Gender‐related events in psychotherapy supervision: Female trainee perspectives

Walker, Jessica A.; Ladany, Nicholas; Pate-Carolan, Lia M.

doi:10.1080/14733140601140881

Cited by 51 publications

(69 citation statements)

References 25 publications

(32 reference statements)

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“…Supervisors are more likely to build and maintain effective supervisory relationships and to promote trainee self-efficacy by using supervisory skills such as encouraging developmentally appropriate autonomy, expressing confidence and trust in trainees' abilities, providing positive as well as constructive feedback, demonstrating their own clinical expertise in the service of trainee growth, and being responsive to supervisee's individual learning styles (Falender & Shafranske, 2004;Ladany et al, 2013). When they perceive that the supervisory relationship is strong, supervisees report stronger satisfaction with supervision (Ladany, Ellis, et al, 1999), improved cultural competence (Ladany et al, 1997), and fewer nondisclosures and greater disclosure in supervision (Ladany, Hill, Corbett, & Nutt, 1996;Ofek, 2013;Walker, Ladany, & Pate-Carolan, 2007). Although much of the research on the supervisory alliance is limited to trainee selfreport, there is significant support that the development and maintenance of an alliance is a sine qua non of effective supervision (Falender & Shafranske, 2004, 2014Ladany et al, 2013).…”

Section: Supervisory Alliancementioning

confidence: 95%

Competent clinical supervision: Emerging effective practices

Falender

Shafranske

Ofek

2014

Counselling Psychology Quarterly

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With the recognition that clinical supervision is a distinct professional practice comes the necessity for identification of effective practices. In this competency-based era, a meta-theoretical, interpersonal framework is provided in competency-based clinical supervision in which specific attention is paid to the strengths and emerging competencies of the supervisee and to the clinical and supervision competencies of the supervisor. In this article, the authors address the state of the literature on effective clinical supervision and the specific knowledge, skills, and attitudes that comprise competent supervision. A brief summary of research on several particular pivotal areas (e.g. alliance, multicultural competence, legal, and ethical issues) is included. A selfassessment device is provided for both current supervisors and supervisors-inpreparation to assess readiness, competence, and areas in which additional training and experience are desirable. Finally, a vignette illustrating the implementation of effective supervision practices is provided.Clinical supervision plays the central role in the development of competence of a counseling psychologist. It provides experiences that are essential to the process of learning how to competently practice as a clinician as well as facilitates the acquisition of professional attitudes that provide the foundation for ethical practice throughout one's career. While training is often assumed to be the primary (or exclusive) responsibility, supervisors are charged with the duty to ensure the welfare of clients and to serve as gatekeepers for the profession, so that only those who are qualified become psychologists. With the recent recognition of clinical supervision as a distinct professional practice Fouad et al., 2009) comes the necessity for determining competencies of supervisors and supervisees, what comprises effective supervision, and further, to identify the mechanisms to achieve these. We take up each of these issues from a competency-based approach to supervision oriented to the articulation of best practices drawing upon theory and the empirical literature.All supervision models aim to enhance competence; however, competency-based supervision (Falender & Shafranske, 2004, 2012a offers an explicit, meta-theoretical approach to the assessment and development of competence. This approach identifies the specific knowledge, skills, attitudes, and values that form foundational and advanced

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Section: Supervisory Alliancementioning

confidence: 95%

Competent clinical supervision: Emerging effective practices

Falender

Shafranske

Ofek

2014

Counselling Psychology Quarterly

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“…This is to be seen, for example, in a supervisor's educational or emotional neglect of supervisees (Kozlowska, Nunn, & Cousens, 1997) or when there is gender (e.g. Allen, Szollos, & Williams, 1986;Walker, Ladany, & Pate-Carolan, 2007) or racially/ethnically based (e.g. Constantine & Sue, 2007) insensitivity or biases, or more general cultural unresponsiveness (Burkard et al, 2006).…”

Section: Nses and Supervisory Conflictmentioning

confidence: 97%

South Korean supervisees’ experience of and response to negative supervision events

Bang

Goodyear

2014

Counselling Psychology Quarterly

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This study used a grounded theory approach to explore South Korean supervisees' negative supervisory experiences in order to better understand and improve the current status of supervision practice in Korea. Many findings were consistent with those of similar studies conducted in Western countries. These included instances of supervisors dismissing supervisees' thoughts and feelings, supervisees being reluctant to bring their concerns about such behavior to the supervisor, and supervisees experiencing such consequences as reduced motivation to participate in supervision and even personal distress. In addition, this study also highlighted the important role that culture can play. For example, the hierarchical nature of relationships in Confucian-influenced societies amplifies the issues of hierarchy that are inherent in supervision. The societal norms of indirect communication created challenges for supervisors and supervisees and the importance of saving face (chemyeon) sometimes added to supervisees' distress. The conceptual model that was developed on the basis of these interviews may help increase sensitivity to these issues and inform supervisor training.

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“…In contrast, the lack of culturally sensitive supervision can negatively impact upon the supervisory relationship (Bertsch et al, 2014;Walker, Ladany, & Pate-Carolan, 2007) and on supervisee's emotional safety, confidence and well-being (Constantine & Sue, 2007;Wong et al, 2013). It may also diminish supervisee disclosure and negatively impact on therapy (Burkard et al, 2006;Walker et al, 2007). Further, empirical inquiry is indicated to develop culturally sensitive supervision and to inform competency development in this context (Son et al, 2013).…”

Section: Cultural and Multicultural Considerationsmentioning

confidence: 83%

“…The effects of appropriately discussing cultural issues in supervision have been reported to enrich the supervisory relationship, increase satisfaction with supervision and heighten supervisee awareness to cultural considerations in therapy (Burkard et al, 2006;Gatmon et al, 2001). In contrast, the lack of culturally sensitive supervision can negatively impact upon the supervisory relationship (Bertsch et al, 2014;Walker, Ladany, & Pate-Carolan, 2007) and on supervisee's emotional safety, confidence and well-being (Constantine & Sue, 2007;Wong et al, 2013). It may also diminish supervisee disclosure and negatively impact on therapy (Burkard et al, 2006;Walker et al, 2007).…”

Section: Cultural and Multicultural Considerationsmentioning

confidence: 89%