Mutuality in psychotherapy supervision.

Contends that mutuality, the quality of shared participation and interchange of thoughts and feelings, is a key element of the supervisory relationship in general and a specific component in contracting for supervision and in developing therapeutic skills. It is suggested that there is a parallel between the processes of supervision and psychotherapy. Supervisor–supervisee dialogs are included to illustrate mutuality in learning, in contracts, in assessment, in interventions, and in process monitoring. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On becoming a supervisee: Preparation for learning in a supervisory relationship.

Proposes a more structured form of presupervisory preparation than generally exists in graduate training programs. Guidelines for incorporating such instruction are provided. Topics for discussion, including salient issues and perspectives in the supervision literature as well as research findings, are outlined. Potential pitfalls and strategies for trainees to deal with dissatisfactions are identified. The suggested curriculum for preparing the supervisee would cover the differences between a didactic and a therapeutic emphasis, stages of development within supervision, interpersonal relationships, and countertransference and parallel process. An overview of supervisory methods, especially with respect to the presentation of case material would also be valuable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parallel processes in counseling and supervision: A case study.

Were concerned with the reciprocal, interlocking processes of supervision and counseling. To examine the theoretical model of parallel process, we applied social psychological theories of self-presentation and interpersonal influence in an in-depth case study (1 client, 1 counselor trainee and 1 supervisor) of the naturally developing therapeutic and supervisory relationships. Multiple indexes of the process and outcome (of both treatments) provided self-reported and verbal communication data. Results point to the similar aspects of the two relationships, the possible indicators of parallel process, and an identification of the behavioral features of the supervisor's style. Conclusions provide guidance for more extensive research along these lines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The supervision genogram: A tool for preparing supervisors-in-training.

The purpose of this article is to introduce the supervision genogram as a training tool that can be implemented in supervisor training. The supervision genogram is a unique training tool that may be used to enhance supervisors'-in-training self-awareness and understanding of the supervisory process. Psychological trainers who are responsible for training supervisors may also find that the supervision genogram can aid them in assessing the needs of supervisors-in-training and in creating corresponding supervisory environments and experiences. A detailed account of how to develop and process the supervision genogram is given. An overview of supervision genogram symbols and a completed supervision genogram are also provided. Implications for training, such as flexibility of application, ethical and professional issues, and developmental considerations for using this tool are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Separating group supervision from group therapy: Avoiding epistemological confusion.

Comments on M. T. Riva and J. A. Erickson's (see record 1996-09446-001) article examining group supervision practices in psychology predoctoral internships. The author argues that extant research in the area of group supervision has already provided evidence that suggests therapy-based group supervision environments or processes are likely not effective approaches to use with trainees. It is concluded that approaching group supervision primarily as a process of learning that is best informed by pedagogy, rather than as an activity similar to group therapy in its processes and goals, may assist supervisors and researchers in finding effective and ethical methods to train psychology students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions that characterize supervisor interventions delivered in the context of live supervision of practicum counselors.

Examined underlying dimensions from actual supervisory statements taken from interventions occurring during live supervision of counseling interviews. 27 supervisor interventions were identified and transcribed from the 3rd and 4th counseling sessions of 16 counseling dyads. 26 judges sorted and rated these transcribed interventions. Multidimensional scaling revealed 6 dimensions that characterized the supervisor interventions. The dimensions were interpreted as Directing-Instructing vs Deepening, Cognitive Clarification vs Emotional Encouragement, Confronting vs Encouraging the Client, Didactic-Distant vs Emotionally Involved, Joining With vs Challenging the Trainee, and Providing Direction vs Resignation. The findings are discussed in relation to the supervision literature. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working with families: A practitioner's perspective:.

Suggests that school psychologists face a challenge to provide assessment and intervention within a family context. Comments are provided on a discussion by J. C. Hansen et al (see record 1990-18461-001) of the types of ethical dilemmas school psychologists are likely to face in providing services to families. The key to providing appropriate and ethical interventions with families will depend on the development of sound policies, professional awareness, and supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervision by telephone: An innovation in psychoanalytic training--a roundtable discussion.

