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Emotional Focused Supervision: Therapist Variables in Session

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

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Emotional Focused Supervision: Therapist Variables in Session

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  1. Emotional Focused Supervision: Therapist Variables in Session APPIC 2009 Membership Conference Portland, Oregon

  2. 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

  3. 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)

  4. 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

  5. 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 )

  6. Supervisor Research Alonzo (1983) proposed that supervisors change through professional life cycle • Self and identity • Relationship between therapist and supervisor • Administrative duties

  7. 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

  8. 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

  9. 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

  10. Parallel Process • Working toward “process” similarity not just “role” similarity

  11. 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

  12. 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

  13. Issues supervisee found salient • Traumatic past • Stimulus Presentation • Competency

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