{"id":4517,"date":"2004-04-04T11:59:37","date_gmt":"2004-04-04T08:59:37","guid":{"rendered":"https:\/\/opc.gr\/evretirio-thematon\/%evretirio_category%\/an-extensive-outcome-of-a-new-approach-to-supervision\/"},"modified":"2004-04-04T11:59:37","modified_gmt":"2004-04-04T08:59:37","slug":"an-extensive-outcome-of-a-new-approach-to-supervision","status":"publish","type":"evretirio","link":"https:\/\/opc.gr\/en\/evretirio-thematon\/research\/an-extensive-outcome-of-a-new-approach-to-supervision\/","title":{"rendered":"An Extensive Outcome of a New Approach to Supervision"},"content":{"rendered":"

An Extensive Outcome of a New Approach to Supervision: A Research Study Serived from Supervision’s Protocols of Students’ Psychotherapeytic and Psychometric Acrivities<\/strong><\/h3>\n

Tsegos, I.K., Karayanni, V., Karapostoli, N., Morarou, E., 2004. “An Extensive Outcome of a New Research to Supervision: A research Study Derived from Supervision Protocols of Students’ Psychotherapeutic and Psychometric Activities”<\/em>.\u00a0T<\/i>he European Journal of Psychiatry,<\/i>\u00a0Vol.18, p.p. 61-70.<\/span><\/span><\/p>\n

ABSTRACT<\/em><\/strong>\u00a0:\u00a0The \u00abGreek Model of Supervision\u00bb developed by the Institute of Group Analysis (Athens). In the first phase (Analysis) the \u201cstudents-supervisors\u201d along with the \u201ctrainer-observer\u201d write down on the supervision protocol their emotions-feelings, fantasies and perceived topics during the presentation of a therapy session by another student. The network of interactions promotes the emergence of multiple mirror phenomena, the exploration of which during the discussion phase (Synthesis) promotes greatly the formation of the students\u2019 identity as group psychotherapists and the working through of many therapeutic difficulties. This model has been used quite extensively for 22\u00a0 years in supervising several kinds of groups. The second part of the presentation provides the preliminary results of an ongoing research study, based on the quantitative and qualitative analysis of 225 Supervision Protocols of multiple supervised activities (ie.group-analytic, sociotherapeutic,dyadic meetings,family-couple therapy,psychological assessment).<\/em><\/p>\n

KEY WORDS<\/em><\/strong>: Greek Model of Supervision, Peer Supervision, Learning, Emotions-Feelings, Fantasies, Group Analysis, Psychodrama, Dyadic Psychotherapy, Couples\u2019\u00a0 Therapy, Psychological Assessment.<\/em><\/p>\n

INTRODUCTION<\/h3>\n

In every psychotherapy training the importance of\u00a0 supervision is indisputable, as it constitutes a main source of knowledge, especially for the new trainees who are confronted during their clinical experience with a plethora of theoretical and experiential stimuli which increase their anxiety, confusion and fear. So, it seems rather strange the fact that there is a lack of research evidence concerning the different models of supervision (dyadic\/groupal) or the ways through which a better combination between theory and practice would be succeeded for the trainees.<\/p>\n

The present research concerns an original model, the\u00a0Greek Model of Supervision<\/em>\u00a0or the\u00a0Group Analytic Model<\/em>, as it is constructed by the first author and is applied in the Institute of Group Analysis (Athens) since 1983, and the three Training Institutes of the Open Psychotherapy Centre[1]<\/a>. The corresponding training programs include personal therapy, theory, clinical practice, communal activities and supervision.\u00a0 The whole supervisory process takes place as following (Tsegos, 1995, 2002).<\/p>\n

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  1. The Supervising Group:\u00a0<\/strong>it is a group in its own right, with a fixed time and place of meeting. It meets for 2 hours, once a week, during the year and is conducted by one of the students, while a trainer is present only as an experienced observer.<\/li>\n
  2. The supervisory process<\/em><\/strong><\/li>\n
  3. During the\u00a0Presentation<\/u>\u00a0<\/strong>stage, a therapeutic activity is presented, with the student reading out his or her notes and marking group exchanges on the blackboard. The supervising group sits in a semi-circle infront of the blackboard and is expected to take an active part in the second stage of supervision. This is the\u00a0Analysis<\/u><\/strong>, which follows the Presentation Stage. During the Analysis each of the supervisor-students, follows the presentation procedure and records on a special format, the\u00a0Supervision Protocol,<\/em><\/strong>\u00a0the following:<\/li>\n<\/ol>\n