Supervisory Style: Its Relation to the Supervisory Working Alliance and Supervisor Self‐Disclosure

Ladany, Nicholas; Walker, Jessica A.; Melincoff, Deborah S.

doi:10.1002/j.1556-6978.2001.tb01259.x

Cited by 72 publications

(75 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A few noted that their supervisees appeared initially surprised by the SRSD or experienced a short-lived negative effect, but the prevailing impact was one of marked benefit, echoing the existing literature (Bahrick, 1990;Farber, 2006;Hutt et al, 1983;Ladany & Lehrman-Waterman, 1999;Ladany et al, 2001;Norcross & Halgin, 1997;Walsh et al, 2002;Yourman, 2003). We note as well that two accessed by following the link in the citation at the bottom of the page.…”

supporting

confidence: 75%

“…The supervision relationship is thus evaluative in nature, takes place over an established period of time, and seeks to enhance the professional functioning of the junior members (Bernard & Goodyear, 2004). Supervisors may, however, follow different supervision models, including psychotherapy theory-based (e.g., psychodynamic, person centered, cognitive-behavioral), Furthermore, the working alliance is central to supervision (Ladany, Walker, & Melincoff, 2001;Lehrman-Waterman & Ladany, 2001) and consists of mutual agreement between supervisor and supervisee about the goals and tasks of supervision as well as the emotional bond between supervisor and supervisee (Bordin, 1983). Specifically, a strong supervision working alliance is related to a balanced supervisory style (i.e., effective combinations of attractiveness, interpersonal sensitivity, and task orientation; Ladany et al, 2001) and is also positively associated with effective evaluation practices in supervision (Lehrman-Waterman & Ladany, 2001).…”

Section: Supervisionmentioning

confidence: 99%

“…Supervisors may, however, follow different supervision models, including psychotherapy theory-based (e.g., psychodynamic, person centered, cognitive-behavioral), Furthermore, the working alliance is central to supervision (Ladany, Walker, & Melincoff, 2001;Lehrman-Waterman & Ladany, 2001) and consists of mutual agreement between supervisor and supervisee about the goals and tasks of supervision as well as the emotional bond between supervisor and supervisee (Bordin, 1983). Specifically, a strong supervision working alliance is related to a balanced supervisory style (i.e., effective combinations of attractiveness, interpersonal sensitivity, and task orientation; Ladany et al, 2001) and is also positively associated with effective evaluation practices in supervision (Lehrman-Waterman & Ladany, 2001). A weak supervisory alliance, on the other hand, is related to supervisees' withholding information (Hess et al, in press;Ladany, Hill, Corbett, & Nutt, 1996), to counterproductive events in supervision (Gray et al, 2001), and to conflictual supervisor relationships (Nelson & Friedlander, 2001).…”

Section: Supervisionmentioning

confidence: 99%

See 2 more Smart Citations

Supervisors’ reports of the effects of supervisor self-disclosure on supervisees

Knox

Burkard

Edwards

et al. 2008

Psychotherapy Research

View full text Add to dashboard Cite

supporting

confidence: 75%

Section: Supervisionmentioning

confidence: 99%

Section: Supervisionmentioning

confidence: 99%

See 1 more Smart Citation

Supervisors’ reports of the effects of supervisor self-disclosure on supervisees

Knox

Burkard

Edwards

et al. 2008

Psychotherapy Research

View full text Add to dashboard Cite

“…Specifically, by self-disclosing, the supervisor is indicating a level of trust with the trainee which presumably would enhance the trainee's trust with the supervisor (i.e., strengthen the emotional bond). There is some preliminary research evidence to support this contention Ladany et al, 2001).…”

Section: Self-disclosure and Supervision Outcomementioning

confidence: 90%

Supervisor self‐disclosure: Balancing the uncontrollable narcissist with the indomitable altruist

