their lives, yet little is known about the ways in which partner relationships shape these feelings. There has been some debate about whether or not same-sex relationships offer protection to nonheterosexual (lesbian and bisexual) women from potentially harmful social appearance pressures, but there has been little empirical exploration of this issue. We contribute to the debate by presenting findings from a British qualitative study based on interviews with 15 nonheterosexual women talking about their feelings about their bodies and their appearance in the context of partner relationships. These accounts were analyzed using a phenomenologically oriented form of thematic analysis (TA) and seven main themes were generated. The women suggested that same-sex relationships were both positive and negative influences in shaping their feelings about their body and appearance, highlighting the complexity of this issue. However, positive descriptions of empathy toward body and appearance concerns as well as diversity within same-sex attractions suggest that same-sex relationships have the potential to encourage women to feel happier with their bodies. This analysis also suggests that the theoretical debate is too simplistic and that a synthesized explanation should be explored in future research. [ABSTRACT FROM AUTHOR]

Aim: This study explores dilemmas facing psychodynamic therapists who provide personal therapy to therapists in training. Method: Eight experienced psychodynamic psychotherapists were interviewed using a semi-structured interview format during which they were asked about the importance of personal therapy, if they encountered any dilemmas and, if so, how they resolved those dilemmas. Their responses were analysed using a qualitative form of content analysis. Findings: Two categories of dilemma emerged: clinical and personal. Clinical dilemmas arose out of the mandatory requirement for therapy, boundaries, fitness to practice and the suitability of trainees. Personal dilemmas included pressure to model, sense of responsibility, therapeutic narcissism, countertransference reactions, over-use of self and stressful involvement. The therapists' strategies for resolving the dilemmas are described. Conclusion: The results show participants considered personal therapy to be essential for trainees and thought it should be mandatory even though it led to difficulties in the therapy. Questions arose about the suitability of some trainees, the person of the therapist and stressful involvement. Further research into these important areas is recommended. [ABSTRACT FROM AUTHOR]

Individual psychodynamic psychotherapy for people with learning disabilities has been more available since the 1980s, with numerous case studies and reports of effectiveness, yet little is know about the history of psychodynamic psychotherapy. This paper is a historical account of the international development of psychodynamic psychotherapy for people with learning disabilities. It discusses some of the clinicians' case reports, views and conclusions. It is important that, as therapists, we continue to learn and develop. This is a story of ‘opportunities lost’. Although a number of therapists were well-placed to develop psychotherapy as a valuable treatment option, it did not happen. The paper discusses the reasons, ranging from widespread therapeutic pessimism to inability in the therapist to process the ‘disability transference’. It outlines the various British contributions before and since the ground-breaking and well-known work of Valerie Sinason, whose 1992 book is still the most influential contribution. Psychodynamic psychotherapy has developed more of a tradition than other therapy approaches in this field, but there is still only sparse literature on and recognition of this work. [ABSTRACT FROM AUTHOR]

The study was a qualitative investigation aimed at therapists' responses to working with a population of incestuous sexual abusers. Semi-structured interviews were conducted with nine therapists who were recruited from psychotherapy, psychology, and forensic psychology services in the National Health Service (NHS) in the UK. The predominant therapeutic model was psychodynamic; however, cognitive-behavioural and integrative approaches were practiced by some therapists. The data were analyzed using interpretative phenomenological analysis (Smith, 1996). Results suggested that the therapists experienced a considerable amount of negative and difficult feelings and that they tended to experience feeling controlled and deceived, which seemed to influence their ability to create and maintain the therapeutic relationship. It was suggested that the dynamics of incestuous sexual abuse played a part in these difficulties. The results are discussed with reference to the clinical therapeutic literature. [ABSTRACT FROM AUTHOR]

The article presents the view of the author on the article "Guidelines for Art Group Therapy As Part of a Day Treatment Program for Patients With Personality Disorders," by Siri Johns and Sigmund Karterud. The article point out that art group therapy is an integral part of most units in the "Norwegian Network of Psychotherapeutic Day Hospitals." It gives a very useful theoretical frame of reference for using art therapy, emphasizing that it is a form of psychotherapy, which gives an added visual dimension to the therapeutic encounter. It emphasizes the importance of the therapeutic process and elements such as transference and projection. The combination of group analysis, group interaction, systems theory and theme-centred interaction is one of the strongest points of art therapy professional training and probably of practice in Great Britain. A true integration of group and art therapy would not prioritize one over the other, as they are both essential aspects of the process. It emphasizes the importance of the therapeutic process and elements such as transference and projection.

The "discovery" of countertransference provided a much-needed corrective to the one-sided view of transference and a patient's pathology. Even if its usefulness in the development of psychoanalysis was indisputable, its days are numbered. When I present my clinical work at conferences, I am often asked questions about my countertransference. These questions contain numerous assumptions that are challenged in this paper. Treatment is discussed from a self psychological perspective to highlight the therapeutic value of enabling the patient to engage a selfobject transference. The concept of "projective identification" is also challenged. Systems theory, in which the therapeutic relationship is understood as a co-construction between therapist and patient, is proposed as a more effective model to deal with the issues formerly included under transference-countertransference. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics related to psychotherapy.