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

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.