Fundamentals of Clinical Supervision
... This expertise and knowledge is communicated through the language game (Lyotard, 1979(Lyotard, / trans. 1984, whereby new meanings and knowledge are continually co-constructed by the speakers (Anderson, 2001;Gergen, 1994;Shotter, 1993) in this fluid and dialectical relationship (Sutherland and Strong, 2010), thus creating a power differential between the therapist and client (Bernard & Goodyear, 2009). Although, therapists tend to be perceived by clients as authority figures because of their expertise and knowledge (Bernard & Goodyear, 2009), they can choose to share their power with their clients by allowing them to be the experts on their issues, and by involving them in the co-management of the therapeutic process (Anderson, 2001;Strong, 2002;Sutherland & Strong, 2011). ...
... 1984, whereby new meanings and knowledge are continually co-constructed by the speakers (Anderson, 2001;Gergen, 1994;Shotter, 1993) in this fluid and dialectical relationship (Sutherland and Strong, 2010), thus creating a power differential between the therapist and client (Bernard & Goodyear, 2009). Although, therapists tend to be perceived by clients as authority figures because of their expertise and knowledge (Bernard & Goodyear, 2009), they can choose to share their power with their clients by allowing them to be the experts on their issues, and by involving them in the co-management of the therapeutic process (Anderson, 2001;Strong, 2002;Sutherland & Strong, 2011). ...
... Usage of authority and power. The co-facilitators and Member John used the power inherent in their authority, as well as their position as first speakers, to judge group members' behaviours (Bernard & Goodyear, 2009) by making declarations about members (Lyotard, 1979(Lyotard, / trans. 1984. ...
... Counseling and clinical supervision are distinct interventions; however, Milne (2006) makes a case for extrapolating findings from psychotherapy research to supervision, as both share common structures and properties of education, skill development, problem-solving and the working alliance. Furthermore, Bernard and Goodyear (2014) noted, " because therapy and supervision are so closely linked, developments in psychotherapy theory inevitably will affect supervision models " (p. 59). ...
... 59). Despite frequent reference to the similarities among supervision models, literature that specifically addresses common factors of supervision approaches is scarce (Bernard & Goodyear, 2014). In our review of the supervision literature, we identified five articles that endorsed common factors approaches to supervision and counselor training (Castonguay, 2000; Lampropoulos, 2002; Milne et al., 2008; Morgan & Sprenkle, 2007;). ...
... The discrimination model (Bernard, 1979Bernard, , 1997) provides a conceptualization of clinical supervision as both an educational and a relationship process (Bernard & Goodyear, 2014; Borders & Brown, 2005). In essence, the discrimination model involves the dual functions of assessing the supervisee's skills and choosing a supervisor role for addressing the supervisee's needs and goals. ...
Numerous models of clinical supervision have been developed; however, there is little empirical support indicating that any one model is superior. Therefore, common factors approaches to supervision integrate essential components that are shared among counseling and supervision models. The purpose of this paper is to present an innovative model of clinical supervision, the Common Factors Discrimination Model (CFDM), which integrates the common factors of counseling and supervision approaches with the specific factors of Bernard's discrimination model for a structured approach to common factors supervision. Strategies and recommendations for implementing the CFDM in clinical supervision are discussed.
... An integral component of the educational experience is clinical supervision. Bernard and Goodyear (1998) asserted that clinical supervision is the "crucible" that addresses both of these domains and serves as a catalyst for counselor trainees to integrate this knowledge into their own counseling framework. ...
... There is a dearth of literature that explores the nature and effectiveness of individual, group, live, and triadic supervision. Although there is a small number of empirical studies of individual, group, and live supervision, there is no current research on triadic supervision within the counselor education literature (Bernard & Goodyear, 1998). The only pertinent study in the counselor education literature conceptualized triadic supervision as consisting of three students who engaged in a supervisory relationship by being responsible for distinct roles (Spice & Spice, 1976). ...
... The supervisee role of the RMTS is consistent with what is traditionally defined in the literature as a counselor trainee receiving supervision (Bernard & Goodyear, 1998). This role involves the introduction of a videotaped counseling session and the receipt of direct supervision lasting approximately 20 minutes. ...
Current Council for Accreditation of Counseling and Related Eduational Programs (CACREP; 2001) standards promote the use of triadic supervision by counselor educators and supervisors. However, conceptual models of triadic supervision do not presently exist in the supervision literature. This article describes the process and structure of 1 model of triadic supervision (D. M. Kleist & N. R. Hill, 2003). This model provides a vehicle for implementing triadic supervision in response to changes in the CACREP standards and adds to the literature on triadic supervision. Implications for counselor educators and supervisors, as well as future research, are conceptualized.
... In many ways, the dissemination of mindfulness-based interventions has been a relatively haphazard affair thus far, and a wide variety of training programs have sprung up in the United States and the UK to provide training to interested clinicians (Crane et al., 2012). Counseling psychologists have a lot to offer, given our expertise in supervision, training, and our capacity for exploring various models of training and assessing the subsequent outcome (Bernard & Goodyear, 2014). Counseling psychologists could offer a unique perspective in helping outline core competencies for mindfulness instructors and designing curricula for developing these (seeCrane et al., 2012for a discussion of some candidate competencies and assessment methods). ...
... The last area in which counseling psychology could benefit from mindfulness is for supervision and training. Mindfulness-based interventions and the principles contained in these interventions may be particularly valuable for promoting self-care and for training core clinical competencies that can be notoriously difficult to teach (Bernard & Goodyear, 2014;Davis & Hayes, 2011). With regards to self-care, it has widely been acknowledged that learning to care for oneself is vital for a career in mental health and for the prevention of burnout (Skovholt & Trotter-Mathison, 2011) and other psychological occupational hazards (e.g., compassion fatigue;Figley, 2002). ...