Supervision using the telephone was the topic at a roundtable discussion during the 2005 Spring meeting of Division 39 (Psychoanalysis) of the American Psychological Association. Areas of agreement that emerged from the discussion among the panelists and the audience included the following: (a) that some face-to-face contact to supplement telephone supervision is desirable; (b) that the process and relational fit between the supervisee and the supervisor is more important than whether supervision is over the telephone on in person; (c) that parallel process is important in supervision; (d) that the supervisory alliance is important; (e) that telephone supervision is essential in distance learning programs, and (f) that telephone supervision permits exposure to diverse viewpoints that might otherwise not be available. Telephone supervision is frequently used but rarely discussed. Panelists all felt that the topic needs further discussion and must be seriously considered in training programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing Professional Competence Through Developmental Approaches to Supervision.

There has been a recent increase in interest in defining and describing the competencies for professional practice in psychology. Perhaps the most important mechanism for enabling the acquisition of competencies is the process of supervision. This article takes the position, based on a review of relevant research in supervision and the author's experiences, that developmental theories of supervision have stimulated considerable research and provide a direction for future work in research and practice. It is argued that the most detailed of these theories, the Integrated Developmental Model, provides a useful framework for understanding how supervisees change over time and how various supervision environments (broadly) and supervision interventions (specifically) can enhance or detract from the development of professional competencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An exploration of experiences and preferences in clinical supervision with play therapists.

Clinical supervision plays a significant role in the counseling profession. Understanding and refining the supervisory process can foster development in the training of therapists in general and play therapists in particular, ultimately resulting in better mental health services for children. This study was designed to explore the experiences and preferences of play therapists in clinical supervision. Participants (N = 559) completed a Web-hosted survey that included items related to their current and preferred supervision experiences as well as a demographic questionnaire. A subset of the respondents (N = 238) completed questions related to their current supervision experiences. Findings suggest that: (a) a substantial number of participants were not receiving supervision for their work in play therapy, (b) supervisees prefer a combination of group and individual supervision, (c) supervisor professional identity as a play therapist and credential are salient supervisee preferences, and (d) compared to current supervision experiences, supervisee preferences had a noteworthy impact on practical significance demonstrated through large, moderate, and small effect sizes. Results from the study offer an opportunity for professionals to consider changes in how supervision is provided to therapists who work with children in play settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychotherapy supervision: A survey of internship training practices.

A survey of 151 American Psychological Association-approved predoctoral internship programs showed a ratio of 3 hrs of psychotherapy provided by interns to 1 hr supervision received by the intern. Interns received an average of 4.25 hrs/wk of supervision, and the supervisory staff provided an average of 3.76 hrs/wk of supervision. One-to-one supervision was the predominant supervisory modality. Supervision was considered part of the job, not something to be specifically rewarded. No specific and direct evaluation procedures to assess supervision quality were available. One-third of the facilities reported that they provided training in supervision for interns. Programs could be characterized as "open" (accepting other than graduate psychology interns) or "closed" and more or less intensive in providing supervision. The dimensions of openness and intensity were related to the types and amounts of supervision provided. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Combining individual and organizational stress interventions: An organizational development approach.

This article presents a comprehensive stress management program (CSMP) using an organizational development approach. An organizational development approach to CSMP measures and improves processes within the total system from the individual to the organizational level. A three-stage process model is discussed as follows: preparing the organization for the CSMP, implementing a comprehensive selection of tailored CSMP interventions, and institutionalizing the interventions throughout the organization. A key tenet of the process is obtaining the active involvement of organizational members who can sustain the CSMP long term. Illustrations from the authors' consulting experiences in four organizations are provided. Implications for both scientists and practitioners are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based practices addressed in community-based children's mental health clinical supervision.

