The Use of Video in Psychotherapy Supervision

Haggerty, Greg; Hilsenroth, Mark J.

doi:10.1111/j.1752-0118.2011.01232.x

Cited by 82 publications

(69 citation statements)

References 54 publications

(91 reference statements)

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“…Videotaping and now digital recording of treatment sessions can be of immense value in the practice of psychotherapy supervision: ''Trainees learn to use skills more successfully from observing video-tapes … and reflecting on their experiences than from just instruction, modeling, practice, and feedback'' (Hill et al 2007, p. 368). As Haggerty and Hilsenroth (2011) have opined ''With the cost of videotape equipment dropping and technological advances there is little reason why almost all training programmes could not include videotaping sessions as at least some part of their training programme' ' (p. 205). But the march of technological innovation does not stop there: Interactive computer programs, virtual human technology, Web-conferencing, Webcams, and Websites (e.g., www.…”

Section: Self-reflectionmentioning

confidence: 97%

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Watkins

2011

J Contemp Psychother

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Psychotherapy supervision has increasingly become or is on the fast track to becoming competencybased, evidence-based, particularized, and accountable. In this paper, I explore how that appears to be so by: (1) briefly considering the concepts of ''competencies'' and ''evidencebased practice'' as preeminent guides for psychotherapy supervision practice and training; and (2) briefly reviewing the current status, pressing needs, and future possibilities of psychoanalytic, cognitive-behavioral, humanistic-existential, and integrative psychotherapy supervision. Based on my examination, the following conclusions are proposed:(1) the supervision relationship, individualization, developmental differentiation, and self-reflection (for supervisee and supervisor) appear to be crucial cornerstones for the conceptualization and actuation of supervision process and practice across psychotherapy-based supervision approaches; (2) all indications suggest that three emphasescompetency-based supervision, evidence-based practice, and accountability-will continue to substantially influence, affect, and inform psychotherapy supervision practice for its near and distant future; (3) psychotherapy-based supervision approaches will need to be and indeed appear to now be in the process of becoming increasingly particularized in how each of their respective approach-specific competencies are defined and explicated; and (4) psychotherapy supervision has come to be increasingly viewed as an educational process and practice that is best facilitated by: (a) a rich and enriching supervision training environment that vigorously addresses and attempts to meaningfully integrate declarative, procedural, and reflective knowledge bases throughout the supervisory endeavor; and (b) the considered and deliberate utilization of facilitative technology that has the potential to substantially enhance and expand the value of the supervisee's training/supervision experiences. Some discussion is provided about those four conclusions, and a retrofitted psychotherapy supervision for the new millennium is considered.Keywords Psychotherapy supervision Á Competencybased supervision Á Evidence-based supervision Á Psychotherapy-based supervision approaches Á Clinical supervision From my perspective, psychotherapy supervision is an educative process by which and through which we as supervisors strive to embrace, empower, and emancipate the therapeutic potential of the supervisees with whom we have the privilege to work. Ideally, it is a passionate and impassioned learning process that is infused with and punctuated by faith, hope, awe and wonder about the possibilities of being and becoming a psychotherapist. As supervisors, we adopt a host of varied roles over time in our efforts to best help each supervisee (e.g., spiritual liberator, possibility purveyor, motivational coach). Our objective is to provide the rich and nourishing soil within which supervisee identity can take form, treatment skills can be developed, and independence can be actuated. At our core, we b...

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Section: Self-reflectionmentioning

confidence: 97%

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Watkins

2011

J Contemp Psychother

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“…The accuracy of those re ports, however, is constrained by human memory and in formation processing as well as by supervisees' self-pro tective distortion and biases, (Haggerty & Hilsenroth, 2011;Ladany, Hill, Corbett, & Nutt, 1996;Pope, Sonne, & Green, 2006;Yourman & Farber, 1996) that result in their not disclosing errors, resulting in the loss of potentially important clinical data.…”

Section: G U Id E Lin E 2 : a M A Jo R S U P E Rv Is O Ry Re S P O N mentioning

confidence: 98%

Guidelines for clinical supervision in health service psychology.

Goodyear¹

2015

American Psychologist

205

161

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This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convened by the American Psychological Association (APA) Board of Educational Affairs (BEA).

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“…The instructional value of video-supported feedback is particularly emphasized in areas such as medicine and sport (e.g., Farquharson et al 2013;O'Donoghue 2006); that is, areas where skills and competence are visibly accessible through recordings of embodied actions. Video is also frequently used to support discussions about communication and professional conduct in the training of psychotherapists (Haggerty and Hilsenroth 2011), teachers (Tripp and Rich 2012;van Es 2009), and doctors (Beckman and Frankel 1994;Kurtz et al 2005). By watching themselves on video, it is argued, Bprofessionals are able to improve their receptive, informative and relational skills^ (Fukkink et al 2011, p. 56).…”

Section: Using Video For Self-reflection and Learningmentioning

confidence: 99%

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Johansson

Lindwall

Rystedt

2017

Intern. J. Comput.-Support. Collab. Learn

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Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the debriefings, short video-recorded sequences of the students' collaboration in the scenarios were shown, after which the facilitators asked the students questions about the teamwork and their performance as displayed in these sequences. The aim of the study is to show: a) how the video is consequential for the ways in which the students talk about the teamwork and their own performance; b) how the facilitators' questions guide the students' contributions and collaborative sense making of prior events. Regularly, the facilitators' questions were posed in terms of Bseeing^. The design and sequential environment of the questions made it relevant for the students to comment on how the displayed situations appeared audiovisually and how these appearances contrasted with their experiences from the situation. In this way, the video enabled the students to talk about their own conduct, including their collaboration with their peers, from a third-person perspective. The study highlights the central role of instructions and instructional questions in the debriefings, how the video was used to make the students reconceptualise their performance together with others, and the importance of contributions from fellow students.

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The Use of Video in Psychotherapy Supervision

Cited by 82 publications

References 54 publications

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Guidelines for clinical supervision in health service psychology.

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

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