Supervision from the Point of View of the Supervisee

Supervisory Characteristics and Other Sources of Supervision Variance

“…In this vein, two models are reported by Gaoni and Neumann (1974) and by Ralph (1980). Where Gaoni and Neumann's model focuses on the nature of the relationship between supervisee and supervisor, the model by Ralph is directed at an intrapersonal development (addressing variables seen by the supervisee as defining of the therapy process).…”

3/ The Development of Professional Identity in Psychotherapists:

“…Grotjahn (1955). Gaoni andNeumann (1974) andYogev (1982) do propose a variety of stages of growth and learning through which psychotherapists-intraining or new therapists pass en route to becoming professionals. The models they each offer are quite consistent with one another's in the way that they address the developmental progressions of both the therapist's skill with the patient and supervisor-supervisee relationships.…”

4/ Growth in Supervision:

“…One way to determine the typologies' validity is to see how students describe their experiences. While their descriptions may be influenced by the models of Hogan, Delaney , and Gaoni and Neumann which were proposed in 1964, 1972, and 1974 respectively, the work of Marshall and Confer (1980), Greenburg (1980) and Cohen (1980) concur with Table One. Another limitation of stage models is the lack of epigenetic inevitability. That is, I have encountered students at the beginning of supervision who needed clarification of their personal issues (Stage C) and even assurance as to their potential worth as creative therapists (Stage D).…”

“…The goal of this session is for the supervisee to adjust to supervision, in contrast to Weiner and Kaplan7s (1980) goal of the initial supervisory session with the beginning student, which is to help the student adjust to meeting the client and conducting psychotherapy for the first time. Gaoni and Neumann (1974) suggest that their first stage is actually a pre-supervision stage since its focus is on specific, didactic sorts of learning. In this stage some see the therapist as a conduit between the supervisor and the patient, seeking direct advice, applying the teacher's suggestions assiduously, and serving as the supervisor's extension.…”

“…Technical skills are learned, the therapist role becomes less ill-fitting and critique is felt as non-catastrophic and can be used. Both Yogev (1982) and Gaoni and Neumann (1974) see a passivity in the student, but also increasing awareness of client dynamics, and subtleties of communication. Blount agrees, seeing the locus of responsibility for direction still residing in the supervisor.…”