Effective Supervisory Relationships (eBook)

Best Evidence and Practice

Helen Beinart, Susan Clohessy (Autoren)

eBook Download: EPUB

2017
John Wiley & Sons (Verlag)
978-1-118-97360-8 (ISBN)

Infos

Effective Supervisory Relationships: Best Evidence and Practice is the first book to explore in detail the Supervisory Relationship, which research has consistently found to be the most critical component of any supervisory process. Helen Beinart and Sue Clohessy - two experts in the field - draw on world-wide studies that cover all major therapeutic approaches to the Supervisory Relationship, and include detailed coverage of cultural competence and issues of effective multicultural supervision. The result is a comprehensive resource that offers cutting-edge, internationally relevant information in order to inform study, training, continuing professional development and practice.

HELEN BEINART is the former Director (Clinical and Professional) of the Oxford Institute of Clinical Psychology Training, Oxford University, UK. Previously, she was Head of Child and Adolescent Health Clinical Psychology Services in Aylesbury and Kingston.

SUE CLOHESSY is Clinical Tutor, Course Director of the PGCert in Supervision of Applied Psychological Practice, and lead for Supervisor Training at the Institute of Clinical Psychology Training, Oxford University, UK.

Inhalt

About the Authors vii

Preface ix

Acknowledgments xiii

Part I Effective Supervisory Relationships: Best Evidence 1

1 Introduction 3

2 Overview of Models of Supervision and the Supervisory Relationship 13

3 Influences on the Supervisory Relationship 31

4 Outcomes and Measurement 43

5 Ethical and Culturally Sensitive Practice 57

Part II Effective Supervisory Relationships: Best Practice 71

6 Good Beginnings 73

7 Giving and Receiving Feedback 91

8 Preventing and Managing Difficulties in the Supervisory Relationship 109

9 Reflective Practice 123

10 The Supervisory Relationship in Other Supervision Formats 143

11 Summary and Conclusions 157

Endnote 167

Appendix 1 The Supervisory Relationship Questionnaire (SRQ) 171

Appendix 2 The Short Supervisory Relationship Questionnaire (S-SRQ) 177

Appendix 3 The Supervisory Relationship Measure (SRM) 179

References 185

Index 205

Rezensionen

"This book is well written by experts in the field. It contains information about the supervision process that is critical in order for new practitioners to be fully trained and veteran clinicians to be more effective in their work" Doodys. Sept 2017

Textauszug

2
Overview of Models of Supervision and the Supervisory Relationship

The aims of this chapter are:

• to provide an overview of models and frameworks that can be used to inform supervision;
• to summarize key ideas about the supervisory relationship from these models and frameworks;
• to summarize models of the supervisory relationship.

One of the distinguishing features of applied psychology is the reciprocal interplay between theory, practice, and research. Theory provides us with a road map, a framework for formulation and making sense of experience, and guides us toward specific interventions. Our practice refines this and allows us, through reflective practice, to adapt to each client and context. Research supports the development of theory and evidence in order to improve our effectiveness. In our experience, supervisors do not always apply this fundamentally psychological framework to their supervision, relying more on personal intuition and experience. This could be because theories of supervision are not very well developed or researched. For this reason, those of us working in applied psychology tend to refer to models or frameworks of supervision, rather than theories, and these are plentiful.

Although there are many conceptual frameworks for supervision, there are few models that focus specifically on the supervisory relationship. This chapter therefore presents an overview of selected supervision models and draws out aspects that add to our understanding of the SR. We then discuss models of the SR in more detail, and review the evidence base to support them. This will include models developed from the Oxford Supervision Research Group’s research on supervisees’ and supervisors’ experiences and perceptions of the SR. We also explore other frameworks, such as experiential learning and attachment theory, which we believe contribute to our understanding of the SR.

Models of Supervision

Supervision models are often divided into two broad categories: those developed specifically to explain the process of supervision itself, referred to as generic or supervision‐specific models, and those based on psychotherapy theories (e.g., psychodynamic, cognitive behavior therapy). Several authors—for example, Ladany (2014), Bernard and Goodyear (2014), and Beinart (2012)—argue that there are drawbacks to using therapy models for explaining supervision. Supervision differs from therapy and is fundamentally an educational process that facilitates the learning of professional skills and roles (Holloway & Poulin, 1995; Scaife & Scaife, 2001). Many professions, not only psychology, use therapeutic models for supervision, which are not necessarily appropriate or applicable to their area of practice. Additionally, in the psychotherapy world, the use of therapy models to explain the learning process may hinder aspects of professional development and research, and may be vulnerable to boundary infringements between supervision and therapy (Ladany, 2014). Therefore, models that explain supervision itself, and models of how adults learn (e.g., Kolb, 1984), may be more useful and have become our preferred approach. However, many applied psychologists and therapists continue to use therapeutic models to guide their supervision practice. We therefore present a brief summary of these models, with a particular emphasis on their contribution to our understanding of the SR.

Supervision Models Based on Psychotherapy Models

Early accounts of supervision tended to be extrapolated from therapy models, and the majority of therapeutic schools have developed their own supervisory models. We provide a brief overview of the dominant psychotherapy models of supervision but the reader is referred to A. K. Hess, Hess, and Hess (2008) and Watkins and Milne (2014) for detailed discussion of therapy‐specific models of supervision. It is worth noting that practitioners are drawn to particular therapeutic models due to how these fit with their assumptive worlds and beliefs about how people change. This is likely to affect an individual’s supervision style and mode. For example, a CBT‐oriented therapist or supervisor is more likely to focus on cognitions and to adopt a more structured educational stance. A humanistic orientated therapist or supervisor is likely to focus on emotions and to adopt a more experiential style. In the next section we briefly overview CBT, humanistic, psychodynamic, and systemic models of supervision.

