Emotional Focused Supervision: Therapist Variables in
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Transcript Emotional Focused Supervision: Therapist Variables in
Emotional Focused
Supervision: Therapist
Variables in Session
APPIC 2009 Membership Conference
Portland, Oregon
Goals of Supervision
Increase trainee’s repertoire of techniques
Address a variety of presenting problems
Work with theoretical orientation
Overall goal to strengthen the set of behaviors the
therapist exhibits to benefit the client
Beginning practicum students
rate good supervision when…
Personal and pleasant relationship
Structured supervision sessions
Direct teaching on how to do therapy
Encouragement to try new skills
(Worthington and Roehlke, 1979)
Worthington, 1984
Higher levels of perceived support, students reported
they were able to get “more” out of the supervision
Improvement in supervision experience was undefined
Students reported “enjoying” supervision more
Enjoyment doesn’t mean improvement
Developmental Model
Progress through stages of learning and development and
incrementally acquire:
Greater skill level
Greater confidence level
Greater collegial relationships with supervisors and
peers
(Kaslow&Deering, 1993; Friedman &Kaslow, 1986 )
Supervisor Research
Alonzo (1983) proposed that supervisors change through
professional life cycle
Self and identity
Relationship between therapist and supervisor
Administrative duties
Good therapist equates good
supervision (Rubin, 1989)
If this is true, no further training in supervision is
needed
Which would mean there is no need to do research in
the field of supervision
Considerable body of research clearly indicates
disagreement with this assumption
Supervisor’s multiple roles
(Bernard, 1979; Hess, 1980)
Limits efficacy
Critical feedback withheld
Impressions in one area crosses into another
Supervision more effective if relationship was only in
the area of supervision
Interpersonal Context of
Supervision Ladany, Friedlander,
and Nelson (2005)
Emphasizes strong alliance between the supervisor
and the supervisee
Internal conflict that surfaces within the therapist as the
therapy unfolds can be worked through in ways that
facilitate the supervisee's clinical work
Parallel Process
Working toward “process” similarity not just “role”
similarity
Supervision and psychotherapy
Ladany, etal. (2005)
Not the same
Focus remains on the therapeutic process and the
variables the supervisee brings to bear on it
How the supervisee's personal revelations are
influencing their therapeutic work with their clients
Setting the stagefor supervision
Supervisee had two classes from supervisor allowing
for greater history
Supervisee possessed sophisticated and advanced
skills
Supervisee was responsible in seeking supervision
when needed
Supervisee was introspective
Issues supervisee found salient
Traumatic past
Stimulus Presentation
Competency