| Abstract: | 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) |