Mindfulness has become an increasingly visible part of the landscape in psychology and medicine in the past several decades. Only recently has this same interest in mindfulness and mindfulness-based interventions appeared in counseling psychology. This article provides a brief synopsis of the mindfulness literature and explores the theoretical, ideological, and practical overlap between core values of counseling psychology and this burgeoning area of research and practice. In addition, the article explores ways in which counseling psychology can contribute uniquely to mindfulness research and practice through a focus on multiculturalism and social justice, psychotherapy process and outcome, and supervision and training. Further, ways in which mindfulness can inform counseling psychology’s mission are examined, including offering a strengths-based approach to psychological intervention and prevention and informing supervision and training. Lastly, five specific recommendations for a synergistic research agenda marrying mindfulness and counseling psychology are offered.
... It required being vulnerable, openly sharing in front of peers what wasn't working. " Such " error‐centric consultation " differs from traditional supervision in at least three key ways (Bernard & Goodyear, 2014). First, the process is focused on and organized around outcomes. ...
... The specific costs to managers and staff of creating the kind of work environment developed at the CCC can explain why so few agencies go this direction. Many agencies are simply trying to stay afloat: to keep in the black financially, to avoid lawsuits, to retain staff (and administrators' mental health) in a profession at risk for burnout (Bernard & Goodyear, 2014). In the spirit of acknowledging what might get in the way of making change, a deeper resistance to these efforts is also worth highlighting. ...
This chapter explores the efforts and subsequent results of one mental health agency seeking to improve its outcomes. It outlines the number of the challenges faced by the agency Calgary Counselling Centre (CCC). The challenges are: static funding for mental healthcare despite increases in clients seeking services; more clients seeking services and requiring subsidies to pay for their services; and limited improvement due to traditional training and supervision. CCC's efforts to improve outcomes were based on research on the development of expertise and were conducted in collaboration with leaders in the field of psychotherapy training and supervision. Against a backdrop of significant challenges that are facing mental health agencies, particularly agencies focused on the provision of psychotherapy, CCC has devoted itself to improving outcomes for the clients it serves. Further, CCC provides clear evidence that these efforts can make a difference, for clients as well as for staff.
... es definida como una intervenci?n evaluativa del desempe?o del terapeuta novato que persigue varios prop?sitos: mejorar el desempe?o de los terapeutas, monitorear la calidad de la prestaci?n que se ofrece a los pacientes y ayudar a que los terapeutas aprendan a cuidarse a ellos mismos (Bernard yGoodyear, 1998). Sin embargo, Fern?ndez-?lvarez (2008), plantea que actualmente en la situaci?n de supervisi?n ...
... Se destaca tambi?n el modelo de discriminaci?n (Bernard yGoodyear, 1998) que diferencia tres focos posibles de la supervisi?n: 1) la intervenci?n, 2) la conceptualizaci?n y 3) la persona; y tres posibles roles del supervisor: 1) maestro, 2) consejero o 3) consultor. De este modo, dependiendo de la necesidad del supervisado, el supervisor puede responder de 9 formas diferentes, seg?n la combinaci?n ...
This article presents the results of a qualitative study focused on describing the experience of supervision from the supervisors' perspective. The aim of the research is to determine criteria by which supervisors describe what they do, and the meanings associated with their own work. Participants were eleven supervisors, from different theoretical orientations, accredited by the Chilean Society for Clinical Psychology. Data collection was performed through semi-structured interviews that were transcribed textually and analyzed with procedures of Grounded Theory. Results describe, as principal phenomenon, a multifocal vision where the supervisors pay attention simultaneously to different aspects (supervisee, patient, supervisor-supervisee relationship and therapist-patient relationship) intending to achieve a dynamic equilibrium while developing the supervisee's clinical skills as well as helping the patient.
... Zato se vodilni raziskovalci na tem področju (npr. Ellis in Ladany, 1997;Watkins, 1998Watkins, , 2011cLadany in dr., 1999;Beutler in Howard, 2003;Ladany, Friedlander in Nelson, 2005;Ladany, 2007;Wheeler in Richards, 2007;Lichtenberg, 2007;Bernard in Goodyear, 2009Westefeld, 2009;Ladany in Inman, 2012;Carpenter in dr., 2013;Hill in Knox, 2013;Ladany, Mori in Mehr, 2013;Oddli, Halvorsen in Rønnestad, 2014;Watkins in Milne, 2014;Chow in dr., 2015;Rousmaniere in dr., 2016Rousmaniere in dr., , 2017Goldberg in dr., 2016;Hill in dr., 2016;Chow, 2017;White, 2017;White in Winstanley, 2010;Alfonsson in dr., 2018;Miller, Hubble in Chow, 2018; Kühne in dr., 2019; Whipple in dr., 2020; Oddli in dr., 2021) še vedno sprašujejo, v kolikšni meri supervizija izboljšuje klinične izide klientov, saj nimajo enoznačnega odgovora. Med razlogi pogosto navajajo metodološke težave (npr. ...
