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Re-learning from teaching: a personal reflection on Jeremy Safran's legacy.

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This summary is machine-generated.

This reflection explores Jeremy Safran

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Area of Science:

  • Psychotherapy Education
  • Clinical Supervision
  • Psychoanalytic Theory

Background:

  • Jeremy Safran's distinctive teaching methods emphasized experiential learning.
  • His approach integrated role-plays, session video analysis, and therapist subjectivity.

Purpose of the Study:

  • To reflect on the author's personal experiences as a student of Jeremy Safran.
  • To examine the translation of Safran's pedagogical techniques into the author's own teaching and supervision practices.
  • To explore how Safran's contributions are being passed on to new trainees.

Main Methods:

  • Personal reflection on student experiences.
  • Analysis of pedagogical and supervisory practices.
  • Qualitative examination of teaching and learning dynamics.

Main Results:

  • Teaching serves as a way to re-engage with formative learning experiences.
  • The author actively incorporates Safran's unique methods into her current educational roles.
  • Safran's emphasis on therapist subjectivity is a key element being transmitted.

Conclusions:

  • Jeremy Safran's pedagogical innovations continue to influence psychotherapy training.
  • Experiential learning and embracing therapist subjectivity are vital components of effective clinical education.
  • The author's teaching is a continuation of Safran's legacy, fostering the next generation of therapists.