Veidlapa Nr. M-3 (8)
Study Course Description
Psychodynamic Concepts in Supervision
Course Code
VPUPK_303
Branch of Science
Psychology
ECTS
3.00
Target Audience
Pedagogy
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Velga Sudraba
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Health Psychology and Paedagogy
Contacts
Riga, 16 Dzirciema Street, mdak@rsu.lv, +371 67061568
About Study Course
Objective
To provide an opportunity to acquire knowledge about psychodynamic concepts in supervision and the skills to apply the acquired knowledge in order to be able to understand personality development and the role of organizing and managing the supervision process (individually, in a group or in an organization).
Preliminary Knowledge
Individual supervision; Counseling and problem solving methods in supervision; Supervisor's personality qualities; Personality and health.
Learning Outcomes
Knowledge
1.Master's students explain, describe the most important theoretical psychodynamic concepts in supervision, describe, analyze and justify the levels of personality functioning, the main protective mechanisms of the psyche, their influence on the supervision process. Recognizes transference, countertransference and parallel processes in supervision.
Individual work and tests
Individual work • Active participation in classes
Skills
1.Master's students evaluate the levels of personality functioning, the main protective mechanisms of the psyche, problems and difficulties related to them, evaluate professional difficulties, needs and resources. Helps to develop the self-assessment, analytical, self-reflection skills of the supervisees, which help to solve professional problems independently.
Individual work and tests
Own tasks
Competences
1.According to the goals of supervision, the specific situation, the needs of the supervisee, the master's students evaluate the psychodynamic concepts in the supervision process and, according to them, organize the supervision work.
Individual work and tests
Examination
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
-
|
-
|
|
Independently watch video lectures, read the specified sources and literature. Active participation in class discussions. Final thesis (exam) preparation: presentation of research findings on psychodynamic constructs in supervision. At the end of the course, each student fills out a feedback survey. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Own tasks |
40.00% from total grade
|
10 points
|
|
All independent tasks performed and submitted in time |
||
|
2.
Active participation in classes |
10.00% from total grade
|
10 points
|
|
Active participation in classes gives examples attributable to theoretical material when discussing, asking questions |
||
|
3.
Examination |
50.00% from total grade
|
10 points
|
|
Final thesis: presentation of research findings on the recognition of psychodynamic constructs in supervision - 50%. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Psychodynamic theories of personality development (psychosexual, psychosocial, object relations theory)
Description
Abstract: The lecture introduces students to psychodynamic theories of personality development (Z. Freud, K.G. Jung, K. Horney, M. Klein, etc.) in the lesson students compare theories of personality development, discuss their application in supervision. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Defense mechanisms of the psyche
Description
Abstract: The lecture looks at the role of mechanisms for the protection of the psyche (PAM), the reasons for the emergence. Video examples from movies show key PAM - denial, projection, identification, regression, rationalization, intellectualization, sublimation, etc. The lesson exercises the ability to recognise PAM through various tasks, as well as the skills to project hypotheses about the importance of PAM according to a specific situation in supervision. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Organization of personality functioning or levels of functioning
Description
Abstract: The lecture looks at levels of functioning - a way of describing a person’s ability to function in different areas of life - at work, relationships, self-care, society. GAF scale (Global assessment of Functioning). In the lesson, students analyze video examples, train skills to recognize different levels of functioning. Discusses possible manifestations of different levels of functioning for people in working environments and supervisors. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Resistance in supervision. Transference, countertransference
Description
Abstract: The lecture looks at the different types of resistance seen in supervisors. Explanation of the concepts of transference and contraindication, different work strategies in psychotherapy and supervision. The lesson analyzes video examples, thus training the skills to recognize the mechanisms of transference and contransference. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Parallel processes. Projective identification. Shame in supervision
Description
Abstract: The lecture explains the concept - the parallel process, gives examples that describe it. Neurobiological justification for projective identification. Transmission of emotions and formation of projective identification. A characterisation of a sense of shame. The relationship between feelings of shame and the development stages of professional identity. Shame in a relationship Supervisor - The Supervisor. In the lesson, students apply role games to train the ability to recognize parallel processes and projective identification. Reflection in a group on a sense of shame in professional action. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Ways of thinking in supervision
Description
Abstract: The lecture explains the role of different mindsets (inductive, associative, creative, self-reflective) in developing supervisable abilities. Each of these mindsets is described, their application according to the needs of the supervisor. In the lesson, students learn to recognize the personal mindset, as well as using the role play “Supervisor and Supervisor” in pairs, learn to recognize the mindset of other group members and build appropriate strategies in supervision. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Practical analysis of cases (patients/clients, literature, video materials, etc.).