Skupni dejavniki v superviziji ter njihov pomen za razvijanje kompetentnosti in ekspertnosti z namerno vadbo Common factors in supervision and their significance for the development of competence and expertise through deliberate practice Povzetek Glavne naloge supervizorjev pokrivajo dve področji: a) supervizijo za razvijanje kompetentnosti supervizantov in b) konzultacijo za razvijanje ekspertnosti supervizantov za boljše izide klientov. Vpliv supervizije na supervizante in na razvoj njihove kompetentnosti oziroma ekspertnosti, ki je lahko pozitiven ali negativen, je potrjen z izsledki številnih raziskav. Nejasno pa ostaja, kako supervizija učinkuje na kliente supervizantov. Kljub vse večjemu številu super-vizijskih modelov ni dokazov, da bi bil kakšen od njih boljši od ostalih, tako da vprašanje, katera oblika supervizije je učinkovitejša, še posebej glede na izide klientov, ostaja odprto. Pri iskanju dejavnikov supervizije, ki imajo največji vpliv na izide klientov, se vedno bolj kaže pomen skupnih dejavnikov, ki niso vezani na določen model, teorijo ali celo stroko. Hkrati so raziskave pokazale, da so z izkušnjami supervizorji vse manj zvesti oziroma pripadni določeni teoriji in vse bolj naklonjeni skupnim dejavnikom v superviziji, ki so transteoretični in celo transdisciplinarni. Tako so predstavljeni štirje integrativni, transteoretični modeli skupnih dejavnikov, procesov in praks v superviziji: na učenju temelječi model, supervizijska piramida, generični model in kontekstualni model. V vseh teh modelih je najobetavnejše zagotovilo za kakovostnejšo supervizijo in konzul-tacijo današnjega dne in v prihodnosti stalno spremljanje in evalviranje prakse posameznih supervizantov tam, kjer se odvija, ter upoštevanje povratnih infor-macij o izidih klientov v supervizijskem oziroma konzultacijskem procesu.
... Supervision can also be defined in different ways depending on one's purpose. According to Bernard and Goodyear (1992), supervision is the relationship between the superior and subordinate workers in an organization which evaluates over a period of time, helps to uplift the skills of subordinates, monitors the quantity/quality of job they do, and provide necessary feedback for further action. In other words, supervision means managing others by provision of exemplary actions. ...
The study is aimed at determining how structured supervision of influences work attitude and promotes job performance in
universities. This is because the success of any academic institution depends on effective supervision of staff. To achieve the
objectives, the study adopted survey research design using interviews and questionnaire. Respondents (107) were selected
from different units/departments of a public university in Nigeria through stratified sampling technique. Data were analyzed
using descriptive statistics. The study revealed that Junior Non-Academic Staff of the university were poorly supervised, leading
to poor job performance. The cause of this is non-application of structured supervision. The study believes in structured
supervision, which involves elimination of harsh supervision, enthronement of cordial relationship between workers and
their supervisors, regular training of supervisors, promotion of exemplary supervision, and provision of institutional policy on
supervision. Therefore, there is a strong relationship between structured supervision and high job performance. As a result,
it is important that supervisors are regularly trained to imbibe spirit of structured supervision which will help them to lead
their subordinates to achieve high job performance.
... This is more likely to occur when supervisors model cultural awareness and skill building during supervision (Butler, 2003). Bernard and Goodyear (1992) advocated that the supervisor is responsible for assuring that multicultural issues receive attention in supervision. However, if school psychology supervisors have limited training in these issues, this affects their ability to supervise trainees providing services to clients of a racial/ethnic background different from their own and may impair the relationship with supervisees (Dressel, Consoli, Kim, & Atkinson, 2007). ...
Multicultural supervision is defined as a supervisory relationship in which the supervisor and supervisee are of different cultural backgrounds and/or the discussion of multicultural issues in supervision. Attention to cultural issues in supervision is associated with positive supervisory relationships and trainees' development in culturally competent practices. This study investigated school psychologists' training and professional development in supervision and multicultural school psychology as preparation to engage in multicultural supervision. Forty-two school psychologists with experience supervising practicum students or interns of a race/ethnicity other than their own completed a questionnaire that surveyed the following: (a) their training and professional development in supervision, (b) their training and professional development in multicultural school psychology, (c) their knowledge of supervision theory and practice, and (d) their knowledge and use of multicultural supervision techniques. Participants reported receiving little training and ongoing professional development in supervision; however, almost all of the participants had some training in multicultural school psychology. Findings and implications for training programs are discussed.
... Although we as supervisors may strive to create a lateral, symmetrical , relationally rich, egalitarian, co-constructed, collaborative supervisor–supervisee relationship, supervision by definition is hierarchical, evaluative, and asymmetrical (Bernard & Goodyear, 2014; Frawley-O'Dea, 2015 ). Authority resides with the supervisor ; evaluation of supervisee performance is a supervisor function ; gatekeeping is a supervisor responsibility. ...
Just as the analyst’s self-perspective is critical to effective analytic
process, the supervisor’s self-perspective is accordingly critical to
effective supervision process. But the supervisor’s self-perspective
has received virtually no attention as a listening/experiencing per-
spective in the psychoanalytic supervision literature. In this paper,
the author defines the supervisor’s self-perspective and considers
five ways by which it contributes to an effective supervisory process:
(1) sharing one’s own impressions of/reactions to patients;
(2) sharing personal disclosures about the supervisee–patient relationship;
(3) sharing personal disclosures about the supervisee
as a developing analytic therapist; (4) sharing personal disclosures
about the supervisor–supervisee relationship; and (5) using
one’s own self-reflection as a check and balance for supervisory
action. The supervisor’s self-perspective provides the missing su-
pervisory voice in the triadic complement of subject–other–self,
has the potential to be eminently educative across the treatment/
supervision dyads, and serves as a prototype for the supervisee’s
own development and use of analytic (or analyst) self-perspective.
