Stage models have largely informed scholarship on supervisor developmental processes. We argue that understanding this development as occurring along dimensions is more useful for both supervision practitioners and educators as well as for those engaged in research on supervisor development. Building on the work of Heid () and working with a panel of 7 supervision experts, we identify 10 themes and validate their salience to supervisor development using a sample of 22 clinical supervisors. We describe and elaborate on each theme, and then present and discuss a case vignette that illustrates many of the supervisor developmental themes.
Adolescent substance use is a significant challenge for adolescents, their families, and the larger society. Clinicians and researchers continue to explore ways to effectively engage both families and substance using adolescents in an effort to improve treatment outcome. Therapeutic engagement can be especially difficult for immigrant families facing a variety of systemic and contextual factors that impact both treatment-seeking and engagement behaviors. This study explored the perceptions Mexican American families had about the processes that they feel hindered or contributed to their engagement in therapy. Major findings include identification of a multirelational engagement process linking specific relational dynamics to engagement outcomes including breaking cultural rules, sharing stories, managing fear of criticism, and building relational bridges.
Foster youth face a number of challenges as they transition from adolescence to young adulthood. Emancipation for foster youth occurs between the ages of 18 and 22, during which those successful in this transition are required to make well thought out decisions and act in their own best interest. However, few foster youth have learned the skills necessary to act as self-advocates. This in-depth phenomenological study explored the perceptions of three emancipated foster youth who were judged to be more effective self-advocates than their peers, concerning how prepared they felt to act as self-advocates. Research findings highlight the fact that many emancipated foster youth are rarely taught self-advocacy skills explicitly but rather learn the skills themselves through trial and error or happenstance and suggest ways that therapists can make the process. Research findings also suggest that acting as a self-advocate may enhance the educational choices and familial relationships of transitional foster youth.
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