Significant and Impactful Experiences in Clinical Supervision: Relational Connection and Disconnection in the Current Cultural Clearing (original) (raw)
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BMC Psychiatry, 2013
Background: Mental health professionals face unique demands and stressors in their work, resulting in high rates of burnout and distress. Clinical supervision is a widely adopted and valued mechanism of professional support, development, and accountability, despite the very limited evidence of specific impacts on therapist or client outcomes. The current study aims to address this by exploring how psychotherapists develop competence through clinical supervision and what impact this has on the supervisees' practice and their clients' outcomes. This paper provides a rationale for the study and describes the protocol for an in-depth qualitative study of supervisory dyads, highlighting how it addresses gaps in the literature.
What Helps and What Hinders in Cross-Cultural Clinical Supervision: A Critical Incident Study
The Counseling Psychologist, 2013
Cross-Cultural supervision. The participants were 25 visible minority graduate students and early counseling professionals. They were individually interviewed according to an expanded version of Flanagan's (1954) Critical Incident Technique (CIT). The most frequently cited positive themes were subsumed in five key areas: (a) personal attributes of the supervisor, (b) supervision competencies, (c) mentoring, (d) relationship, and (e) multicultural supervision competencies. The most frequently reported negative themes were grouped into five areas: (a) personal difficulties as a visible minority, (b) negative personal attributes of the supervisor, (c) lack of a safe and trusting relationship, (d) lack of multicultural supervision competencies, and (e) lack of supervision competencies. The results support a person-centered mentoring model of effective supervision.
The Cultural Context Model in Clinical Supervision
This article introduces principles from the Cultural Context Model (CCM) on the training of master's and doctoral level mental health professionals to the field of psychology, highlighting its consistencies using critical psychology principles. The main tenets of the CCM are described and illustrated with examples pertaining to clinical supervision. Clinical practice within the model is described to illustrate the learning tasks involved in the supervisory process. This system of clinical theory and practice offers an expanded family paradigm based on an analysis of societal patterns that contribute to social inequality organizing family and community life.
Educational Psychology in Practice, 2018
Supervision is a critical component of initial training and continuing professional development for applied psychology practitioners, and effective supervision is significantly related to the quality of the relationship between supervisor and supervisee. The core task of supervision is to engage in a relational process that provides containing and security, thus facilitating professional growth through reflection on experience. Two key arguments are proposed in this paper: (i) models that support theory-to-practice connections are essential for both supervisees and supervisors and (ii) models informed by psychological theory that place relating and reflecting at the heart of the supervisory process promote practitioner development and effective outcomes for clients. One model-the Relational Model of Supervision for Applied Psychology Practice (RMSAPP)-is outlined, and the systemic, psychodynamic and attachment lenses privileged within it are explored. The paper concludes with the strengths and challenges of the model, along with suggestions for future research directions.
Supervision as cultural partnership: Contributions to dialogue
2015
The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presente...
Supervision as Cultural Partnership
Ata: Journal of Psychotherapy Aotearoa New Zealand, 2015
The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presente...
Counselling and Psychotherapy Research, 2019
Worrall, 2001), much less research has explored ineffective, harmful and exploitative practices in clinical supervision. The evaluative and hierarchical nature of the supervisory relationship exposes both supervisee and supervisor to numerous vulnerabilities that require careful management (Bernard & Goodyear, 2004). The risk of supervision being a harmful process is greatly increased if careful attention is not given to difficulties and conflict in the relationship. Harmful supervision events raise a number of questions about the supervisor's motivations, competencies and training. The ethical implications and consequences of such practices are also important to consider. Still further, the dynamics of the supervisory relationship and the role of the supervisee in the escalation of difficulties in supervision raise more questions. All the above suggest a pressing need to create awareness regarding the contextual and relational variables implicated in such difficulties. Negative experiences in supervision have been defined in a
Managing difficulties in supervision: Supervisors' perspectives
Journal of Counseling Psychology, 2012
Few studies have examined the practice wisdom of expert supervisors. This study addresses this gap by exploring how experienced supervisors manage difficulties in supervision in the context of the supervisory relationship. The supervisors were a purposive sample of 16 senior members of the profession with considerable expertise in supervision. In-depth interviews were first conducted with the supervisors. An interpersonal process recall method was then used to explore their reflections on one of their DVDrecorded supervision sessions. Analysis of transcripts was completed using a modified consensual qualitative research method. Major difficulties included the broad domains of supervisee competence and ethical behavior, supervisee characteristics, supervisor countertransference, and problems in the supervisory relationship. Supervisors managed these difficulties using 4 key approaches: relational (naming, validating, attuning, supporting, anticipating, exploring parallel process, acknowledging mistakes, and modeling); reflective (facilitating reflectivity, remaining mindful and monitoring, remaining patient and transparent, processing countertransference, seeking supervision, and case conceptualizing); confrontative (confronting tentatively, confronting directly, refusing/terminating supervision, taking formal action, referring to personal therapy, and becoming directive); and avoidant interventions (struggling on, withholding, and withdrawing). Two brief case studies illustrate the process of applying these strategies sequentially in managing difficulties. The study highlights the importance of relational strategies to maintain an effective supervisory alliance, reflective strategies-particularly when difficulties pertain to clinical material and the supervisory relationship-and confrontative strategies with unhelpful supervisee characteristics and behaviors that impede supervision.
Critical events in psychotherapy supervision: An interpersonal approach
2005
have taken on an ambitious and challenging project in writing Critical Events in Psychotherapy Supervision: An Interpersonal Approach. They have produced a thorough and wellconceptualized volume that offers a very practical model of supervision and provides empirically based information within a framework of interpersonal relatedness. All are experienced supervisors, teachers, and researchers. Ladany is an associate professor and director of training in the doctoral program in counseling psychology at Lehigh University.
Assessing Supervision's Clinical and Multicultural Impacts
PsycEXTRA Dataset
Relatively few measures are available to assess supervision's impacts on supervisees and the clients they serve, despite the potential value of information from those measures in improving supervisors' practice. This article describes the development of the Supervision Outcome Scale (SOS) and reports its psychometric properties. Results from the exploratory and confirmatory factor analyses with 2 indepen dent samples of counseling and clinical psychology doctoral students indicated that SOS measures 2 distinct constructs related to impacts of supervision: clinical competence outcome (decrease in client symptoms, improvement in supervisee competence) and multicultural competence outcome (improve ment in supervisee multicultural competence). SOS was also found to have adequate internal reliability and concurrent validity, as it correlates significantly with supervisory working alliance. Research and training implications on SOS as a useful tool to track both supervisee and supervisor development are discussed.