... In attempting to make that classroom to clinic transition easier, the creation of a safe learning container – where therapists can freely struggle and grapple with developmental issues with impunity – has long been identified as crucial for supervisee learning and growth (Beinart, 2014; Bernard & Goodyear, 2014; Gill, 2001; Watkins, 2012b). In creating such container (as a supervisor for my supervisees), the foundation for my own thinking has been and continues to be richly informed by both (a) therapist/supervisee development theory and research; and (b) adult learning theory and its application (e.g., Knowles, Holton, & Swanson, 2011; orlinsky & Ronnestad, 2005; Ronnestad & Skovholt, 2013; Skovholt & Ronnestad, 2003; Stoltenberg & McNeill, 2010). ...
Hiding in plain sight, the supervisory ‘real relationship’ is an essential component in
and maintaining the entirety of the supervisor-supervisee relationship. In what follows, an
effort is made to address two questions: What exactly is the ‘real’ or personal relationship in
psychotherapy supervision? And why does it matter? Some simple, yet indicative, supervision
examples of real relationship statements are provided for illustrative purposes. Although often
extraordinary in its very ordinariness and amazingly straightforward in its stark simplicity,
the real relationship is proposed as being a critical and deeply affecting supervision common
factor that transcends lines of theory, discipline, country, and continent.
... The findings herein suggest that the more EI a supervised trainee possessed the more satisfied they were with their peer supervisor . This finding builds nicely on the conceptual literature pertaining to the development and importance of supervisory working alliances (e.g., Bernard & Goodyear, 2009; Ladany, Ellis, & Friedlander, 1999; Ladany & Inman, 2012). Individuals high in EI have been found to be better at perceiving emotions, using emotions to assist thought, understanding emotions, and managing emotions (see Mayer & Salovey, 1997) and, in that regard, our finding is not conceptually surprising. ...
The aim of this study was to empirically examine the experiential process of peer instructional dyads in training students in novice level professional competencies related to supervision (p. 778; Falender et al., 2004). More specifically, this study examined the associations among emotional intelligence (EI), process behaviors, satisfaction, and team performance using a sample of 81 peer instructional dyads in a controlled experimental condition. Findings reveal that the supervised trainees in this sample who were most satisfied with the process were those who were emotionally intelligent and had conscientious peer supervisors who they perceived as focused on aspects of performance when providing instruction. With respect to EI, it appears that the ability to use emotions to facilitate thought (branch 2 of EI) was perhaps the most important aspect of EI within this sample. The ability to use emotions to facilitate thought may tap a similar benefit of mindfulness, which has recently been found to yield improved psychology training outcomes (Greason & Cashwell, 2009). Implications for both research and education are discussed.
... Referencing the interdisciplinary supervisory literature that spans the educational , medical, and mental health domains, Borders (2009) recently noted that effective clinical supervision is understood to be both " complex and nuanced " (p. 200). ...
Discourse analysis was used to investigate the semester-long weekly
e-mail communication between 38 counseling supervisees in their
internship placements across school, clinical mental health, and
student affairs placement settings and their three respective supervisors.
Evidence of supervisor re-authorship of the supervisory narrative—
the stories that constitute supervisory communication and
shape the interpretation of experiences—was found throughout the
e-mail communication in the forms of reinforcement and reframing.
Researchers also identified a derivative of re-authorship that
was termed as pre-authorship, taking place through advice giving.
Findings are contextualized within the supervision, narrative, and
discourse literatures, with implications for training, practice, and
future research discussed.
KEYWORDS e-mail supervision, supervisory narrative,
re-authorship
INTRODUCTION
Supervision has been well established as an important evidence-based intervention in the profession of rehabilitation counseling and the relevance and importance of supervision to rehabilitation counseling continues to grow. Recognizing documented themes and emerging trends within professional literature could be useful to influence future research on supervision in rehabilitation counseling. Content analysis is an empirically grounded methodological approach of analyzing written content to determine themes and gauge their potential impact. In this content analysis, we analyzed 63 peer-reviewed journal articles meeting pre-established inclusion criteria to determine: (a) how much scholarship has been published on rehabilitation counseling supervision; (b) what types of journal articles have been addressed in the rehabilitation counseling supervision literature; (c) what topics have been addressed in rehabilitation counseling supervision journal articles, and (d) the emerging trends in the rehabilitation counseling supervision literature. We found 63 journal articles devoted to rehabilitation counseling supervision published in 11 different journals between 1973 and 2023. Among the 63 journal articles, 27 (42.85%) were empirical journal articles and 36 (57.41%) were conceptual journal articles. The topic of supervisors (e.g., roles, development, self-efficacy) was the most frequent topic representing 49.21% of the journal articles included in the analysis followed by ethics at 31.75%. The least frequent topics were client (i.e., client presenting issues, supervising specific population of clients; n = 1, 1.59%), modality (i.e., supervision modality, individual, peer, group, multiple modalities, n = 2; 3.17%) and technology (i.e., use of technology, web-based, n = 5, 7.94%). Trends of publications were compared with previous content analysis studies to determine how rehabilitation counseling aligns with other counseling specialties.
