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)     

Approaching supervision from a developmental perspective: The counselor complexity model.

Presents a model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. The progress of the trainee is described from the entry level counselor through the advanced master counselor stage. Characteristics of trainees at each of the 4 levels of the model are discussed, as are the appropriate supervision environments that encourage development to the next level. The supervisor skills of discrimination and the creating of environments are discussed in relation to trainee characteristics and the appropriate environments for the supervision process. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental model for teaching and learning in psychotherapy supervision.

Contends that supervision of psychotherapy is a complicated responsibility because the supervisor's commitment is divided between supporting the growth of the student and protecting the welfare of the client. The phenomenon of the treatment relationship can be obscured by parallel processes in the supervision. A model based on a set of developmental crises that reflect stages of learning and maturation in therapist growth is proposed. Crises in learning psychotherapy include (1) the demand for wide-ranging tolerance of ambiguity, (2) recognition and acceptance of the limits of one's capacity to offer therapeutic conditions, (3) the discovery of therapy as deep communication, and (4) the emergence of a conceptual set in which a variety of models of therapeutic intervention are related to the needs of varying patients. It is suggested that the behavior of the supervisor in dealing with problems in supervised psychotherapy is the real modeling. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concept mapping of the events supervisees find helpful in group supervision.

Although group supervision is ubiquitous in practicum training sites today, little research has examined its benefits. The authors identified 66 different helpful events, drawn from the free responses of 49 graduate students in psychology. Thirteen of these students then sorted the events by similarity; a concept map was created via cluster analysis and multidimensional scaling of the resulting similarity data. Helpful events fell into five clusters: Supervisor impact; Specific instruction; Self-understanding; Support and safety; and Peer impact. These clusters differed on two dimensions: Perceiving supervisor versus peer impact and Acquiring objective versus self knowledge. Research and practice implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapists-in-training who experience a client suicide: Implications for supervision.

Client suicide is often an extraordinarily painful process for clinicians, especially those still in training. Given their training status, supervisees may look to their graduate programs and supervisors for guidance and support when such an event occurs. This study qualitatively examined the experiences of 13 prelicensure doctoral supervisees regarding their client's suicide. Findings suggest that these supervisees received minimal graduate training about suicide and that support from others, including supervisors, helped them cope with their client's death. Supervisors are advised to normalize and process supervisees' experiences of client suicide. Implications for training and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Black clients: Implications for supervision of trainees.

Presents a model to assist supervisors in training therapists with Black clients. Errors of beginning therapists (both Black and White) are described, including the trainee's language being full of slang, assuming an "us against the system mode," acting as a client controller, and acting as the self-effacing helper. It is suggested that racial identity is as much an issue for the Black helper as for the Black client and that the most difficult aspect of therapy with Black clients is establishing the relationship. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

No hay rosas sin espinas: Conceptualizing Latina-Latina supervision from a multicultural developmental supervisory model.

Latina mental health professionals encounter many opportunities and challenges in professional settings. As Latinas increasingly enter the profession, we are now having our first opportunity to supervise another Latina. This opportunity is often greeted with great excitement and anticipation; however, it also presents unique professional challenges. These challenges often include, but are not limited to, the potential to blur boundaries in an unhealthy manner, idealization and then unmet expectations, overidentification, and cultural misunderstandings based on ethnic differences. Little has been written about Latina?Latina supervisory dyad relationships. Few Latina psychologists have had formal training in providing supervision to other Latinas and yet the future promises to increase these types of experiences. The authors developed a Multicultural Developmental Supervisory Model (MDSM) that integrates specific Latina/o multicultural counseling competencies and Latina/o ethnic identity theory, with developmental theories of supervision. The MDSM is designed to identify the complex processes that influence the supervision dyad in an effort to provide guidance and support to the supervisor and the supervisee as well as the institutions in which supervision takes place. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An eclectic model of supervision: A developmental sequence of beginning psychotherapy students.

Suggests a supervision model that uses both individual and group formats and incorporates 3 foci: facilitation of personal growth and awareness, acquisition of practical skills, and mastery of cognitive and theoretical knowledge. The initial experiences and needs of beginning psychotherapy students are used to illustrate this model. The trainees' needs are divided into 3 stages: role definition, skill acquisition, and practice solidification and evaluation. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology as a Health-Care Profession: Implications for training.

This article places a magnifying glass on psychology's current training realities in the context of global health developments, particularly those of the Canadian health-care system. The authors argue that curriculum review and revision is needed to solidify psychology as a true health care profession; such a review should be proactive and must consider the likely changes in our overall health-care system. In preparing for anticipated changes in health care, it is proposed that curricula modifications be made to better reflect how psychology can contribute (in a broad fashion) to the health of Canadians. Two particular models for psychology's future role are offered for discussion: a) a modified, comprehensive parallel/vertical model that sees psychologists similar to other health-care providers; versus, b) a more innovative horizontal/cross-cutting model in which psychologists provide a unique blend of education, innovation, teaching, system consultation, prevention, as well as direct service provision, to patients with physical and mental health problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hindering phenomena in group supervision: Implications for practice.

