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Emotional Focused Supervision: Therapist Variables in Session

This presentation explores variables in therapist supervision, including goals, benefits, student perceptions, developmental models, supervisor research, the importance of good therapists, multiple supervisor roles, and the interpersonal context of supervision.

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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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