Trainee Practitioners’ Experiences of the Psychodynamic Supervisory Relationship and Supervision: A Thematic Analysis

Sant, Marta; Milton, Martin

doi:10.1080/07325223.2015.1086917

Cited by 5 publications

(10 citation statements)

References 48 publications

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“…This power differential is particularly salient when the supervisees are students and the difference in experience is greater than it may be between colleagues. Sant and Milton (2015) astutely note that the first supervisory experience often sets the tone for supervision as a whole. Although rudimentary, reliability and engagement are critical components of supervision (Kirschenbaum & Jourdan, 2005;Lambie & Sias, 2009;Sarnat, 2012).…”

Section: William: the Absentee Supervisormentioning

confidence: 99%

“…Sant and Milton (2015) astutely note that the first supervisory experience often sets the tone for supervision as a whole. Although rudimentary, reliability and engagement are critical components of supervision (Kirschenbaum & Jourdan, 2005; Lambie & Sias, 2009; Sarnat, 2012).…”

Section: William: the Absentee Supervisormentioning

confidence: 99%

“…An effective tool that supervisors can share with trainees is their own experiences as therapists; trainees often find their supervisors’ clinical experiences to be valuable and informative, transforming the theoretical knowledge they have learned in class into practical examples from experienced clinicians (Sant & Milton, 2015). Additionally, sharing their own experiences illustrates a more personal and human side of the supervisor to the trainee, increasing the depth of their supervisory working alliance (Ronnestad & Skovholt, 1993; Sant & Milton, 2015).…”

Section: Scott: Clinical Supportmentioning

confidence: 99%

“…These relaxed meeting start times represented a less rigid attitude that was prolific throughout society and, despite not being what I was used to, was not a “wrong” way of operating. It does, however, illustrate the need to discuss the expectations of both supervisor and supervisee at the onset of supervision so that both parties know what to expect from each other (Muse-Burke et al, 2001; Sant & Milton, 2015). A supervision contract would provide a clear and concrete method for both parties’ expectations to be established, and creating one would prevent many of the missteps and miscommunications that I encountered with my supervisors (Osborn & Davis, 1996).…”

Section: Cultural Differences In Supervisionmentioning

confidence: 99%

“…Similar to the therapeutic alliance, the quality of the supervisory working alliance is considered by many to be the greatest indicator of supervisee satisfaction with supervision (Muse-Burke, Ladany, Deck, & Bradley, 2001; Sant & Milton, 2015). The characteristics that distinguish effective supervision also closely resemble those present in successful counseling sessions; supervisees report greater levels of satisfaction with their supervision when their supervisors are respectful, genuine, and congruent and have a positive and engaged relationship with the supervisee (Bell et al, 2016; Muse-Burke et al, 2001).…”

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confidence: 99%

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Effects of supervision on a trainee’s clinical internship experience in central Africa.

Port

2019

Training and Education in Professional Psychology

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Since Carl Rogers questioned the conditions "necessary and sufficient" to elicit therapeutic change in an individual over 60 years ago, the relationship between therapist and client has been considered by many to be of paramount importance in facilitating client improvement. Less importance, however, has been attributed to the relationship between supervisor and therapist. Although it has not been extensively researched, the relationship between supervisor and trainee has a significant effect on the trainee's experience of clinical therapy supervision and is considered to be one of the most significant elements influencing his or her development as a therapist. This article explores the author's experiences with three different therapy supervisors while interning at a community mental health agency in central Africa and the effects their behavior had on her perception of supervision. It then examines the steps that therapist trainees can take themselves to foster positive supervisory experiences. Public Significance StatementThis article's examination of the factors necessary in an effective supervisory relationship can inform therapy supervisors and supervisees about how to most benefit from their supervisory experience. This will support the development of more effective therapists, enabling them to provide a higher level of care to their clients.

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Section: William: the Absentee Supervisormentioning

confidence: 99%

Section: William: the Absentee Supervisormentioning

confidence: 99%

Section: Scott: Clinical Supportmentioning

confidence: 99%

Section: Cultural Differences In Supervisionmentioning

confidence: 99%

mentioning

confidence: 99%

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Effects of supervision on a trainee’s clinical internship experience in central Africa.

Port

2019

Training and Education in Professional Psychology

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Psychotherapy training and supervision with undergraduate and graduate students.

Hill¹,

Knox²

2023

Becoming Better Psychotherapists: Advancing Training and Supervision.

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B ecause training and supervision, like psychotherapy itself, are inherently human and thus complex experiences, it is difficult to empirically investigate them and come to any definitive answers about their processes and associated outcomes. Nevertheless, the centrality of training and supervision to the delivery of psychotherapy makes reviewing the empirical findings an essential task in order to see what results may tell us about these vital endeavors.This chapter was inspired by our recent chapter (Knox & Hill, 2021). We added a few new studies, and rather than reviewing individual studies as we did in that chapter, we provide here summaries of findings. We explore the effectiveness of training and supervision with undergraduate and graduate student therapists-in-training and examine the factors contributing to the effectiveness of this training/supervision.When referring to training, we mean structured education for groups of trainees. In contrast, we define supervision as an individualized process of one supervisor working with one trainee (supervisee) regarding specific clients. We duly acknowledge that the distinction between training and supervision is sometimes unclear, in that training programs may include a supervision element and supervision may include structured teaching or group supervision formats.

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What do psychoanalytic supervisees say about good supervision?

Khoshfetrat

Moore

Kiernan

2021

Counselling Psychology Quarterly

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This study explored psychoanalytic supervisees' conceptualization of good supervision. Fourteen registered psychoanalytic psychotherapists recognized by the Irish Council for Psychotherapy were interviewed. Using Interpretative Phenomenological Analysis, interviews were analysed, and this process yielded two superordinate themes encompassing five subordinate themes. The superordinate theme providing illumination encapsulated the participants' experiences of illuminating the self and illuminating the client. The superordinate theme helping with emotional management referred to the participants' conceptualization of supervision as containing participants' difficult emotions, normalizing clinical difficulties and feeling accompanied. The findings are discussed in light of their implications for practice and theory. Of particular interest is the relief that participants felt when their fears and anxieties were addressed and worked through in supervision. In addition, the study builds a foundation for future research studies to explore the supervisee insight and identify more specific types of insight.

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Trainee Practitioners’ Experiences of the Psychodynamic Supervisory Relationship and Supervision: A Thematic Analysis

Cited by 5 publications

References 48 publications

Effects of supervision on a trainee’s clinical internship experience in central Africa.

Effects of supervision on a trainee’s clinical internship experience in central Africa.

Psychotherapy training and supervision with undergraduate and graduate students.

What do psychoanalytic supervisees say about good supervision?

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