Although group supervision is practiced extensively, research on the subject remains scant. This study identified group supervision phenomena that hinder learning. Counseling and counseling psychology graduate students identified 61 group supervision experiences that they felt interfered with their learning. Then, 14 of the 49 original participants sorted the 61 phenomena on the basis of similarity. Hierarchical cluster analysis was used to identify 5 types of hindering phenomena: between-member problems, problems with supervisors, supervisee anxiety and other perceived negative affects, logistical constraints, and poor group time management. Implications for supervisors, supervisees, and training programs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of racial microaggressions among black supervisees in cross-racial dyads.

Perceived racial microaggressions by White supervisors were examined through a qualitative analysis of 10 self-identified Black doctoral supervisees in counseling and clinical psychology. Results indicated 7 microaggression themes directed toward this group: (a) invalidating racial-cultural issues, (b) making stereotypic assumptions about Black clients, (c) making stereotypic assumptions about Black supervisees, (d) reluctance to give performance feedback for fear of being viewed as racist, (e) focusing primarily on clinical weaknesses, (f) blaming clients of color for problems stemming from oppression, and (g) offering culturally insensitive treatment recommendations. The impact of these racial microaggressions was found to be detrimental to Black trainees, the supervisory relationship, and, indirectly, to clients of color. Implications of the findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The supervision of psychological assessment: Toward parsimony and empirical evidence for developmental supervision theory.

Comments on H. Finklestein and A. Tuckman's (1997) developmental model for supervision of psychological assessment. There are concerns regarding the model's ability to serve as a parsimonious and empirically sound explication of the developmental supervision of psychological assessment. It is noted that the proposed model reiterates conceptualizations found within an already established and empirically supported comprehensive model of clinical supervision, the integrated developmental model (C. Stoltenberg and U. Delworth, 1987 and C. Stoltenberg et al, in press). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirically supported treatments: Implications for training.

This article discusses the role of empirically supported treatments (ESTs) in the training of clinical psychologists. Training in ESTs can be integrated in ways that vary depending on the level of training and setting. Predoctoral programs, internships, postdoctoral programs, and continuing education are discussed in regard to special challenges and sequencing of training. A preliminary set of guidelines for training in ESTs is suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexual and nonsexual boundary violations involving psychologists, clients, supervisees, and students: Implications for professional practice.

What is available to psychologists to assist them in identifying or minimizing the damage that can result from inappropriate professional boundary crossings? Frequency data of both sexual and nonsexual boundary violations by psychologists are provided as they occurred with clients, supervisees, and students. The impact of engaging in such relationships on subsequent professional practice is also reported. Data on 18 nonsexual boundary crossings are described, and guidelines for making decisions about crossing accepted professional boundaries are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An intensive three day play therapy supervision/training model.

Describes a 3-day intensive supervision/training workshop model developed at the Center for Play Therapy at the University of North Texas. The model provides 27 hrs of supervision and training and incorporates a small group supervision format in which each participant receives live supervision of individual and group play therapy, immediate feedback, observation of colleagues, self-critique of videos, application of directed feedback, and training in specific skills within the format of each of the 3 days. Reactions by participants (12 play therapists and 4 trained play therapy supervisors) to the experience are discussed and application of the model to a variety of settings is suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical-developmental interface: Implications of developmental research for adolescent psychotherapy.

Suggests that therapists who work with adolescents would benefit greatly from information on typical adolescent development. An empirically based Framework for Understanding Adolescent Development is presented, detailing the normative changes of the adolescent developmental period. Treatment implications of each component of the framework are discussed. The importance of various types of knowledge that are necessary for the clinician to work effectively with adolescent clients is emphasized (i.e., knowledge of developmental norms, developmental level, developmental transitions, developmental predictors, and developmental psychopathology). Recommendations are given for how a developmental perspective can be integrated into training and intervention endeavors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Web-conference supervision for advanced psychotherapy training: A practical guide.

The advent of readily accessible, inexpensive Web-conferencing applications has opened the door for distance psychotherapy supervision, using video recordings of treated clients. Although relatively new, this method of supervision is advantageous given the ease of use and low cost of various Internet applications. This method allows periodic supervision from point to point around the world, with no travel costs and no long gaps between direct training contacts. Web-conferencing permits face-to-face training so that the learner and supervisor can read each other's emotional responses while reviewing case material. It allows group learning from direct supervision to complement local peer-to-peer learning methods. In this article, we describe the relevant literature on this type of learning method, the practical points in its utilization, its limitations, and its benefits. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The supervisee experience of group supervision: Implications for research and practice.

Group supervision is commonly employed in graduate psychology training but has received insufficient attention in research. Supervisees' own perceptions and experiences in group supervision can provide valuable information in guiding our understanding and exploration of the benefits and uses of this form of training. This paper reviews 11 empirical studies exploring supervisee perceptions of group supervision experiences. Research, to date, appears to be largely in line with conceptual hypotheses regarding the benefits of group supervision experiences, and implications are discussed with regard to current practice. However, this review also points to the need for more in-depth and advanced research efforts in the area that can further explore supervisee experiences and identify means of optimizing this experience as a component of clinical training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)