Supervisory Roles within Systems of Practice

Holloway, Elizabeth L.

doi:10.1002/9781118846360.ch29

Cited by 13 publications

(8 citation statements)

References 88 publications

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“…This organizationally focused cycle adds a more explicit, evidence-based, CBT consistent, and coherent dimension to existing systemic supervision models (e.g. Hawkins & Shohet, 2000;Holloway, 2014;Hoge et al 2014). To conceive this SOS cycle, we adopted the basic tasks of R&D ('conceptualization', etc.…”

Section: Definition Of Sosmentioning

confidence: 99%

“…In terms of conceptualizing the infrastructure that embeds supervision, according to systemic accounts the dimensions include an organization's mission, values, staffing practices, professional standards, decision-making processes, management system, work culture, and general structure (Holloway, 2014). The previous section offered the SOS model as our conceptualization of such dimensions.…”

Section: Conceptualization: How Should We Construe a Supervision Infrmentioning

confidence: 99%

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Supporting our supervisors: sending out an SOS

Milne

Reiser²

2016

tCBT

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Abstract. In this Introduction to the Special Issue of the Cognitive BehaviourTherapist on clinical supervision we start by highlighting the unmet and overdue need for coherent organizational systems to support, guide and develop clinical supervisors. We identify a seven-step, cyclical model that describes how such a system might work, with particular reference to CBT supervision. These steps start with conceptualization (e.g. definition of CBT supervision) and complete the problem-solving cycle with evaluation (e.g. corrective feedback). We provide an overview of typical research and development activity for each part of this model to illustrate how a sound supervision infrastructure might best be developed. The SOS model provides a systematic approach to indicate the organizational conditions under which CBT supervision might flourish.

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Section: Definition Of Sosmentioning

confidence: 99%

Section: Conceptualization: How Should We Construe a Supervision Infrmentioning

confidence: 99%

Supporting our supervisors: sending out an SOS

Milne

Reiser²

2016

tCBT

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show abstract

“…Developmental supervision perspectives give voice to the developmental stages through which supervisees pass (on their way to becoming a therapist), the developmental issues that inhere in those stages, and the importance of supervisor developmental responsiveness (e.g., Ronnestad & Skovholt, 2013; Stoltenberg, Bailey, Cruzan, Hart, & Ukuku, 2014). Social role/process perspectives focus on supervisees’ evolving learning needs and the supervisor roles that best responsively match those evolving needs (e.g., Bernard, 1997; Holloway, 2014). Second-generation supervision models (e.g., common factors models), while still clustering under the psychotherapy-focused, developmental, or social role rubrics, have emerged in only the last approximate 10 to 12 year period and bear testament to supervision’s continued vibrancy and unfettered growth (Bernard & Goodyear, 2014).…”

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confidence: 99%

How does psychotherapy supervision work? Contributions of connection, conception, allegiance, alignment, and action.

Watkins¹

2017

Journal of Psychotherapy Integration

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How does psychotherapy supervision work? And why do some supervisees benefit, whereas others do not? Those questions are subsequently considered, and the Contextual Supervision Relationship Model (CSRM; Watkins, Budge, & Callahan, 2015) is used as foundation to provide answer. The CSRM is elaborated upon, with (a) 1 important variable clarification/correction being made and 1 new variable being added, (b) the role of the supervisee being given greater voice, and (c) 5 mega-variables that matter-connection, conception, allegiance, alignment, and action-being proposed as cross-theoretically pivotal in either the favorable or unfavorable unfolding of any and all supervision relationships. Some specifics of those mega-variables are presented, some variable-consistent research hypotheses are proposed, and the crucial next step in CSRM development-establishing a research base-is accentuated.

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“…Developmental approaches (e.g., Stoltenberg, Bailey, Cruzan, Hart, & Ukuku, 2014) emphasize the therapist’s unfolding growth process and developmentally responsive supervision. Social role or social process approaches (e.g., Bernard, 1997; Holloway, 2014) emphasize supervisee learning needs and the supervisor roles (e.g., consultant, counselor, teacher) that best address those learning needs. The social role/process and developmental approaches are supervision metavisions and can be profitably integrated with psychotherapy-focused supervision perspectives.…”

Section: Second Generation Models Of Psychotherapy Supervision: Trans...mentioning

confidence: 99%

Convergence in psychotherapy supervision: A common factors, common processes, common practices perspective.

Watkins¹

2017

Journal of Psychotherapy Integration

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Trans-theoretical and common factors supervision literature is quite limited. Although supervision similarities may be readily recognized, articulated trans-theoretical and common factors perspectives are rare (Bernard & Goodyear, 2014). Yet I contend that all psychotherapy supervision is most fundamentally guided by a nomological network of binding commonalities that foremost enlivens and invigorates, directs and determines supervisory action. In what follows, I identify 50 (nonexhaustive) commonalities, shared by any and all supervision perspectives, that cut across at least 9 practiceimpacting areas: Supervisee characteristics, supervisor qualities, supervisee change processes, supervision structures, supervision relationship elements, supervision common principles, supervisor tasks, supervisor common roles, and supervisor common practices. I argue that, even if a supervisor practices a particular brand of supervision (e.g., psychoanalytic, cognitive), practice will be affected by and be delivered via the cross-cutting commonalities identified here. These commonalities converge to form what could be thought of as a common factors, common processes, common practices supervision perspective. I further argue that psychotherapy supervision is eminently an educational enterprise, an adult learning experience (e.g., Knowles, Holton, & Swanson, 2015), and is at its best when those realities are consistently integrated into our supervisory conceptualization and conduct.

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Supervisory Roles within Systems of Practice

Cited by 13 publications

References 88 publications

Supporting our supervisors: sending out an SOS

Supporting our supervisors: sending out an SOS

How does psychotherapy supervision work? Contributions of connection, conception, allegiance, alignment, and action.

Convergence in psychotherapy supervision: A common factors, common processes, common practices perspective.

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