Clinical supervision is the principal method of training for psychotherapeutic practice, however there is virtually no research on supervision practice in community settings. Of particular interest is the role supervision might play in facilitating implementation of evidence-based (EB) care in routine care settings. This study examines the format and functions of clinical supervision sessions in routine care, as well as the extent to which supervision addresses psychotherapeutic practice elements common to EB care for children with disruptive behavior problems, who represent the majority of patients served in publicly funded routine care settings. Supervisors (n = 7) and supervisees (n = 12) from four publicly funded community-based child mental health clinics reported on 130 supervision sessions. Supervision sessions were primarily individual in-person meetings lasting one hour. The most common functions included case conceptualization and therapy interventions. Coverage of practice elements common to EB treatments was brief. Despite the fact that most children presenting to public mental health services are referred for disruptive behavior problems, supervision sessions are infrequently focused on practice elements consistent with EB treatments for this population. Supervision is a promising avenue through which training in EB practices could be supported to improve the quality of care for children in community-based “usual care” clinics. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Relations of complementarity and supervisory issues to supervisory working alliance: A comparative analysis of two cases.

This study examined the effects of complementary communications and supervisory issues on the formation of working alliance in 2 graduate student supervisor–supervisee dyads, 1 characterized by high alliance and 1 by low alliance, over the first 3 weeks of clinical supervision. A research-informed case study method was used to collect process and outcome data from the participant and rater perspectives. Results provided some support for (a) a sequential order of the themes or issues underlying the professional development of counselor trainees, (b) a higher degree of complementary interaction in the high-alliance dyad than in the low-alliance dyad, and (c) a relation between complementarity and supervision satisfaction level. Implications for future research and practice are discussed relative to the supervision literature. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relational perspectives and the supervisory triad.

Contemporary psychoanalytic perspectives, especially those broadly labeled relational, have significant implications for how supervision is understood and conducted. Perspectivist, 2-person models of psychoanalysis may be applied to the ways supervisors construct supervisory authority, knowledge, and the transmission of clinical technique to the trainee. Specifically, a dyadic model of psychoanalysis leads to a triadic view of the supervisory process. Clinical examples are used to expand traditional concepts of parallel process and illustrate ways in which supervisor, therapist, and patient are engaged in an inevitable and ongoing system of multidirectional influence. Relational concepts—such as the value of paradox and uncertainty, the interaction between mutuality and asymmetry, locating a balance between old and new object relationships, and attending to reciprocal influences in affective shifts—are highlighted as they apply to the supervisory triad. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

炉内监测技术在沙钢5800m~3高炉上的应用

沙钢5800m~3高炉在开炉装料过程中,用激光网格技术测量了料流轨迹,用激光扫描仪测量了料面形状,得到了PW新型并罐无钟装料设备的布料规律。并采用了一系列炉内监测技术:用料面摄像仪和红外热图像仪,在线观察监测炉内气流分布与设备运行状况;在40个风口全部应用风口摄像仪,实时在线观察各个风口的工作状况和喷煤情况。     

Parallel process as transference-countertransference interaction.

Suggests that parallel process is a chain reaction that may occur in any interconnected series of interpersonal situations that are structurally and dynamically similar in significant respects. Typically it involves intertwined concerns about authority and dependency, and the participants need to conceal their attempted solutions to those concerns, leading to an interlocking series of parallel transference–countertransference integrations. The best understanding of these processes is achieved when the motivations of all the participants are examined and overlaps in their character structures are identified. A clinical vignette of a parallel process sequence is provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The supervisory experience: An object relations perspective.

Provides a theoretical framework based on D. W. Winnicott's (1965, 1971) theory of object relations for understanding aspects of the supervisory process. Focus is on the early caregiving relationship as a metaphor in delineating important aspects of the therapeutic experience. A case illustration (a male rape victim in his early 30s with a history of nonpsychotic depression), which demonstrates supervision of a student in psychotherapy training, is interpreted in light of parallel caregiving processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Opening the dialogue: Implications of feminist supervision theory with male supervisees.

There is a lack of scholarship examining the implications of feminist-informed theories of clinical supervision to guide practice with male supervisees. A critical discussion is needed to better understand the intersections of feminist supervision theory and masculine psychology lest ineffective supervisory interventions occur. The present article begins with a critical review of the intersections of male psychological theory and feminist supervision theory. A hypothetical case vignette is then presented to highlight a number of potential implications for supervisors working with male supervisees informed by feminist supervision theory. The article concludes with directions for future training and research, as well as limitations of the arguments presented. (PsycINFO Database Record (c) 2011 APA, all rights reserved)