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| http://dx.doi.org/10.1016/j.aprim.2014.03.015 | DOI Listing |
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More than 40 years ago eminent psychiatrist Richard Chessick penned a classic, highly prescient psychotherapy supervision paper (that appeared in this journal) in which he identified for supervisors the crucial triad of learning difficulties that tend to confront beginning therapists in their training. These are (a) dealing with the anxiety attendant to the development of psychological mindedness; (b) developing a psychotherapist identity; and (c) developing conviction about the meaningfulness of psychodynamics and psychotherapy. In this paper, I would like to revisit Chessick's seminal contribution about the teaching and learning of psychotherapy and extrapolate his triad of learning difficulties to the process of teaching and learning supervision.
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Despite the dearth of consistent evidence for conventional feedback mechanisms in clinical practice, the primary methods of feedback for clinicians remain supervision and clinical experience. A new research approach, known as patient-focused research, provides clinicians with direct feedback regarding a client's health status and relative progress in therapy. This article briefly reviews the relation of different types of feedback (i.
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