Emotional Focused Supervision:

Therapist Variables in Session

APPIC 2009 Membership ConferencePortland, Oregon

Goals of SupervisionIncrease 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, 1984Higher 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 ModelProgress 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 ResearchAlonzo (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 ProcessWorking 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