Umetnost je preobraziti resen problem v krizo, torej iz statičnega v dinamično stanje, in nato slednjo spremeniti v izziv. (Nemetschek v Theuretzbacher in Nemetschek, 2021) Prepričan sem, da se vsaka medosebna rešitev-v družini, skupnosti, skupini-začne z očesnim stikom, s tremi koraki do druge osebe in z dotikom. (Nemetschek, 2016a: 39) 1. Uvod Namen članka je osvetliti dve ključni značilnosti supervizijskega modela Petra Nemetscheka: poudarek na analognih metodah in usmerjenost k rešitvam 3. Prva značilnost je povezana s tem, da se je Nemetschek najprej izobraževal in uveljavil kot umetnik (Nemetschek, 2016c). Potem ko je ustvaril obširno serijo grafik, si je zaželel neposrednejšega stika s publiko. Osnoval je umetniško skupino, ki je kmalu postala znana po svojih hepeningih z analognimi instalacijami in inscenacijami. Še vedno pa je pogrešal, da bi imele njegove umetniške uprizoritve globlji in trajnejši učinek na ljudi, kot ga je izkusil v psihoterapiji. Ko je ugotovil, da bi bilo možno na umetniški, analogni način razvijati tudi lasten psihoterapevtski pristop, se je popolnoma posvetil psihoterapevtski karieri. Nadaljnje spodbude za analogizacijo terapevtskega dela je nato našel pri treh pionirjih sistemske psihoterapije: Gregoryju Batesonu s teoretskega in znanstvenega vidika ter Virginii Satir in Miltonu Ericksonu s praktičnega vidika. Druga značilnost je povezana s posebno obliko sistemske supervizije, to je s k rešitvi usmerjeno supervizijo (angl. solution-focused supervision) (Thomas, 2013). Ta temelji na k rešitvi usmerjeni terapiji (angl. solution-focused therapy) (Možina in Rebolj, 2020), ki jo je v zadnji četrtini dvajsetega stoletja razvila skupina sodelavcev pod vodstvom Steva de Shazerja (1940-2005) in njegove soproge Insoo Kim Berg (1934-2007) v okviru Centra za kratkotrajno družinsko terapijo (angl. Brief Family Therapy Center) v Milwaukeeju v ZDA 4. Nemetscheku 1 Mag. Miran Možina, dr. med., psihiater in psihoterapevt, SFU Ljubljana, miranmozina.slo@gmail.com 2 Tekst je bil objavljen kot spremna študija h knjigi Klaus Theuretzbacherja in Petra Nemetscheka Kovčing in sistemska supervizija s srcem, rokami in razumom. Podatki za citiranje: Možina, M. (2021). Analogna k rešitvi usmerjena supervizija Petra Nemetscheka s srcem, rokami in razumom. V Theuretzbacher, K. in Nemetschek, P., Kovčing in sistemska supervizija s srcem, rokami in razumom: Na delovanje usmerjen pristop, razvijanje sistemov (str. 259-304). Ljubljana: Sigmund Freud University Press. 3 Ker bo prevod knjige Theuretzbacherja in Nemetscheka (2009, 2021) služil kot učbenik za supervizorje, ki izhajajo iz različnih psihoterapevskih pristopov, je namen članka tudi dopolnitev vsebine njune knjige s kratkim pregledom raziskav o k rešitvi usmerjeni superviziji in superviziji nasploh. Na njihovi podlagi sem tudi povzel praktična vodila za supervizorje. 4 De Shazer, Berg in člani njunega tima so pri razvijanju svojega k rešitvi usmerjenega modela črpali iz številnih virov, kot so pristop Miltona H. Ericksona, raziskave o komunikaciji Gregoryja Batesona in model družinske terapije MRI (Mental Research Institute) v Palo Altu, filozofija Ludwiga Wittgensteina, elementi budizma in taoizma, socialnega konstrukcionizma, pragmatizma idr. (glej npr.
Razvoj identiteta djece i adolescenata. Definicija što je identitet. Freudov psihoseksualni razvoj djeteta. Eriksonov psihosocijalni razvoj djeteta. Rodni i seksualni identitet. Razvoj rodnog identiteta. Razvoj seksualne reagibilnosti. Prikaz slučaja.
Technological advances have revolutionized the way we think of counseling and psychotherapy education. Not only are we able to reach trainees, counselors, and clients in the far corners of the world, but Internet‐based educational processes have transformed the process by which we deliver curriculum and engage in supervision practices. This study highlights a training model that has been successfully used at one institution for preparing supervisors‐in‐training to engage in telesupervision. Through empirical data, we highlight lessons learned—challenges, benefits, ethical dilemmas, the impact of telesupervision practices on the supervisory working alliance, and attitudes towards and willingness to use telesupervision in the future. Implications for training and supervision in a global society are addressed.
Supervision is an important component of professional learning, growth, and development in the helping professions. It is at the heart of professional practice on a career-long basis for some professions and a significant element in education and internship for others. Regardless of how long it continues in a
professional’s career, it is a practice that is expected to model effective relationship building, the sensitive giving and receiving of feedback, and the careful management of power and difference. In this article, these expectations form a perspective through which a series of narratives of harmful supervision are reviewed.
How the field understands psychotherapy expertise is important. It affects how we practice and how we prepare others for practice. As in our other work, we argue that the most meaningful definition of expertise must involve steady improvement over time to achieve superior performance on some meaningful measure, which typically is client outcome. We also argue that the best means by which a therapist can achieve this is through ongoing deliberate practice. We contrast our position with not only Hill, Spiegel, Hoffman, Kivlighan, and Gelso’s preferred definition, in which they anchor expertise in therapist performance, but also with the various other possible definitions of expertise (e.g., therapist experience, therapist self-assessment of expertise) that they proffer as options.
This study explored the lived experiences of two cohorts of counselors in training (CITs) who experienced mindfulness-based activities in a counseling theory and practice course. Utilizing Merriam’s Interpretive Qualitative Approach (Merriam 1988, 2002), the data suggested that students perceived the activities to have enhanced their experiences as students and development as counselors. Implications for improving counselor preparation are considered.
Rooted in medicine and psychology, genetic counseling is a unique practice with a defined set of skills. Training is guided by practice-based competencies that define the requisite skills of an entry-level practitioner. Practicing genetic counselors with expertise in a variety of medical settings provide direct supervision that guides student development. In this article, we provide background on the history of genetic counseling, the model of practice, accreditation and certification standards, and an overview of clinical supervision as well as a review of supervision literature specific to the field.
