Supervising Integrative and Eclectic Psychotherapies

Scaturo, Douglas J.; Watkins, C. Edward

doi:10.1002/9781118846360.ch27

Cited by 4 publications

(2 citation statements)

References 65 publications

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“…Productive and secure attachments are also important within supervision because they can enable emotional containment for supervisees (Scaturo & Watkins, ). Emotional containment itself is necessary due to the emphasis on ‘experiencing’ and reflecting on the emotional content of clinical work in order to enhance learning and exploration in supervision (Milne et al ., ).…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of a Short Version of the Supervisory Relationship Questionnaire

Cliffe

Beinart

Cooper

2014

Clin Psychology and Psychoth

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The Short Supervisory Relationship Questionnaire (S-SRQ) is a psychometrically reliable and valid 18-item measure of the supervisory relationship based on the SRQ. Clinically, the measure represents a quick and accessible means for supervisees to assess the quality of their supervisory relationship and discuss this with their supervisors. It can also be used in conjunction with the supervisor-completed Supervisory Relationship Measure to support a dyadic discussion about clinical supervision and the supervisory relationship.

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Section: Discussionmentioning

confidence: 99%

Development and Validation of a Short Version of the Supervisory Relationship Questionnaire

Cliffe

Beinart

Cooper

2014

Clin Psychology and Psychoth

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“…Copyright 2014 by Springer Publishing. Primary sources used in constructing this table for each supervision perspective are as follows: psychoanalytic/psychodynamic-Binder and Strupp (1997),Dewald (1997),Watkins (2013), andWatkins and Scaturo (2014); behavioral/cognitive-behavioral-Liese and Beck (1997),Reiser (2014), and Woods andEllis (1997); humanistic/existential-Farber (2014),Patterson (1997), and van Deurzen and Young (2009); integrative/eclectic-Gilbert and Evans (2000), Halgin (1997, 2005), andScaturo and Watkins (2014); developmental-Rigazio-Digilio (2014); Rigazio-DiGilio, Daniels, and Ivey (1997);Stoltenberg, Bailey, Cruzan, Hart, and Ukuku (2014); andStoltenberg and McNeill (2010); and social role/process-Bernard (1997),Bernard and Goodyear (2014.a Designates a psychotherapy-focused supervision perspective.agreement on goals and engaging in tasks are related to both the therapeutic alliance and positive psychotherapy outcomes" (p. 614; cf Tyron & Winograd, 2011)…”

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confidence: 99%

Common and specific factors converging in psychotherapy supervision: A supervisory extrapolation of the Wampold/Budge psychotherapy relationship model.

Watkins¹,

Budge²,

Callahan³

2015

Journal of Psychotherapy Integration

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In this article, a common and specific factors model of how the psychotherapy supervision relationship contributes to supervisee learning is proposed. Reasoning by analogy (Milne, 2006), the Wampold/ Budge (2012;Budge & Wampold, 2015) psychotherapy relationship model is extrapolated to psychotherapy supervision. We propose a convergence of supervision common and specific factors that emphasizes: (a) the importance of initial supervisor-supervisee alliance bond formation and its maintenance (involving the supervisee's trust for and recognized expertise of the supervisor), and (b) 3 relationship pathways by which supervisee change occurs. Those 3 change pathways are: (a) the supervisor-supervisee real relationship (involving professional attachment, belongingness, and social connection), (b) the supervisor's creation of expectations about the supervision process and implementation of some form of supervision (providing a framework for supervision understanding and enactment of that framework), and (c) the supervisee's participation in facilitative educational actions (where experimenting and refinement beget further experimenting and refinement). When operating in "good enough" fashion, the 3 pathways and supervisory bond converge to produce 3 general supervision outcomes: (a) reduction of supervisee anxiety, shame, and self-doubt; (b) therapist identity development; and (c) therapist skill/competence development. At least 2 learning mechanisms are involved in making those supervisee outcomes possible: (a) exposure and (b) reorganization. This combination of common and specific factors captures potent factors of learning liberation that become actualized in the supervision situation.

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Support and Guidance in CBT Supervision

2017

A Manual for Evidence‐Based CBT Supervision

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Supervising Integrative and Eclectic Psychotherapies

Cited by 4 publications

References 65 publications

Development and Validation of a Short Version of the Supervisory Relationship Questionnaire

Development and Validation of a Short Version of the Supervisory Relationship Questionnaire

Common and specific factors converging in psychotherapy supervision: A supervisory extrapolation of the Wampold/Budge psychotherapy relationship model.

Support and Guidance in CBT Supervision

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