Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

Abstract

This study is a replication of Burkard, Knox, Hess, and Schultz's (2009) study of lesbian, gay, and bisexual (LGB) affirmative and non-affirmative supervision. Using a consensual qualitative research (CQR) design as described by Hill et al. (1997Hill et al. ( , 2005, LGB supervisees from COAMFTE-accredited master's and doctoral programs were interviewed regarding their experiences of LGB-affirmative and non-affirmative supervision.Supervisees were asked to describe a LGB-affirmative event and a LGB-non-affirmative event from their past or current individual or group supervision. Supervisees were asked the ways in which these events affected their personal and professional development, the supervisory relationship, and their work with clients.LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION v Acknowledgements! ! I would like to express my deepest appreciation for all those who supported and encouraged me through this dissertation process. I know there were times that it was hard to see the light at the end of the tunnel, and I cannot thank you enough for sticking by my side while I trekked through some of the darkness to finally get a glimpse of the light. There are several people I would like to thank specifically.An eternal thank you goes to my advisor and chair of this dissertation, Sandra A.Rigazio-DiGilio. Your guidance, mentorship, patience, understanding, and encouragement spurred me on throughout this research endeavor, as well as throughout the doctoral program. You made me laugh when I needed to take myself a little less seriously, and helped me get back on track when I needed to refocus. And you did everything with kindness and empathy. I truly cannot thank you enough for everything you did to help make this project come to fruition.I would also like to thank members of my dissertation committee, Robert Ryder and Rona Preli, and the remainder of my research team, Tony Rigazio-DiGilio. Your commitment to this process was unwavering. Rona, thank you for your instrumental support, care, and encouragement through all phases of the dissertation and my graduate studies. I cannot say thank you enough. Robert, your ability to be there when needed was greatly appreciated. And Tony, thank you for your willingness to dedicate the time and energy when needed most.To my family at Fairfield University, particularly Rona, Alison, Leah, Maryann, Ginny, Emily, Ingeborg, my supervisees and students. I always knew you were in my cornerLGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISIONvi throughout every phase of this process. Your words of encouragement, hugs when I needed them, and belief that the challenges would be worth it in the end made me keep pushing even when I thought I could not push any further. Thank you also to my dear colleagues that entered this process at the same time, Samit, Kristi, and Lindsay. It would not have been the same without you.To my family and friends, ...

Revisión del concepto de autorreferencia en la formación de terapeutas sistémicos

“…En los espacios de supervisión se facilita el trabajo de la persona del terapeuta, llevando a la exploración de la(s) influencia(s) de su identidad en el proceso de intervención. En este proceso, en el contexto de la supervisión pueden emerger sentimientos de apoyo, respeto y reconocimiento por parte de los supervisores y el grupo de pares, lo cual está relacionado con el fomento del desarrollo y crecimiento profesional, en la medida que se proponga la discusión respecto a la identidad del terapeuta en formación y se generen redes de apoyo entre este y sus pares (Kangos et al, 2018;O'Brien y Rigazio-DiGilio, 2016;Prouty, Helmeke y Fischer, 2016).…”

“…Entre las investigaciones revisadas (Bernhardt et al, 2018;Builes y Gutiérrez, 2017;Correal, 2018;Fabregó y Viñas, 2010;Kangos et al, 2018;O'Brien y Rigazio-DiGilio, 2016;Orellana et al, 2016;Páez, 2019;Orellana et al, 2016;Pérez y Rabago, 2018;Prouty et al, 2016;Riveros y Garzón, 2014) se coincide en resaltar la importancia de los procesos autorreferenciales en los escenarios de supervisión y en los encuentros terapéuticos, debido a que, en síntesis, posibilitan la construcción y consolidación del estilo terapéutico a través de la integración de las propias experiencias, en relación con la familia de origen del terapeuta y sus emociones, como recurso propiciador de movilizaciones hacia el cambio en el proceso de intervención. La supervisión sistémica se requiere como contexto en el cual se presenta la integración de emociones y procesos teóricos que facilitan la autorreferencia, en cuanto ejercicio para mejorar el desarrollo de la intervención terapéutica.…”