Psychotherapy supervision has long been regarded as a crucial component of psychotherapy education. Supervisory role is very important in supervision outcomes but the absence of and need for supervisor`s education and training have continued to be emphasized. Supervisor`s education and training can be used to better prepare and strengthen new professionals who serve in the supervisory role. This study reviewed on the literatures of supervisor`s education and training, psychotherapy supervisor`s development, and core competencies in supervision. As a result of this study, it introduced what supervisor should be trained. There were supervisor identity, ability to build supervisory relationship/alliance, ability to provide effective and summative feedback, knowledge of professional supervision and value of commitment to lifelong learning and professional growth. Also consensus has converged on the superordinate value of now crucial components in educating and training supervisors: didactic instruction and experiential practice. In conclusion, I discussed what should be considered in Korean supervisor`s education and training and future research directions.
Many genetic counselors provide supervision to students during their career. Previous studies have shown genetic counselors, in general, are at increased risk for developing compassion fatigue. The purpose of this study was to determine if there was a difference in compassion fatigue and burnout levels in genetic counselors who currently supervise compared to genetic counselors who do not. Genetic counselors who currently practice in a clinical setting (N = 391) completed an online survey containing demographic questions, the Professional Quality of Life Scale, the State-Trait Anxiety Inventory, and questions specific to the genetic counselor’s experiences with supervision. Overall, when controlling for trait-anxiety, the supervision role by itself was not independently associated with the risk for compassion fatigue and burnout among genetic counselors. Within supervisors, however, there were several factors which were associated with this risk. Those with less supervision experience reported more secondary traumatic stress. Those supervisors reporting less confidence had decreased compassion satisfaction. Those with less experience or less confidence in their supervision role were most likely to be at increased risk for developing compassion fatigue. Training in supervision and support for dealing with compassion fatigue and burnout may be beneficial to supervisors with less experience.
‘La Verveine’ is a group for training in psychodrama and through psychodrama founded in Belgium in 1963. It merged with the Brussels CFIP (Centre for Training in Psycho-sociological Intervention) around 1973, and continued its training activity within this structure.
Supportive and effective clinical supervision is imperative to the training and development of assessment skills in clinical psychology. This article presents the development of the Multilevel Assessment Supervision and Training approach, a clinic-based method to supervision of assessment. This approach utilizes advanced predoctoral students to serve as peer supervisors for beginning predoctoral trainees conducting psychoeducational assessments. It offers several advantages, providing a peer mentoring supervisory experience during graduate education, improving the training experience and oversight for beginning trainees, and improving service delivery. Satisfaction ratings were collected from graduate trainees and their peer supervisors who support the utility of this approach.
This investigation was a qualitative evaluation of the Counseling Competencies Scale (CCS; Swank, Lambie, & Witta, 201243.
Swank, J. M., Lambie, G. W., & Witta, E. L. (2012). The Counseling Competencies Scale: A measure of counseling skills, dispositions, and behaviors. Counselor Education & Supervision, 51, 189–206.View all references) with clinical supervisors (N = 6) and their supervisees (N = 23) during their graduate-level practicum counseling experience. Five themes were identified (cognitive understanding, emotional understanding, feedback, trustworthiness, and gatekeeping), underscoring both the benefits and challenges within utilizing the CCS.
In this article we contend that supervisor humility is a critical variable in making rupture repair increasingly likely and give consideration to how that is so. Humility is defined and its research is briefly summarized. Humility's definition is then applied to supervision, specific ways by which supervisors display humility in the supervision relationship are identified, and some researchable supervisor humility hypotheses are proposed. Two case examples are presented, one showing the effects of a lack of supervisor humility in instigating alliance rupture, the other showing the power of supervisor humility in instigating alliance repair.
Multicultural sensitivity and competency represent critical components to contemporary practice and supervision
in school psychology. Internship and supervision experiences are a capstone experience for many new school psychologists; however, few receive formal training and supervision in multicultural competencies. As an increased number of students from culturally diverse backgrounds are accepted into school psychology training programs, it is likely students will encounter supervisory experiences in which the supervisor is of a culture other than their own. This paper explores cultural factors impacting supervision, reviews research on cultural match between supervisor and supervisee, as well as highlights best practice considerations for engaging in effective multicultural supervision.
This chapter describes a way that supervision technology can address Stein and Lambert's (1995) question in both practice and research via systematic client feedback. After a summary of Partners for Change Outcome Management System (PCOMS) practice and empirical support, including its application to supervision, available technology is reviewed and its benefits detailed. The chapter asserts that supervision enhanced by PCOMS technology strikes a balance between supervisee and client benefit and offers an objective way to answer whether supervision matters, allowing the field to move beyond wishful thinking and best intentions. It describes a four-step supervisory process designed to empower client voice, improve outcomes, and accelerate counselor development regardless of experience level or model practiced. PCOMS starts with the outcome rating scale (ORS), which is given at the beginning of a session and provides client-reported ratings of progress. © 2016 by the American Counseling Association. All rights reserved.
