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