Description
Abstract: Students are given the task of finding examples from fiction, feature films, patient/client descriptions reflecting psychodynamic concepts (mechanisms for protecting the psyche, levels of functioning, transference, contrtransference, etc.) The lessons analyse examples, discussing work strategies in supervision spotting these phenomena. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Practical analysis of cases (patients/clients, literature, video materials, etc.).
Description
Abstract: Students are given the task of finding examples from fiction, feature films, patient/client descriptions reflecting psychodynamic concepts (mechanisms for protecting the psyche, levels of functioning, transference, contrtransference, etc.) The lessons analyse examples, discussing work strategies in supervision spotting these phenomena. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Practical analysis of cases (patients/clients, literature, video materials, etc.).
Description
Abstract: Students are given the task of finding examples from fiction, feature films, patient/client descriptions reflecting psychodynamic concepts (mechanisms for protecting the psyche, levels of functioning, transference, contrtransference, etc.) The lessons analyse examples, discussing work strategies in supervision spotting these phenomena. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Practical analysis of cases (patients/clients, literature, video materials, etc.).
Description
Abstract: Students are given the task of finding examples from fiction, feature films, patient/client descriptions reflecting psychodynamic concepts (mechanisms for protecting the psyche, levels of functioning, transference, contrtransference, etc.) The lessons analyse examples, discussing work strategies in supervision spotting these phenomena. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Practical analysis of cases (patients/clients, literature, video materials, etc.).
Description
Abstract: Students are given the task of finding examples from fiction, feature films, patient/client descriptions reflecting psychodynamic concepts (mechanisms for protecting the psyche, levels of functioning, transference, contrtransference, etc.) The lessons analyse examples, discussing work strategies in supervision spotting these phenomena. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Practical analysis of cases (patients/clients, literature, video materials, etc.).
Description
Abstract: Students are given the task of finding examples from fiction, feature films, patient/client descriptions reflecting psychodynamic concepts (mechanisms for protecting the psyche, levels of functioning, transference, contrtransference, etc.) The lessons analyse examples, discussing work strategies in supervision spotting these phenomena. |
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Mārtinsone, K., Mihailova, S. (sast.) (2017). Supervīzija: teorija, pētījumi, prakse. Rīga: RSU
2.
Spurling, L. (2025). An Introduction to Psychodynamic Counselling. Bloomsbury Academic
3.
Barsness, R. E. (2024). Psychodynamic Supervision Theory and Practices. Routledge
4.
Mendelsohn, R. (2012). Parallel Process and Projective Identification in Psychoanalytic Supervision. Psychoanalytic Review,
5.
Watkins, E. (2011). Toward a Tripartite Vision of Supervision for Psychoanalysis and Psychoanalytic Psychotherapies: Alliance, Transference–Countertransference Configuration, and Real Relationship. Psychoanalytic Review, 98(4): 557-590. (akceptējams izdevums)
6.
Milne, D. (2009). Evidence Based Clinical Supervision. Principles and Practice. BPS Blackwell. (akceptējams izdevums)
Additional Reading
1.
Scharff, J.S. (2014). Clinical Supervision of Psychoanalytic Psychotherapy. International Psychotherapy Institute E-Books.
2.
Falender, C.A., & Shafranske, E.P. (eds) (2008). Casebook for Clinical Supervision: A Competency-based. American Psychological Association.
3.
Wiener, J., Mizen, R., & Duckham, J. (eds.) (2003). Supervising and Being Supervised: A Practice in Search of a Theory. Palgrave Macmillan.
Other Information Sources
1.
Journal of Clinical Supervision