Consultation is considered a pivotal skill for professional psychologists, including those practicing in educational settings (i.e., school psychologists). It is generally assumed that the development of consulting competence occurs through effective consultation training. However, limited research supports this claim. Via a national survey of 262 early career school psychologists, this study investigated the link between school psychologists’ consultation training at the preservice level, and the enactment of the consultant role in schools during the early career. Participants’ reported experiences in consultation training were consistent with recent research in this area including omissions in the training and supervision they received, such as a lack of emphasis on process skills and multicultural competence. Regression analyses indicated participants’ consultation training, including supervision, and their direct service practices (i.e., assessment and counseling), may impact how they enact the consultant role, how confident they are in their consultation practice, and their perceived ability to achieve client, consultee, or systems-level change. (PsycINFO Database Record (c) 2015 APA, all rights reserved)
This chapter serves an information-disseminating function, by unpacking for supervisors how a competency-based paradigm might influence key aspects of supervision. It serves a reflective function, by inviting and challenging supervisors to carefully consider the merits and demerits of the paradigm. The chapter also serves a supportive function by providing guidelines, templates, and resources that may help supervisors adopt the paradigm. It focuses on designing a competency-based developmental plan (CDP) for supervision. Designing a CDP has many similarities with goal-setting in supervision. The chapter discusses the overarching considerations of different supervisory tasks. It also focuses on establishing a supervision agreement or contract. The ability to formulate SMART competencies and the ability to formulate a holistic program of competencies are two essential hallmarks of an adequate CDP for supervision. The chapter talks about these two essential hallmarks.
This study focused on the experiential learning experiences of eight trainee educational psychologists (school psychologists in the United States) from Singapore who participated in three role-play sessions during a two-day Basic Counseling Skills Training Program. Data collected from transcriptions of video-recorded sessions, a focus group discussion session, and responses to qualitative questionnaires were analyzed using Strauss and Corbin's Grounded Theory. The results of this study revealed that Western-style counseling andragogies such as realistic role-plays and immediate instructor feedback could be used effectively to teach Singaporean trainee educational psychologists basic counseling skills, and to broaden their understanding of the role of an educational psychologist. The study also revealed that the experience of failure in a role-play could be a motivator to change their practice both within and outside the classroom.
Supervision is a primary instructional vehicle for genetic counseling student clinical training. Approximately two-thirds of genetic counselors report teaching and education roles, which include supervisory roles. Recently, Eubanks Higgins and colleagues published the first comprehensive list of empirically-derived genetic counseling supervisor competencies. Studies have yet to evaluate whether supervisors possess these competencies and whether their competencies differ as a function of experience. This study investigated three research questions: (1) What are genetic counselor supervisors' perceptions of their capabilities (self-efficacy) for a select group of supervisor competencies?, (2) Are there differences in self-efficacy as a function of their supervision experience or their genetic counseling experience, and 3) What training methods do they use and prefer to develop supervision skills? One-hundred thirty-one genetic counselor supervisors completed an anonymous online survey assessing demographics, self-efficacy (self-perceived capability) for 12 goal setting and 16 feedback competencies (Scale: 0-100), competencies that are personally challenging, and supervision training experiences and preferences (open-ended). A MANOVA revealed significant positive effects of supervision experience but not genetic counseling experience on participants' self-efficacy. Although mean self-efficacy ratings were high (>83.7), participant comments revealed several challenging competencies (e.g., incorporating student's report of feedback from previous supervisors into goal setting, and providing feedback about student behavior rather than personal traits). Commonly preferred supervision training methods included consultation with colleagues, peer discussion, and workshops/seminars.
This qualitative study explored the perspectives of nine supervisors-in-training to understand how they used metaphoric stories containing the hero's/heroine's journey to conceptualize their process of transitioning from counselor to supervisor. Analysis revealed a three-phase process of counselor supervisor development similar to the process of development and transformation described in both the constructivist model of change (Mahoney, 200620.
Mahoney, M. J. (2006). Constructive psychotherapy: Theory and practice. New York, NY: The Guilford Press.View all references) and the hero's journey (Campbell, 19885.
Campbell, J. (1988). The power of myth. New York, NY: Doubleday.View all references). Results also indicated that conceptualizing their development as supervisors using the stories provided students with a valuable opportunity for critical self-reflection and meaning making. Suggestions for clinical supervision practice, training, and future research are discussed.
Using procedures inspired by Consensual Qualitative Research methodology (CQR), we examined the transcripts of 10 doctoral students who had been interviewed about their experiences participating in a supervision-of-supervision (SOS) group while cur- rently providing supervision to master’s-level counsellors-in-training. Five categories were identified: (a) SOS as a valuable context for professional development, (b) the benefits of SOS, (c) the role of the supervisor in SOS, (d) hindering aspects of group-format SOS, and (e) frustrations with the structure of SOS within the curriculum. These categories are elaborated, and a discussion and implications that flow from them are presented.
This study qualitatively explored the pre-departure to reentry experiences of Asian international psychologists and counselors trained in the USA. Semi-structured interviews were conducted with 10 participants from four different Asian countries. Inductive analysis with Consensual Qualitative Research methods was used to analyze the interview data. Three domains and 25 themes emerged from the analysis of the data, representing participants' key domains as motivation to study in the USA, various sojourn experiences, and multiple reentry challenges. Findings are discussed in terms of training applications for Asian counseling students as well as the cross-national application of US counseling training. Recommendations for educators, supervisors, and prospective international students are suggested.
In what ways do supervisors repair the ruptured supervisory alliance? In this article, that question is considered, with focus given to one rupture repair intervention: Supervisor apology. Apology/forgiveness theory and research are integrated with current thinking about supervision alliance rupture and repair. Using the recent conflict transformation research of Kirchhoff and colleagues (Kirchhoff, Strack, & Jager, 200928.
Kirchhoff, J., Strack, M., & Jager, U. (2009, July). Apologies: Depending on offence severity the composition of elements does matter. In F. Garoff (Chair), Preventing violent conflict: Psychological dimensions. Symposium conducted at the 11th European Congress of Psychology, Oslo, Norway.View all references; Kirchhoff, Wagner, & Strack, 201229.
