Abstract
A number of contemporary psychiatric schools of thought, in addition to enriching the field, may be employed by the psychiatric trainee in the service of resistances to learning and growth. These phenomena are surveyed and the implications for supervision discussed.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callSimilar Papers
Paper Title
Journal
Date