Cognitive Behavior Therapy Models of Supervision

Beck, Rush, Shaw, and Emery (1979) set out the tenets of CBT supervision, which were subsequently developed by authors such as Liese and Beck (1997) and Padesky (1996). The underlying principles, features, and structure of supervision and therapy sessions are similar. These include a collaborative approach, use of CBT methods such as socratic questioning, and providing a clear session structure, for example, checking in, providing a bridge between sessions, agenda‐setting, prioritizing, summarizing, eliciting feedback, and reviewing and setting homework. See Kennerley and Clohessy (2010) for a summary of the fundamentals of CBT supervision.

CBT supervision can be wide‐ranging. Padesky (1996) developed an options grid that provides a number of foci, including mastering specific CBT skills, conceptualization, the therapeutic relationship, therapist reactions, and the supervisory process. Supervisors may also attend to their supervisee’s negative thoughts and assumptions as they relate to their practice and supervision (e.g., Liese & Beck, 1997). For example, they may need to challenge supervisees’ expectations of always “getting it right” in therapy.

CBT supervisors emphasize direct observation or recordings of practice and active learning methods such as role‐play. Safran and Muran (2001) argue that experiential methods support experiential learning, and enable the supervisee to attend to their interpersonal responses in therapy. The emphasis on monitoring and feedback is well developed in this approach. Standardized rating scales such as the Cognitive Therapy Scale—Revised (Blackburn et al., 2001) are a useful means of assessing practice and providing feedback to the supervisee (Reiser & Milne 2012). CBT has been much researched as a therapeutic method and leads the way in evidenced‐based treatments. The growth of therapy outcome research has led to manualized treatments, and the focus of supervision is often to ensure fidelity to treatment approach. Roth and Pilling (2007; 2008) have developed competency‐based frameworks for the Improving Access to Psychological Therapies (IAPT) initiative in the United Kingdom. These are available online at https://www.ucl.ac.uk/pals/research/cehp/research‐groups/core/competence‐frameworks.

The model‐specific CBT supervision competencies within this framework include: a sound knowledge of CBT theory, recognition of supervisee abilities and learning needs, the ability to structure and prioritize CBT supervision sessions, an ability to impart relevant theoretical knowledge, and communicate and model CBT skills and their application. More recently, there has been attention on assessing CBT supervision skills, including the development of the Supervisor Competence Scale (SCS, in Kennerley & Clohessy, 2010). Recent authors on CBT supervision (e.g., Newman, 2010; Reiser & Milne, 2012) have stressed more generic supervision skills and placed an emphasis on the SR for creating a safe environment for learning. Safran and Muran (2001) suggest that supervisors should monitor the quality of their SRs, and promote opportunities for experiential learning. The growth of research into CBT has not been matched by a similar amount of research into CBT supervision (Reiser & Milne, 2012). However, there is growing interest in this field, which seems particularly important for a therapy model that prides itself on its research rigor.

Psychodynamic Models of Supervision

Freud, probably the first author to write about supervision in the early 1900s, proposed an expert student model. Ekstein and Wallerstein (1972) developed this as a model of teaching and learning that emphasizes the relationships between client, therapist, and supervisor. Sarnat (2010) suggests that relationship, self‐reflection, assessment, diagnosis, and intervention are central competencies for a psychodynamic therapist. She suggests that supervisors need to help supervisees become competent in three main areas—theory and technique, complex psychotherapeutic skills, and emotional and relational capacities.

The relational psychodynamic model of supervision (Frawley‐O’Dea & Sarnat, 2001; Sarnat, 2012) proposes that patient–therapist and supervisee–supervisor are two reciprocally influential dyads. Exploration of the SR as it relates to the clinical relationship is seen as a central task of supervision. Both parties in the supervisory dyad introduce their transferences, anxieties, and resistances into the SR, although it is acknowledged that the supervisor has greater power and holds responsibility for establishing the frame, respecting boundaries, and attending to supervisee needs. A key aspect of this model is attending to disruptions or ruptures within the SR in order to provide the supervisee with opportunities to learn how to attend to these within the therapeutic relationship (TR). This is seen as an important way of connecting theory to lived experience, in a safe and...

Produkt-Details

• Erscheint lt. Verlag: 14.3.2017
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Klinische Psychologie
• Themenwelt: Medizin / Pharmazie ► Allgemeines / Lexika
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Medizinethik
• Themenwelt: Naturwissenschaften ► Chemie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Sozialpädagogik
• Themenwelt: Sozialwissenschaften ► Soziologie
• Schlagworte: Applied Psychology • Beinart • Clinical psychology • Clinical supervision • Clohessy • Coaching • Counseling • developing SR • developing supervisory relationships • evidence based clinical supervision • evidence-based SR • evidence-based supervisory relationships • Helen Beinart • Klinische Psychologie • measure of the supervisory relationships • measures of the SR • Medicine • mental health SR • mental health supervisory relationships • nursing • practice of SR • practice of supervisory relationships • Psychologie • Psychology • Psychotherapie • Psychotherapie u. Beratung • psychotherapy • Psychotherapy & Counseling • psychotherapy and coaching • research on SR • research on supervisory relationships • Social Policy & Welfare • Social Work • Sozialarbeit • Sozialpolitik u. Wohlfahrt • SR • SR in clinical counseling and psychology • SR in clinical psychology • study of SR, study of Helen Beinart • supervisory process in mental health • supervisory relationships • supervisory relationships in clinical counseling • supervisory relationships in clinical psychology • supervisory relationships in psychology • Susan Clohessy • theory of SR • theory of supervisory relationships • training for SR • training for supervisory relationships
• ISBN-10: 1-118-97360-7 / 1118973607
• ISBN-13: 978-1-118-97360-8 / 9781118973608