Clinical supervision as applied adult development (original) (raw)

Models of supervision in therapy, brief defining features

Supervision models describe the systematic manner in which supervision techniques, interventions, and strategies are applied. They emerged as supervision became more purposeful in the 1920’s. Initially, models were closely bound to psychotherapy/ psychoanalysis theory and slowly shifted towards different counselling/ psychotherapy orientations. As supervision started to focus on supervisees’ clinical work, a major shift in supervision practice, a shift that separated supervision from counselling, the Developmental and Social Role models emerged. More recently, as competency based training became a revolution across disciplines, supervision became more competency based, and the Competency-Based models emerged. This article gives a brief overview of supervision models, each with their brief characteristic features. Citation: Basa, V. (2017). Models of supervision in therapy, brief defining features. European Journal of Counselling Theory, Research and Practice, 1, 4, 1-5. Retrieved from: https://ejctrap.nationalwellbeingservice.com/volumes/volume-1-2017/volume-1-article-4/

Supervision essentials for the practice of competency-based supervision

2017

Clinical supervision is the cornerstone of graduate education and clinical training in which a student of psychology gradually develops clinical competence and prepares to become a health service provider as a licensed psychologist (Falender & Shafranske, 2004). In addition to honing clinical skills, supervisees are assimilated into the profession, internalizing its principles, ethics, and values, establishing a foundation for lifelong practice. Although training is a major focus, the supervisor's first responsibility is always to the welfare of the client or patient. 1 The tasks of ensuring patient welfare and facilitating professional development, although distinct responsibilities, are inextricably interrelated. Given their multiple obligations to patients, supervisees, and the profession, supervisors must develop a clear understanding of clinical supervision and incorporate best practices to ensure competence and effectiveness. 1 We are mindful that the use of the terms patient or client to refer to consumers of psychological services reflects theoretical, historical, and contextual background. In this volume, we use client and patient interchangeably, given the variety of clinical cultures in which supervision is offered and in which this volume is intended for use.

Supervision and clinical psychology – theory, practice and perspectives

Counselling and Psychotherapy Research, 2013

Supervision and clinical psychology Á theory, practice and perspectives, 2nd edition, edited by Ian Fleming and Linda Steen, London and New York, Routledge, 2012, 261 pp., £25.99 (paperback), ISBN 978-0-415-49512-7 (also available in hardback and e-book)

Supervision essentials for cognitive-behavioral therapy

2016

The centrality of the therapeutic relationship (TR) is widely acknowledged and empirically supported in the field of psychotherapy (see Norcross & Lambert, 2011). However, it may be argued that the salience of the supervisory relationship (SR) is sometimes underestimated (Ladany, 2004). In fact, supervisors must be mindful of creating a safe environment for trainees-safe enough for them to speak freely about the difficulties they may encounter in treating certain clients. Such difficulties may include supervisees' gaps in knowledge about certain clinical problems and/or the proper corresponding interventions or their problematic emotional reactions to clients, such as anger, fear, boredom, and sexual attraction (Ladany,

Types of Counseling Supervision: A Conceptual Framework

Academia Letters, 2022

Clinical supervision has a long history across the many fields of mental health practice to ensure the safe delivery of services to the public and to maintain professional competence (e.g., Barnett, 2007; McCarthy, Kulakowski, & Kenfield, 1994). In fact, Bernard and Luke (2015) analyzed the counseling literature over a span of ten years to investigate typical types and topics related to supervision. However, none of the identified topics addressed power differentials. Hebert and Patterson (2010) drew sharp distinctions on the types of supervision based on power differentials. For the purpose of this discussion, similar delineations will be made on the typical types of supervision that occurs in a counseling program: Imbalanced and balanced types of supervision. Imbalanced types of supervision are more common and they are usually defined by these power differentials between the student and the supervisor. Practicum and intern students frequently have more than one of these supervisors at the same time. These can include the site supervisor, the professional supervisor, the practicum/internship supervisor, and the university supervisor Balanced types of supervision, on the other hand, do not involve power differentials and include peer supervision and self-supervision. Peer supervision involves the seeking of advice from a person from a commensurate level of training. Self-supervision, the final type of balanced supervision defined here involves the self-guidance of the individual.

Psychodynamic Supervision = Improvement of Clinical Practice or Risk Management Tool

2001

This document provides an introduction to supervision as a psychodynamic psychotherapy training method. The theoretical orientation of supervisor and supervisee, as well as the style of the supervisor are reviewed. The concept of parallel process in supervision and its importance for parallels between psychodynamic therapy and psychodynamic supervision are explained. A comprehensive review is provided of the theoretical constructs and of some empirical studies regarding the existence of parallel process in supervision. It points out that supervision and dynamic psychotherapy are helping processes, which require the involvement of the self and rely heavily on a multiple identificatory process to achieve effectiveness. Recommendations are provided for the facilitative application of the parallel process in supervision of therapists. The role of supervision as a risk management tool is emphasized. Further research into the effectiveness of supervision is necessary and should be accompanied by the development of appropriate supervisory programs to raise awareness of the problems that arise during the supervision process. (JDM).

Psychotherapy Supervision in the New Millennium

Psychotherapy supervision has increasingly become or is on the fast track to becoming competency- based, evidence-based, particularized, and accountable. In this paper, I explore how that appears to be so by: (1) briefly considering the concepts of ‘‘competencies’’ and ‘‘evidence- based practice’’ as preeminent guides for psychotherapy supervision practice and training; and (2) briefly reviewing the current status, pressing needs, and future possibilities of psychoanalytic, cognitive-behavioral, humanistic-existen- tial, and integrative psychotherapy supervision.

Changes in supervision as counselors and therapists gain experience: A review

… : Research and Practice, 1994

Considerable research relevant to counselor and therapist development has been done since Worthington's (1987) review. Additional support has surfaced for Worthington's conclusions: There is support for general developmental models, perceptions of supervisors and supervisees are consistent with developmental theories, the behaviors of supervisors change as counselors gain experience, and the supervision relationship changes as counselors gain experience. Although the types of research used and the sophistication of data analysis have improved somewhat, too few studies directly address changes over time for trainees in supervision. Suggestions are given for future research in supervision to reflect the level of specificity necessary to investigate developmental models.