Individual supervision constitutes the primary method of teaching the practice of psychotherapy (Newman, 1981;Pope, Schover, & Levenson, 1980); it is also the most memorable part of learning about psychotherapy.Years after graduation, therapists can vividly recount supervisory relationships and experiences that produced insight, understanding, and even transformation, as well as those that yielded disappointment, tedium, selfdoubt, or pain.Much has been written about psychotherapy supervision, but little has been written about it from a feminist perspective. Feminist therapists can easily detail what was not feminist about their own supervisory history, but they have not delineated what was or is feminist about their supervisory content, practices, standards, or processes. The literature is sketchy and fragmented. This chapter represents an attempt to define a comprehensive feminist approach to supervision, develop a coherent philosophy, and de-This chapter is dedicated to the memory of Eileen T. Nickerson.
Psychotherapy supervision teaches the application of the principles of psychology regarding human behavior and the change process. Traditionally, this process has been influenced by Western European culture. At best, it has operated from an ostensibly "color-blind" and "gender-blind" perspective that is tantamount to treating all clients as if they were White, western European men; at its worst, it has operated within racist and misogynistic assumptions. Psychotherapy theory and practice have been developed as if all psychotherapy clients shared the same life experiences, originated from the same socioeconomic background, and represented a homogeneous cultural worldview. Women and people of color have been raising their voices and pens to label these biases, which are inherent in most psychotherapy. Critiques have proliferated addressing the failure of psychotherapy to meet the needs of women and people of color. Therapy guidelines have been developed by both the APA Task Force on Sex Bias 163
Professional psychology education faces many critical challenges brought about by the major changes occurring in the health care arena. This article shows that professional schools and programs have a good record of responding to these challenges and of taking proactive steps sponding to prepare their graduates for new health care roles and delivery systems. Data on admissions to psychology doctoral training programs demonstrate little support for the toral concerns raised by Donald R. Peterson (2003, this issue) about the preparation of students for graduate training in professional programs. Although quality concerns are important to investigate, such examination best resides with portant the American Psychological Association's Committee on Accreditation, which has the promotion of quality and excellence in professional psychology education and training as its major goal and responsibility.
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