Supervision for Inner Vision: Solution‐Focused Strategies

Presbury, Jack; Echterling, Lennis G.; McKee, J. Edson

doi:10.1002/j.1556-6978.1999.tb01226.x

Cited by 15 publications

(14 citation statements)

References 15 publications

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“…For example, the supervisor would amplify even the smallest successes to promote supervisee development (Juhnke, 1996;Knight, 2004;Marek et al, 1994;Presbury, Echterling, & McKee, 1999). When a supervisor illuminates what supervisees have done well, the supervisees are more likely to consider these happenings outside of supervision and begin to see themselves as competent counseling professionals (Presbury et al, 1999).…”

Section: Complimentingmentioning

confidence: 95%

The Use of Sandtray in Solution-Focused Supervision

Stark

Frels

Garza

2011

The Clinical Supervisor

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Counselors-in-training are in a unique position to begin bridging theory with practice. Supervision and strong supervisory relationships allow supervisees to verbalize and explore goals, case conceptualizations, and client relationships. Solution-focused supervision, like solution-focused counseling, maintains that supervisees build upon times of success for insight and goal setting. Likewise, the modality of sandtray in supervision allows for supervisees to freely express and explore personal and professional growth as counselors. In this article, we advocate the interface of solution-focused techniques and the use of sandtray to facilitate and enhance counselor supervision.

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Section: Complimentingmentioning

confidence: 95%

The Use of Sandtray in Solution-Focused Supervision

Stark

Frels

Garza

2011

The Clinical Supervisor

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“…The specific techniques of the solution-focused treatment model espoused by de Shazer (1988de Shazer ( , 1991de Shazer ( , 1993de Shazer ( , 1994 and Berg and Miller (1992) have been adapted to supervision by notable contributors to the supervision practice literature (see, for example, Geyerhofer & Komori, 2004;Juhnke, 1996;Knight, 2004;Koob, 2002;Nickerson, 1995;Presbury, Echterling, & McKee, 1999;Thomas, 1996). Building on these authors' work, the solution-focused supervisor first operates under the assumption that the supervisee has sufficient access to the clinical resources needed to solve therapeutic dilemmas, and second, the supervisor is likely to use the following techniques aimed at establishing a contextual reality of competence.…”

Section: Techniquesmentioning

confidence: 99%

The Influence of Diversity in Clinical Supervision: A Framework for Reflective Conversations and Questioning

Gray

Smith

2009

The Clinical Supervisor

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This article introduces an approach to supervision that enhances the supervisor's cultural responsiveness and attention to the influence of diversity. Organized around postmodern and constructivist perspectives, the conceptual intersections of solution-focused and narrative approaches set the stage for a supervisory process characterized by reflective conversations and questions, or RCQ. This orientation highlights the multiplicity, contextuality, and active co-construction of meaning in the supervisory conversation aimed at helping supervisees to become more critical, intentional, reflexive, and socially just in their work. We describe strategies to identify the supervisee's personal qualities and skills that could be accessed in order to foster competent practice. An actual supervision case is used to illustrate this framework.Imagine for a moment that you are Consuela Costa, the supervisor for Nathalie Sant Jean. Nathalie is a 26-year-old Haitian woman who immigrated to the United States about 15 years ago. She is a recent graduate of a counseling program, a delight to supervise, and clearly enjoys her work counseling children in an agency contracted to provide services to children needing foster care placement. Nathalie seems eager to improve her clinical skills and develop greater professional expertise; an example of this eagerness is that she usually comes to supervision with a list of questions and is open

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“…Specifically, three themes seem to emerge when examining postmodern supervision approaches. First, there is an increased focus of the importance of language in supervision, a central tenet of the postmodern paradigm (Presbury, Echterling, & McKee, 1999). Second, the value of using strength-based approaches over deficit-based techniques (i.e., highlighting and correcting mistakes) in supervision is receiving more attention (Bernard & Goodyear, 2014).…”

Section: Journal Of Counselor Preparation and Supervision Volume 7 mentioning

confidence: 99%

“…However, authors have applied the model to supervision within non-family contexts (Fowler, 2011;Thomas, 2013) and discussed the benefits of such supervision regardless of context (Juhnke, 1994;McCurdy, 2006;Presbury, Echterling, & McKee, 1999). This approach to supervision grew out of family therapy models (which also have been applied to individual counseling) termed "solution-focused" (e.g., de Shazer, 1988de Shazer, , 1991 Triantafillou, 1997).…”

Section: Solution-focused Supervisionmentioning

confidence: 99%