Who tells a tale...: the supervision at the Clinical Psychology and at Psychoanalysis

• Grant number: 18/00038-1
• Support Opportunities: Regular Research Grants - Publications - Books published in Brazil
• Start date: May 01, 2018
• End date: April 30, 2019
• Field of knowledge: Humanities - Psychology - Psychological Treatment and Prevention
• Principal Investigator: Maria Lívia Tourinho Moretto
• Grantee: Maria Lívia Tourinho Moretto
• Host Institution: Instituto de Psicologia (IP). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The book "Who tells a tale...: the supervision at the Clinical Psychology and at Psychoanalysis" is the result of the extensive and profound clinical research work developed by professors of the Department of Clinical Psychology of the Univeristy of São Paulo's Clinical Psychology Institute that work giving clinical supervision to students currently at fourth and fifth years, on the Clinical Care disciplines of the University of São Paulo's Psychology graduation course. The work presented in eleven chapters highlights the vast experience and involvement of the authors who are clinical supervisors in differnt theoretical approaches and at different clinical contexts, demonstrating that their engagement in the students' graduation is, at the same time, a privileged mean of investment at the continued education of the supervising teachers. The supervisor's experience as part of the clinical psychologists' education produces concern, questions and knowledge that are objects of reflection in this book. Our goal is to present and discuss aspects of clinical psychologists' education process, in the academic context, taking the supervision as one of the axis of the clinical's continued education. Assuming that, in Psychology, the clinical activity demands a kind of education that overcomes the simple intelectual apreehension of the work's guiding principles and the knowledge of theories concerning the human subjectivity, we highlight the importance of the dimension of listening and writing of the case as articulators of the transmission of the clinical experience at the clinical supervising device. We hope that the exposure of difficulties and frequent issues concerning the clinical supervision experience, both from the supervisor's and the supervised student of Psychology's different points of view, produces reflections that enable the construction of knowledge that effectively can contribute to the expansion of the theoretical field that substantiate the process of clinical supervision in Psychology. (AU)