In the beginning, when I brought a case to my supervisor, I took great care to only use the words of the patient. I meticulously repeated what the patient had told me, in the same words. Eventually, the supervisor said: “He is not telling you everything”. It awakened the realisation in me that I had been listening, but that listening only refers to meaning. I grasped something of the difference between listening and reading [1]. The latter would include something of what is not said.
[1] Miller, J.-A., "Reading a Symptom," Hurly Burly 6, 2011, p. 151.
Natalie Wülfing
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Au début, lorsque je présentais un cas à mon contrôleur, je prenais soin de n'utiliser que les mots du patient. Je répétais méticuleusement ce qu’il m'avait dit, dans les mêmes termes. Finalement, le contrôleur m'a dit : « Il ne vous dit pas tout ». Cela m'a permis de prendre conscience de ceci : j'avais écouté sans doute, mais l'écoute ne se réfère qu'au sens, quelque chose ne se dit pas. J'ai saisi une partie de la différence entre l'écoute et la lecture [1]. La lecture inclut quelque chose de ce qui n'est pas dit.
[1] Miller, J.-A., Lire un symptôme, Mental no 26, juin 2011, p. 49.
Natalie Wülfing
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In Supervision
While the School guarantees a link between the analyst and the formation it provides, there is no format to this formation in force. With Lacan, the traditionally compulsory supervision was replaced by a desired supervision. And yet, torn from the standards promoted by a certain tradition, supervision does not raise fewer ethical concerns. It is a must, as Lacan put it, in the interest of protecting the patient from the harmful effects of a blind practice. While Lacan was de-standardising the practice of supervision, he simultaneously established it as essential. Since his Founding Act Lacan articulated work and supervision: "Those who enter the School will commit themselves to fulfilling a task subject to both internal and external supervision [contrôle]” [1].It can be said that the more supervision was deregulated, the more widespread it became: supervision of work, of practice and then of analysis. As J.-A. Miller notes, the pass is "the most demanding method of supervision that psychoanalysis has invented” [2].
For the Question of the School we have chosen to take a look at the practice of supervision by giving a voice to the supervisees. We are interested in the practice, for which Lacan preferred the term super-audition to super-vision. Whether it is experienced by confirmed analysts or by young trainees, supervision allows the analyst to remain in the position of analysand and thus of a worker. In this sense, supervision guarantees a space where the work transference that is fitting for a School of Psychoanalysis, can be experienced. It enables the long-standing analyst to remain alert in his or her practice, while offering the younger analyst the opportunity to find his or her bearings. It's up to the rhinoceros to open an eye now and then! And also, what can the usages of supervision after the pass teach us? Let's not let the cat out of the bag too soon! To know more about it it is better to participate in the Question of the School.
For the Executive Committee, Patricia Bosquin-Caroz, President
[1] Lacan J., "Founding Act", in Television, New York: Norton, 1990, p. 97.
[2] Miller J.-A., "Qui sont vos psychanalystes?", Paris, ed. Seuil, Champ Freudien collection, 2002, p. 11
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« Donc, celui qu’il faut faire parler, à la fin d’une analyse, c’est le patient, et d’abord le patient qui veut faire l’analyste. Voilà l’idée de la passe. [. . .] C’est la méthode de contrôle la plus exigeante qui ait été inventée en psychanalyse. Elle contrôle l’analyste installé, qui sait que son patient peut aller raconter l’histoire de sa cure à un aéropage de confrères. Elle contrôle l’analyste à venir, qui doit étayer sa prétention à se dire psychanalyste. »
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Initiative Russie (Moscou)
L’initiative de la psychanalyse appliquée « 16 séances » : supervisions cliniques
avec Dr. Fabien Grasser