Supervising Humanistic-Existential Psychotherapy: Needs, Possibilities

Farber, Eugene W.

doi:10.1007/s10879-011-9197-x

Cited by 23 publications

(16 citation statements)

References 50 publications

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“…This view is consistent with the long-held historical perspective that humanistic psychology has constituted a ''third force'' in the wake of the movements of psychoanalysis and behaviorism (Bugental 1964). These same three schools of thought are also consistent with the selection single theory methods chosen for inclusion in this special issue of the Journal of Contemporary Psychotherapy, examining the future of psychotherapy supervision (Farber 2011;Reiser and Milne 2011;Sarnat 2011;Watkins 2011). A slightly different distillation regarding schools of psychotherapy has been identified by Scaturo (2001Scaturo ( , 2005, who has focused on the following three bona fide schools of treatment at the foundation of theoretical pluralism for psychotherapeutic treatment and supervision that have ''withstood the test of time'': psychoanalytic and psychodynamic psychotherapy; behavioral and cognitive-behavioral therapy; and, family systems therapy.…”

supporting

confidence: 80%

Supervising Integrative Psychotherapy in the 21st Century: Pressing Needs, Impressing Possibilities

Scaturo

2011

J Contemp Psychother

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Supervisors and teachers who are interested in advancing integrative psychotherapy in the 21st century have the dual task of surveying the range of treatment approaches that have been developed and distilling these approaches down to a manageable number of influences that have been found to have the greatest impact on clinical practice over time. It has been proposed that there are four bona fide schools of psychotherapy that would be most useful for comprehensive training and supervision that would contribute to either (a) case conceptualization or (b) the process of clinical interviewing: psychodynamic psychotherapy; cognitive-behavioral psychotherapy; family systems therapy; and, humanistic/client-centered therapy. The goal for such broadly based clinical instruction would be for students, trainees, and interns to have an ability to provide a multi-level case conceptualization for any of the psychotherapy cases for which they are providing treatment. Thorough instruction in clinical reasoning and decision-making in this type of multi-level case formulation can provide some of the most valuable tools for novice and experienced clinicians alike.

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confidence: 80%

Supervising Integrative Psychotherapy in the 21st Century: Pressing Needs, Impressing Possibilities

Scaturo

2011

J Contemp Psychother

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“…Theoretical approaches to understanding counselor development, rooted in traditional counseling theories, are also used in the supervision process (Aten et al, ). These approaches seem to be used primarily for teaching counselors‐in‐training to use the theoretical approaches in question (Aten et al, ; Connell, ; Cummings, ; Farber, ; Rowan, ), and Chang () noted that the practice of integrating a counseling theoretical model in the supervision process is diminishing. At the same time, other scholars presented ways of using counseling theories in the supervision process.…”

Section: Literature Reviewmentioning

confidence: 99%

Overwhelmed With the Burden of Being Myself: A Phenomenological Exploration of the Existential Experiences of Counselors‐in‐Training

Pierce

2016

J Humanistic Counseling

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“…Milne and James 1999;Milne and Westerman 2001). Although the attention given to EBSP has paled in comparison to attention given to supervision competencies, EBSP is an intuitively appealing idea, and it appears to be taking greater hold in the supervision literature (see Farber 2012;Milne 2009;Reiser and Milne 2012;Stoltenberg 2009). As evidence-based practice has increasingly become a common reference point and guiding ethos for medical and psychological intervention (American Academy of Child and Adolescent Psychiatry 2006; American Psychological Association 2006; Sackett et al 1997), it is not really surprising that a crossover to supervision would soon follow.…”

Section: On Evidence-based Practicementioning

confidence: 99%

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Watkins

2011

J Contemp Psychother

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Psychotherapy supervision has increasingly become or is on the fast track to becoming competencybased, evidence-based, particularized, and accountable. In this paper, I explore how that appears to be so by: (1) briefly considering the concepts of ''competencies'' and ''evidencebased practice'' as preeminent guides for psychotherapy supervision practice and training; and (2) briefly reviewing the current status, pressing needs, and future possibilities of psychoanalytic, cognitive-behavioral, humanistic-existential, and integrative psychotherapy supervision. Based on my examination, the following conclusions are proposed:(1) the supervision relationship, individualization, developmental differentiation, and self-reflection (for supervisee and supervisor) appear to be crucial cornerstones for the conceptualization and actuation of supervision process and practice across psychotherapy-based supervision approaches; (2) all indications suggest that three emphasescompetency-based supervision, evidence-based practice, and accountability-will continue to substantially influence, affect, and inform psychotherapy supervision practice for its near and distant future; (3) psychotherapy-based supervision approaches will need to be and indeed appear to now be in the process of becoming increasingly particularized in how each of their respective approach-specific competencies are defined and explicated; and (4) psychotherapy supervision has come to be increasingly viewed as an educational process and practice that is best facilitated by: (a) a rich and enriching supervision training environment that vigorously addresses and attempts to meaningfully integrate declarative, procedural, and reflective knowledge bases throughout the supervisory endeavor; and (b) the considered and deliberate utilization of facilitative technology that has the potential to substantially enhance and expand the value of the supervisee's training/supervision experiences. Some discussion is provided about those four conclusions, and a retrofitted psychotherapy supervision for the new millennium is considered.Keywords Psychotherapy supervision Á Competencybased supervision Á Evidence-based supervision Á Psychotherapy-based supervision approaches Á Clinical supervision From my perspective, psychotherapy supervision is an educative process by which and through which we as supervisors strive to embrace, empower, and emancipate the therapeutic potential of the supervisees with whom we have the privilege to work. Ideally, it is a passionate and impassioned learning process that is infused with and punctuated by faith, hope, awe and wonder about the possibilities of being and becoming a psychotherapist. As supervisors, we adopt a host of varied roles over time in our efforts to best help each supervisee (e.g., spiritual liberator, possibility purveyor, motivational coach). Our objective is to provide the rich and nourishing soil within which supervisee identity can take form, treatment skills can be developed, and independence can be actuated. At our core, we b...

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Supervising Humanistic-Existential Psychotherapy: Needs, Possibilities

Cited by 23 publications

References 50 publications

Supervising Integrative Psychotherapy in the 21st Century: Pressing Needs, Impressing Possibilities

Supervising Integrative Psychotherapy in the 21st Century: Pressing Needs, Impressing Possibilities

Overwhelmed With the Burden of Being Myself: A Phenomenological Exploration of the Existential Experiences of Counselors‐in‐Training

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

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