Toward an integrative, learning-based model of psychotherapy supervision: Supervisory alliance, educational interventions, and supervisee learning/relearning.

Abstract

Psychotherapy supervision, it could be maintained, lacks for a common language. Drawing on work from the fields of learning, educational psychology, and teacher education, and extrapolating from the learning-based model of psychotherapy presented by Scaturo (2005Scaturo ( , 2010Scaturo ( , 2012a, we propose a tripartite, common-language structure-Alliance Building and Maintenance, Educational Interventions, and Learning/ Relearning-for thinking about and guiding psychotherapy supervision practice. The supervisory process is envisioned as involving both new learning and relearning (corrective cognitive, corrective affective, and corrective behavioral experiences). Each stage is linked predominantly with a particular learning domain and specific type of learning, common features and factors of transtheoretical significance across stages are identified, and research studies that support different facets of the model are briefly considered. Although the Alliance Building and Maintenance stage is seen as being the foundation and touchstone of our conceptualization, the model is presented as a largely nonlinear vision of supervision that involves continued supervisee cycling and recycling through the feel-think-do (or some variation) of the perspective's three stages. This learning-based view is a useful conceptual structure for thinking about supervision within a more unified framework.

What's not being said? Recollections of nondisclosure in clinical supervision while in training

“…Perhaps the effect of these difficulties could be modified by open discussion about experiences of the 'imposter syndrome' (Kaiser, 1997, p. 134), by mistakes and struggles being welcomed as an important part of the learning process (Yourman & Farber, 1996) and, as previously mentioned, by engaging in explicit discussion about the supervision contract from the outset (Watkins & Scaturo, 2013). Furthermore, trainers and training programmes could significantly benefit progress in this area by explicitly addressing the issue and implications of nondisclosure in supervision at the beginning of training (Hess et al, 2008).…”

“…Role induction at the start of training would greatly benefit the supervisee in this process (Bahrick, Russell, & Salmi, 1991;Creaner, 2014). This may be accomplished through clear contracting with the supervisee whereby the roles and responsibilities of the supervisor and supervisee are made explicit at the outset (Watkins & Scaturo, 2013), thus reducing supervisee anxiety (Ellis, 2010). Contracting also has the effect of promoting informed consent with the supervisee and enhancing the supervisory relationship for the benefit of the client (Creaner, 2014;Thomas, 2007).…”

Supervision As Pedagogy: Attending to Its Essential Instructional and Learning Processes

“…For example, Watkins and Scaturo (2013) proposed a learning-based model of supervision, and in a series of papers, Milne and his colleagues focused on interventions supervisors use to foster supervisee learning (James, Milne, & Morse, 2008;Johnston & Milne, 2012;Milne, Aylott, Fitzpatrick, & Ellis, 2008;Milne & James, 2000). This article builds on and extends that earlier work.…”

“…All concern actions the supervisor takes to facilitate supervisee learning although those actions are more clearly direct in the first three instances; in the fourth, self-directed learning, the supervisor's role is to use Socratic and other types of questions (Johnston & Milne, 2012;Overholser, 1991;Watkins & Scaturo, 2013) to teach supervisees how to engage in self-supervision.…”

And the Winner is… Awards for the Integration of Science and Practice in Psychology

“…Watkins has published a tremendous amount of work on clinical supervision, confronting issues about the supervisory relationship , the alliance needed for effective supervision , and the need for supervisor humility . His work has provided a comprehensive framework for effective supervision Watkins et al 2015;Watkins and Scaturo 2013) promoting the development of the trainee's professional identity (Watkins 2016). Additional articles (e.g., Watkins , 2012 provide valuable insights into the mind and strategies of the supervisor.…”