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My experience as a supervisor I have worked as a supervisor in diff erent


frameworks: individually, in groups, live and with psychodrama techniques. I. I consider group supervision the richest form of supervision. Because, in that context, one can hear several voices about the same clinical material. And it is, undoubtedly, the best possible way to consider a human situation.


II. In live supervision, I always feel I must be very careful in my interventions as a supervisor because the supervisee is very exposed. This demands more sensitivity from the supervisor. You can get to know aspects of the supervisee that are even unknown to him or her. And it is hard. In live supervision, the supervisee is “more naked”. I remember a time when a supervisee didn’t notice that there was a member of the family crying. For some reason, he or she didn’t realise that this person was crying. We let him or her know with all the care the situation required. When somebody brings some narrated material for supervision, he or she consciously or unconsciously chooses what to bring, giving more control of the situation.


III. There were situations with couples and families I treated that required supervision; namely, three cases of domestic violence. I felt more protected and I gained more insight about what it was all about, and which was the best course of action. Supervision helped me think.


It is an opportunity for refl ection and to critically analyse the practice of psychotherapy. A crucial concept in this job is the play of resonances between the psychotherapist, the patients and the supervisor. Supervision involves guiding a novice


psychotherapist to develop therapeutic skills through a process of post-session investigation of the events of the session or during a process that unfolds simultaneously to the therapeutic job. What we choose in this setting is a


technique that also structures supervision. Final considerations


The process of supervision is closely


linked to the psychotherapeutic model the supervisor and the supervisee are working with. Each model proposes its own method. I believe it must be a safe and non-


persecutory place, where the bond between both sides allows the professional growth of the supervisee.


Context February 2012 The experience of the supervisor should


be used by the supervisee as a mirror of what should and should not be done. In other words, the supervisee should be able to learn from the mistakes of the supervisor. The supervisor should be able to


off er the supervisee the possibility to refl ect and solve the confl icts that the psychotherapeutic work presents. I think that at a certain point in the


professional practice it is important to create instances of horizontal supervision.


Reference Palazzoli, M.S., Cecchin, G., Prata, G. & Boscolo, L. (1979) Paradox and Counterparadox. New York: Aronson.


Note 1. I believe it is essential to mention that the major part of my experience as a supervisee occurred in Mexico and with Argentinean supervisors. It was not in Uruguay.


Olga Rochkovski was born in 1943, in Uruguay to Russian parents, and studied for a social work degree in 1972. She then worked at the University Hospital and when the dictatorship came (1973-85), was forced to migrate to Mexico where she lived for ten years. While in Mexico, she got married and had a daughter. She fi nished her masters degree in clinical psychology at the National University of Mexico in 1984. She studied psychoanalysis with a group of exiled Argentine psychoanalysts fl eeing from the Argentine dictatorship. She also studied family therapy at the ILEF (Latin American Family Institute) with Ignacio Maldonado and others in Mexico. She returned to Uruguay in 1985 with the transition to democracy since when she has worked in her private practice with individuals, couples and families as well as teaching systemic family therapy and supervising students. At present, she also works at a psychotherapeutic service (providing family and couples therapy) that caters for public servants at the Public Health Ministry.


15


Supervision, a place to learn a profession: Psychotherapy


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