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Related Experiment Videos

Ideology as resistance: a supervisory challenge

T G Gutheil

    The Psychiatric Quarterly
    |January 1, 1977
    PubMed
    Summary

    Psychiatric trainees may use contemporary schools of thought to resist learning. This study surveys these phenomena and discusses their impact on psychiatric supervision and professional development.

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    Area of Science:

    • Psychiatry
    • Psychological Education

    Background:

    • Contemporary psychiatric schools of thought offer valuable insights but can also be misused.
    • Psychiatric trainees may encounter learning resistances during their development.

    Purpose of the Study:

    • To survey how psychiatric trainees utilize contemporary schools of thought as a means of resistance to learning and growth.
    • To discuss the implications of these phenomena for psychiatric supervision.

    Main Methods:

    • Literature review of contemporary psychiatric theories.
    • Analysis of potential resistance mechanisms in psychiatric training.

    Main Results:

    • Certain theoretical frameworks can be selectively applied by trainees to avoid challenging aspects of learning.
    • These resistances can manifest as intellectualization or premature closure on theoretical models.

    Conclusions:

    • Supervisors must be aware of these potential resistances to facilitate genuine learning and growth.
    • Effective supervision requires addressing how trainees engage with theoretical material to promote professional development.

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