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The authors have used their ten years’ experience with The Menninger Foundation to excellent advantage in this almost encyclopedic analysis of the problems relating to teaching and learning psychotherapy. Many of the situations dealt with were specific to the complex combination of teaching psychiatrists, clinical psychologists, and psychiatric social workers in state and general hospitals, as well as psychiatric school structures. Their broad dynamic approach, however, would clearly apply to any psychoanalytic institute as well. The book is well written, clear, and to the point, without oversimplifying the issues presented. All facets to each problem are mentioned and illustrated. The language is scrupulously free of terminology specific to any one theoretical orientation.
In their basic school-training setting, the authors refer to the “clinical rhombus” consisting of school administrator, supervisor, therapist, and patient, all in constant interaction with one another, directly and indirectly. Each is described in detail as to similarities and conflicts in goals, responsibilities, modus operandi, and especially the roles the emotional problems of each play in the training setting. The school's relationship to the medical profession and community at large is mentioned. The specific professional identities of the psychotherapists (whether psychiatrist, clinical psychologist, or psychiatric social worker) are carefully analyzed and compared. Questions arising over orientation for research, as it might conflict with or complement a more individually focussed therapeutic or learning-oriented program, are also taken up.
The essential value of this book lies in its consideration of the anatomy, physiology, and pathology of the supervisory process. This interaction is well illustrated by detailed case examples of sixteen therapists and ten supervisors in the various stages of their own development and experiences with one another. Most impressive is the parallel situation