Kirchhoff, J., Wagner, U., & Strack, M. (2012). Apologies: Words of magic? The role of verbal components, anger reduction, and offence severity. Peace and Conflict: Journal of Peace Psychology, 18, 109–130.View all references) as a building block, the 10 elements of apology are examined vis-à-vis the supervisory situation, and the applicability of the concepts of simple and complete apology for supervision alliance rupture repair are presented. Eight statements that link apology and forgiveness with supervision alliance rupture and repair conceptualization are proposed, and a case example that communicates the reparative effectiveness of supervisor apology is described. Supervisor rupture identification and repair is viewed as being an important competency that involves a supporting knowledge base, skill set, and values core.
Clinical supervisors provide support, instruction, and professional gatekeeping for supervisees, while also working with them and clients to ensure that quality clinical service is provided. Thus, supervisors find themselves managing multiple and competing ways of orienting to the supervisory situation that may result in relational conflicts (e.g., with supervisees, professional boards). We build on the concept of supervisory positions to articulate an approach to supervision aimed to foster optimal conditions for supervisees' professional development. We exemplify how supervisors may use this approach to manage multiple responsibilities without lessening good relationships with supervisees.
This study explored counseling trainees’ development of self-efficacy within an urban high school practicum experience. The following two research questions were addressed: (a) Did a field placement experience in an urban school increase counseling trainees’ self-efficacy? and (b) What fieldwork factors affected counseling trainees’ development of self-efficacy as urban counselors? Quantitative analysis indicated that participants self-reported overall improvement in counseling skills and greater confidence in executing school counseling activities in an urban environment, while qualitative analysis suggested the positive impact of using a targeted supervisory curriculum to develop counseling students’ self-efficacy in working with urban youth. Implications for counselor educators are provided.
The relationships between perfectionism, counseling self-efficacy, and the supervisory and client working alliance were investigated among 143 counseling trainees and 46 supervisor–trainee dyads. Maladaptive perfectionism was negatively correlated with the supervisory alliance and working alliance. Counseling self-efficacy moderated the relationship between adaptive perfectionism and the supervisory alliance (perspective of the counseling trainee) and maladaptive perfectionism and the supervisory alliance (perspective of the supervisor). The authors conclude that supervisors should consider perfectionism and counseling self-efficacy as important factors in supervision.
D. A. Kolb's (1984) 4 processes of experiential education are presented as guidelines for humanistically based training in group counseling. Specific training activities are described, and recommendations for improving training methods are outlined. The authors present qualitative data obtained from graduate counseling students who participated in these activities and provide recommendations for research.
This manuscript explores the impact of clinical supervision on the reduction of stress for professional counselors working with clients that experience crisis on a routine basis. The therapeutic relationship, posttraumatic growth, and vicarious trauma will be outlined to demonstrate the necessity for meaningful, crisis-based supervision. A review of the literature underlining existing models of addressing crisis and clinical supervision is examined. A model of clinical supervision will be proposed that incorporates existing models and the significance of empathy in the counselor-supervisory relationship.
What is signature pedagogy in psychoanalytic education? This paper examines that question, considering why psychoanalytic supervision best deserves that designation. In focusing on supervision as signature pedagogy, I accentuate its role in building psychoanalytic habits of mind, habits of hand, and habits of heart, and transforming theory and self-knowledge into practical product. Other facets of supervision as signature pedagogy addressed in this paper include its features of engagement, uncertainty, formation, and pervasiveness, as well as levels of surface, deep, and implicit structure. Epistemological, ontological, and axiological in nature, psychoanalytic supervision engages trainees in learning to do, think, and value what psychoanalytic practitioners in the field do, think, and value: It is, most fundamentally, professional preparation for competent, "good work." In this paper, effort is made to shine a light on and celebrate the pivotal role of supervision in "making" or developing budding psychoanalysts and psychoanalytic psychotherapists. Now over a century old, psychoanalytic supervision remains unparalleled in (1) connecting and integrating conceptualization and practice, (2) transforming psychoanalytic theory and self-knowledge into an informed analyzing instrument, and (3) teaching, transmitting, and perpetuating the traditions, practice, and culture of psychoanalytic treatment.
Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim,) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment, supervisory relationship, supervisor self-assessment, and administration of supervision. Implications for future research and supervisor training programs are discussed. © 2014 by the American Counseling Association. All rights reserved.
Kenneth Gergen’s seminal contributions to social constructionist thinking have substantial implications for the practice of counselling and psychotherapy, and thus for the training of practitioners as well. This article takes up the latter point, exploring the many deviations from traditional approaches to foundational counselling skills training that arise when educators are informed by constructionist philosophy. The article is written in the form of a dialogic exchange in recognition of Gergen’s emphasis on the relational aspect of knowing, with contributions from two educators accustomed to training graduate level practitioners in basic counselling and psychotherapy practice.
Psychotherapy supervision has now celebrated its first centennial, is poised to move boldly forward into its second century of contribution to psychotherapy education, and seems perfectly positioned to further advance our knowledge about and practice of how to effectively facilitate, influence, and mentor our supervisees. Professional interest in and recognition of psychotherapy supervision appears to be at an all time high, and its value as a potentially alchemical educational event seems increasingly incontrovertible. But if supervision is to maintain and even enhance its substance and significance in 21st century psychotherapy education, what are the matters to which we as supervision practitioners, researchers, and theorists must vigilantly attend and vigorously address? In this special supervision issue of the Journal of Contemporary Psychotherapy, we would like to examine some of those matters. The topics that are addressed include: competencies, evidence-based practice, and supervising psychoanalytic/psychodynamic, cognitive/behavioral, humanistic/existential, and integrative/eclectic psychotherapies. The binding theme of “pressing needs and impressing possibilities” will be evident throughout this journal issue. In this introductory paper, I briefly define psychotherapy supervision, consider its beginnings, provide a rationale for this special issue, and identify the specific questions that give focus and frame to each of the succeeding contributions.
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