Ladany

Walker

2003

J Clin Psychol

Self Cite

View full text Add to dashboard Cite

The purpose of this article is to provide supervisors with a framework to determine the effectiveness of self-disclosure in supervision. We posit how self-disclosures can be both memorable to the trainee and facilitative of supervision process and outcome, specifically the supervisory working alliance, trainee disclosure, and trainee edification. Case examples based on the literature and our own personal experiences are offered to illustrate the models' applicability.

show abstract

“…We might surmise, for instance, that just as therapists cry in therapy, supervisors also, at times, shed tears in supervision. Ladany, Walker, and Melincoff (2001) explained that supervisors who share their in-the-moment reactions to their supervisee with the supervisee convey investment in the supervision process by doing so. Thus, discussion of supervisor emotionality during supervision not only might provide an opportunity for the supervisory dyad to be strengthened, but also for the pair to discover parallels between the supervision and therapy process.…”

Section: Suggestions For Training Directors Supervisors and Consultantsmentioning

confidence: 99%

When Therapists Cry: Implications for Supervision and Training

Blume-Marcovici

Stolberg

Khademi

et al. 2015

The Clinical Supervisor

View full text Add to dashboard Cite

The majority of psychologists cry in their role as therapists but no research has explored training or supervision in relation to this topic. Psychologists and trainees (N = 686) filled out a survey on therapist crying in therapy. Almost all (96.5%) reported that psychologists should be trained on how to handle their emotions, but only 36.4% reported receiving training on therapist crying. Half of all respondents reported having discussed crying with a supervisor; one third had never discussed their most recent tears with anyone. Suggestions are offered for supervisors in order to manage discussion of TCIT in psychotherapists' training. Keywords: therapist crying, tears, emotional expressions, supervision, training, consultationTCIT: SUPERVISION AND TRAINING 3 When Therapists Cry: Implications for Supervision and TrainingPsychologists cry in therapy. In 1987, Pope, Tabachnick, and Keith-Spiegel published results of a survey on which 57% of their 456 psychotherapist respondents reported that they had cried in the presence of a client. More recently, Blume-Marcovici, Stolberg and Khademi (2013) reported that 72% of psychologists and psychology trainees had cried at least once during a therapy session with a client. Findings from these studies indicate that the majority of psychologists and psychology trainees will experience therapist crying in therapy (hereafter, TCIT) at some point in their career. Indeed, research reports that those therapists who cry in therapy cry in approximately 7% of therapy sessions (Blume-Marcovici et al., 2013). Compared to prior research that has found clients to cry in approximately 21% of therapy sessions (Trezza, Hastrup, & Kim, 1988), these numbers allow us to estimate that therapists cry in therapy approximately one third as often as their clients, though this percentage does not account for intensity or duration of tears.Researchers have found that therapists are most likely to cry when session content focuses on grief, trauma, and termination of therapy (Blume-Marcovici, Stolberg, & Khademi, 2015), and that the most commonly reported emotions the therapist felt when crying in therapy are sadness, emotionally "touched," warmth, and loss (Blume-Marcovici et al., 2015). Although most of the time therapists reported that their tears were focused on the client, in 16% of cases therapists reported that their tears were related to their own (i.e., the therapist's) personal circumstance (Blume-Marcovici et al., 2015). And, although 82% of therapists reported that they believed TCIT helped the client feel that his/her therapist genuinely cared, 69% expressed concern that TCIT would cause the client to feel that the therapist would not be able to handle the client's emotion (Blume-Marcovici et al., 2013). Despite the fact that the majority of TCIT: SUPERVISION AND TRAINING 4 therapists believe TCIT can impact the therapy -in both positive and negative ways -no research exists regarding training, supervision, or consultation on TCIT.Given that the number of behaviors on which a s...

show abstract

Supervisory Style: Its Relation to the Supervisory Working Alliance and Supervisor Self‐Disclosure

Cited by 72 publications

References 21 publications

Supervisors’ reports of the effects of supervisor self-disclosure on supervisees

Supervisors’ reports of the effects of supervisor self-disclosure on supervisees

Supervisor self‐disclosure: Balancing the uncontrollable narcissist with the indomitable altruist

When Therapists Cry: Implications for Supervision and Training

Contact Info

Product

Resources

About