Critical events in psychotherapy supervision: An interpersonal approach.

Ladany, Nicholas; Friedlander, Myrna L.; Nelson, Mary Lee

doi:10.1037/10958-000

Cited by 149 publications

(193 citation statements)

References 167 publications

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“…As suggested earlier, therapy and supervision overlap when it comes to alliance (Liese and Beck, 1997;Milne, 2006), and so not surprisingly research indicates that alliance is also an important factor for successful supervision, with some researchers even suggesting that it is the most important aspect of supervision (Ladany, Friedlander and Nelson, 2005;Reichelt and Skjerve, 2002).…”

Section: Illustration One: the Learning Alliancementioning

confidence: 89%

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Lombardo

Milne

Proctor

2009

Behav. Cogn. Psychother.

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Background:The importance of supervision is increasingly recognized, yet it remains little understood, impairing research and practice. Specifically, the CBT supervision model provides a relatively "heartless" account of professional development, which may undermine its effectiveness. Method: A theoretical review of emotions in supervision and learning is provided, to summarize relevant theoretical and empirical literature. The objectives are to clarify the role of emotions in CBT supervision, and to use this understanding to outline an emotionally-attuned model, illustrating its application to two critical aspects of CBT supervision (the development of a learning alliance and enhancing professional competence). Conclusion:The reviewed literature (theory and research evidence) supports the explicit and systematic incorporation of emotions into CBT supervision. Conceptually, this can be achieved by integrating Lazarus's (1991) general theory of emotion with the CBT model. The illustrations of this augmented model indicate its value in understanding and managing both the "rupture-repair" cycle that can affect the supervisory alliance, and the "deskillingdevelopment" pattern that appears to be necessary for the acquisition of competence. We propose that CBT supervision might usefully be guided by our expanded model, as this affords greater internal consistency and may be more effective educationally.

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Section: Illustration One: the Learning Alliancementioning

confidence: 89%

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Lombardo

Milne

Proctor

2009

Behav. Cogn. Psychother.

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“…On the whole, these supervisors accepted their own shortcomings and were comfortable in sharing these with their supervisees. Ladany, Friedlander, and Nelson (2005) suggest that there are typical conflict markers (for example, avoidance, nondisclosure) in all SRs and that experi enced supervisors are alert to these. Clohessy (2008), in her study of experienced supervisors' strategies for resolving difficulties, described a multifaceted process of noticing and tuning into the SR that included gathering information by checking with the supervisee and seeking advice from others, attempting to formulate the problem by exploring the issue with the supervisee, clarifying any misunderstandings, and reestablishing boundaries.…”

Section: Feedback In the Srmentioning

confidence: 91%

Building and Sustaining the Supervisory Relationship

Beinart¹

2014

The Wiley International Handbook of Clinical Supervision

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“…If supervisors did not recognize such early tension and intervene to address the relationship (Ladany, Friedlander, & Nelson, 2005) or if they held tight to their position power, it is easy to see how the relationship may have disintegrated, with each party becoming more and more dissatisfied. Such a process would help explain the increasing distance that occurred between supervisor and supervisee as well as supervisees' feeling threatened by the supervisor's power and feeling hopeless about changing the problematic relationship.…”

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confidence: 99%

Predoctoral interns’ nondisclosure in supervision

Hess

Knox

Schultz

et al. 2008

Psychotherapy Research

115

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Abstract:In interviews with 14 counseling center predoctoral interns regarding a significant nondisclosure in supervision, eight interns reported good supervisory relationships and six indicated that they experienced problematic supervisory relationships. Nondisclosures for the interns in good supervisory relationships related to personal reactions to clients, whereas nondisclosures for interns in problematic supervisory relationships related to global dissatisfaction with the supervisory relationship. In both groups, interns mentioned concerns about evaluation and negative feelings as typical reasons for nondisclosure. Additional reasons for nondisclosure for interns in problematic supervision were power dynamics, inhibiting demographic or cultural variables, and the supervisor's theoretical orientation. Both groups described negative effects of nondisclosure on themselves and their relationships with clients. Interns in problematic supervision also reported that nondisclosures had negative effects on the supervisory relationship.Inherent in most models of supervision is the expectation that supervisees will disclose to their supervisors about themselves, their clients, and the therapeutic and supervisory relationships to facilitate the supervision process and therapist development (e.g., Bordin, 1983;Loganbill, Hardy, & Delworth, 1982;Stoltenberg & Delworth, 1987). When supervisees withhold important information from supervisors, opportunities for therapist development are missed and client welfare may be jeopardized (Ladany, Hill, Corbett, & Nutt, 1996;Yourman & Farber, 1996).Supervisee nondisclosure can occur in two ways. In unintentional withholding, lack of disclosure is the result of NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page.Psychotherapy Research, Vol. 18, No. 4 (July 2008 (Farber, 2006;Wallace & Alonso, 1994). By contrast, willful or intentional withholding is the result of supervisees' conscious decisions to distort or not disclose significant information in supervision (Farber, 2006;Ladany et al., 1996). In this study, we focus on willful withholding. The three empirical studies on supervisee intentional nondisclosure in supervision (Ladany et al., 1996;Webb & Wheeler, 1998;Yourman & Farber, 1996) found that supervisees typically withhold important information from their supervisors. These studies surveyed supervisees with a range of training and experience; however, no studies have examined the phenomenon of nondisclosure from the perspective of trainees who are in the culminating internship year of their doctoral program (predoctoral interns). Therefore, our first purpose was to explore predoctoral interns' experience of nondisclosure.Our second goal was to explore reasons for intentional nondisclosure. From empirical data (Ladany et al., 1996), we know that supervisees sometimes do not disclose to their supervisors because the information is deemed irrelevant...

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Critical events in psychotherapy supervision: An interpersonal approach.

Abstract: With the intimate nature of the work, supervisees must face the inevitability of ambivalence, their reactions of hate as well as love, the presence of destructive as well as constructive forces, and the realization that we are all vehicles for one another's inner worlds.

Cited by 149 publications

References 167 publications

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Building and Sustaining the Supervisory Relationship

Predoctoral interns’ nondisclosure in supervision

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