Dialogical reflexivity in supervision: An experiential learning process for enhancing reflective and relational competencies

Calvert, Fiona L.; Crowe, Trevor P; Grenyer, Brin F. S.

doi:10.1080/07325223.2015.1135840

Cited by 35 publications

(36 citation statements)

References 58 publications

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“…Some also noted new learning about their role as a therapist, greater depth of reflection about the therapeutic relationship, and an enhanced awareness of parallel processes across therapy and supervisory contexts. These themes lend support to the notion that active strategies involving purposeful engagement with the supervisory relationship may offer a powerful experiential learning strategy that has the potential to impact supervisees' work with clients (Calvert et al, 2016;Hill & Gupta, 2018).…”

Section: Discussionmentioning

confidence: 80%

“…The supervisory relationship may provide a space for experiential learning for relationally based therapeutic strategies like metacommunication (Calvert, Crowe, & Grenyer, ; Hill & Gupta, ; Hill & Knox, ; Kaslow & Bell, ). The use of metacommunication in supervision (the supervisor and supervisee talking directly about the supervisory relationship and processes) provides an opportunity for the supervisee to observe and then practice these skills within the supervisory relationship which may transfer to their work with clients (Calvert et al, ). Hill and Gupta () conducted semi‐structured interviews with 18 supervision dyads to explore supervisor and supervisee experiences of metacommunication within supervision.…”

Section: Supervisees' Experiences Of a Metacommunication Interventionmentioning

confidence: 99%

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Supervisees' experiences of a metacommunication intervention in clinical supervision

Calvert

Deane

Barrett

2020

Clinical Psychologist

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Objective This study aimed to explore the experiences of supervisees who completed a metacommunication intervention in supervision. Methods Forty‐eight supervisees completed the supervisory intervention and gave post‐intervention written feedback. Their responses were thematically analysed. Results Overall, supervisees responded positively to the intervention, with high willingness to engage in metacommunication again in supervision. Thematic analysis of the reflective written responses completed post‐intervention revealed a rich array of supervisee experiences of the metacommunication exercise. Supervisees spoke of anticipated/intended impacts on supervision and their therapy practice, including: greater depth of reflection, attending to parallel process, discussion of roles, increased closeness, improved openness, and increased confidence in metacommunication. In regard to challenges associated with the supervisory intervention, participants reflected on difficulties with timing, experiences of discomfort and concerns about potential negative reactions from the supervisor, and consideration of power dynamics in supervision. Conclusion This study shows promising preliminary results of the acceptability and perceived impacts of an experiential intervention involving the use of metacommunication in supervision.

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Section: Discussionmentioning

confidence: 80%

Section: Supervisees' Experiences Of a Metacommunication Interventionmentioning

confidence: 99%

Supervisees' experiences of a metacommunication intervention in clinical supervision

Calvert

Deane

Barrett

2020

Clinical Psychologist

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“…Reflective practice, the engagement in purposeful and critical analysis of one's knowledge and experience with the aim of accessing deeper meaning and understanding, is therefore central to the relational competence (Mann, Gordon, & MacLeod, 2009). In this sense, relational and reflective competencies intersect to facilitate a reflective position within relationships in which practitioners step into a cognitive and affective position alongside the moment-to-moment relational situation at hand and examine their own biases, reactions, affect, and behaviour (Calvert, Crowe, & Grenyer, 2016;Mangione & Nadkarni, 2010).…”

Section: What This Paper Addsmentioning

confidence: 99%

“…In other words, relational and reflective competencies may be best taught through purposeful engagement with the processes occurring in the supervisory relationship (Frawley-O'Dea & Sarnat, 2001;Kaslow & Bell, 2008). Elsewhere (Calvert et al, 2016) such a supervisory approach termed dialogical reflexivity has been described. Despite articulation of these various methods and approaches within the literature, there is currently a lack of research investigating how supervisors and supervisees practically attend to the development of relational competence within supervision.…”

Section: Strategies For Developing Relational and Reflective Competenmentioning

confidence: 99%

“…Similarly, Mangione and Nadkarni (2010) outlined a series of developmental achievement levels for the relationship competency from the beginning of practicum to internship and the completion of degree. In this sense, relational and reflective competencies intersect to facilitate a reflective position within relationships in which practitioners step into a cognitive and affective position alongside the moment-to-moment relational situation at hand and examine their own biases, reactions, affect, and behaviour (Calvert, Crowe, & Grenyer, 2016;Mangione & Nadkarni, 2010). As individuals progress to the point of course completion, the articulated knowledge, skills, and abilities become more complex, including the ability to step back affectively and cognitively from a relational process and the ability to discuss relational dynamics in a moment-to-moment fashion.…”

mentioning

confidence: 99%

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An Investigation of Supervisory Practices to Develop Relational and Reflective Competence in Psychologists

Calvert

Crowe

Grenyer

2017

Australian Psychologist

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Background: Competency-based models of supervision acknowledge relationship, including reflective capacity, as foundational in professional psychology. However, current understandings of supervisory practices aimed at developing this competency are limited.Objective: This study aimed to explore the practices used in supervision for the development of supervisee relational competence. These practices were also examined with reference to supervisor/supervisee theoretical orientation, as well as the nature of the supervisory relationship (including working alliance, real relationship, and attention to parallel process in supervision). Method: A total of 45 supervisees and 41 supervisors participated in an online survey in which they rated the perceived usefulness and actual use of various supervisory interventions for the development of relational competence. Participants also provided qualitative responses regarding the methods used to develop relationship competence. Finally, respondents completed measures of supervisory working alliance, real relationship, and attention to parallel process in supervision. Results: Ratings of supervisory methods and qualitative responses revealed a rich variety of interventions currently being utilised in enhancing supervisee relationship competence. Ratings of perceived usefulness and actual use of various supervisory interventions were not related to theoretical orientation. Finally, correlational analyses revealed multiple associations between the nature of the supervisory relationship and perceived usefulness and actual use of supervisory interventions for enhancing relational competence. Conclusion: The results of this study have important implications for the practice of supervision and guiding directions of future research.

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Improvements in psychologists’ metacommunication self‐efficacy, willingness, and skill following online training and a supervision exercise

2019

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Objective(s): Psychologists' experiences of an online training tool in metacommunication as well as an in-supervisory metacommunication exercise were examined. Method: A total of 101 participants completed a training tool in metacommunication and changes in self-efficacy (SE) to use metacommunication with clients, the proportion of metacommunication used in vignette-responses, and their willingness to use metacommunication in supervision were assessed pre-and posttraining and at 6-week follow-up. A total of 48 participants elected to undertake the in-supervision exercise. Results: Participants reported significantly higher willingness and self-efficacy after completing the online training. They also showed a higher proportion of metacommunicative statements in their posttraining vignette responses compared with pretraining. The increase in willingness was retained at 6-week follow-up. There was an increase in self-efficacy from pre-to postonline-training, and this increased at follow-up. Conclusions: This opens the door to better developing metacommunication skills in supervisees through both online training and the metacommunication supervisory exercise. Areas for continued research are outlined. K E Y W O R D S immediacy, metacommunication, online training, supervision, supervisory relationship

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Dialogical reflexivity in supervision: An experiential learning process for enhancing reflective and relational competencies

Cited by 35 publications

References 58 publications

Supervisees' experiences of a metacommunication intervention in clinical supervision

Supervisees' experiences of a metacommunication intervention in clinical supervision

An Investigation of Supervisory Practices to Develop Relational and Reflective Competence in Psychologists

Improvements in psychologists’ metacommunication self‐efficacy, willingness, and skill following online training and a supervision exercise

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