Evaluating Therapists' Practices in a Postmodern World: A Discussion and a Scheme

Abstract

The social constructionist ideas currently reshaping the practice of family therapy are also relevant for supervision. However, if, as postmodernists assert, there is no privileged, expert position, how can supervisors evaluate their trainees? This question-a most pertinent one for university-based supervision, where evaluation is necessary and constant-is addressed both theoretically and pragmatically in this article. Ethical issues are explored, and an evaluation form, developed by the authors for use in a family therapy doctoral program, is presented and discussed.

The Politics of Gender in Family Therapy

“…Clients and therapists alike hope the therapist or the therapeutic process will have some power to improve the clients' lives or help them make the changes they desire. How therapists should handle the power implicitly associated with their roles is currently a subject of intense interest within family therapy (Amundson, Stewart, &Valentine, 1993;Fine &Turner, 1991;Flemons, Green, & Rambo, 1996;Pare, 1996;Zimmerman & Dickerson, 1994). At issue are political questions: Who defines what is real?…”

“…To be neutral may therefore require making visible the gender and power aspects of a case and actively correcting clinical practices that reinforce gender inequalities . Furthermore, as Flemons, Green, and Rambo (1996) have argued, ethical and responsible decision-making in the context of subjective truth may require making one's position visible and taking a clear stand.…”

Core Competencies in Social Constructionist Supervision?

“…Despite this and other concerns, like others who have argued for a rapprochement between evidence‐based and postmodern practice (e.g., Jacobs, Kissil, Scott, & Davey, 2010; Larner, 1994), we became curious if and how a social constructionist approach to supervision would fit in a competency‐ and evidence‐based professional world. In social constructionist supervision, the evidence‐based practice assumption that there are “correct” ways of functioning as a therapist is replaced by a focus on jointly developing or co‐constructing meanings with therapists in training that might be useful in their work with families and their professional development (Anderson & Swim, 1995; Flemons et al., 1996; Gardner, Bobele, & Biever, 1997). In constructionist supervision, lived experiences of therapists are privileged through the exploration of their stories and ideas about competent and helpful (to their clients) practice.…”

The Importance of Cultural Sensitivity and Therapist Self‐Awareness When Working with Mandatory Clients

“…Therefore, it is preferable that therapists examine whether and when any therapy relationship provides a “right moment,” according to the development of rapport in the relationship. Nevertheless, I agree with Falicov (1988) and Flemons, Green, and Rambo (1996) that therapists might consider discussing their attitudes, values, religious beliefs, and acceptance of clients regularly with their supervisors, team members, and colleagues. This type of personal “soul search” will affect other parties involved with the therapy — for example, Mr. Emanuel's increase in self‐awareness.…”