The Use of Positive Reframing in the Context of Supervision

Masters, Mark A.

doi:10.1002/j.1556-6676.1992.tb01621.x

Cited by 13 publications

(11 citation statements)

References 12 publications

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“…and "What do I want the supervisee to become more conscious of during the next session with this client?" CONCLUSION Other subtle or indirect approaches for clinical supervision have been described, such as giving feedback from the perspective of the client (Borders, 1991;Borders et al, 2006); using metaphors for the client, counselor, or counseling relationship (Guiffrida, Jordan, Saiz, & Barnes, 2007;Young & Borders, 1998, 1999; positive reframing (Masters, 1992); Socratic questioning (Overholser, 1991); and paradoxical intervention (Storm & Heath, 1982). Rather than a more comprehensive description of the range of subtle approaches, the focus of this article has been on "why" and "how" guidelines to help a supervisor determine when a more subtle approach is needed.…”

Section: Thinking Aloud Approachmentioning

confidence: 99%

Subtle Messages in Clinical Supervision

Borders

2009

The Clinical Supervisor

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The supervision literature is replete with cautions that supervision practice often must be subtle and nuanced to meet the individualized needs of supervisees. It offers little direction, however, for how and why a supervisor might choose a more subtle, indirect approach over a more direct approach. Some guidelines for making this decision and some examples of more subtle, indirect approaches are described and illustrated. Article: SUBTLE MESSAGESEffective clinical supervision consistently is described (directly and indirectly) as complex and nuanced by authors of supervision texts (e.g. Stoltenberg, 1981) indicate that application of these models necessarily will be idiosyncratic, requiring individualized approaches based on the unique dynamics of each supervisee. The supervision enterprise is further complicated by contradictory (if not paradoxical) demands on supervisees, who, for example, are asked to be open and vulnerable about their professional and personal challenges with their supervisor evaluators. Supervisors must attend simultaneously to both content (e.g., skills) and process (in both the counseling and supervision relationships), facilitating supervisee development while ensuring client well-being at the same time.Such descriptions suggest that the effective supervisor will not be able to attend directly to all the dynamics, forces, and issues at play in a supervision session. Rather, a delicate balance of

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Section: Thinking Aloud Approachmentioning

confidence: 99%

Subtle Messages in Clinical Supervision

Borders

2009

The Clinical Supervisor

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“…A third direct approach to use with reluctant or resistant students is paradoxical intervention. In fact, paradoxical intervention is designed to motivate when other less direct and direct methods have not worked, while at the same time side-stepping a possible power struggle (Masters, 1992). Paradox denotes something unexpected or contrary to logic (Masters).…”

Section: Paradoxical Interventionmentioning

confidence: 99%

Supervision of Psychosocial Skills in Genetic Counseling

Borders

Eubanks

Callanan

2006

Journal of Genetic Counseling

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Little has been written about how genetic counseling supervisors can help students develop psychosocial skills in their clinical rotations. The authors describe several approaches supervisors can use, ranging from preventive measures (e.g., normalizing anxiety), to skill-enhancing interventions (e.g., modeling and thinking aloud), to more direct approaches (e.g., immediacy, confrontation) that may be necessary for students who are reluctant, or even resistant, to using psychosocial skills with their clients.

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“…1). Masters () described a collaborative brainstorming process with supervisees to evoke new coping strategies that address problematic behaviors and beliefs that cause resistance. Elements of MI spirit also can be found in the Best Practices in Clinical Supervision produced by ACES (); best practices consistent with MI spirit include promoting supervisee autonomy, tailoring supervision based on the needs of the supervisee, and establishing a working alliance that is collaborative in nature.…”

Section: Spiritmentioning

confidence: 99%