Working with conflict in clinical supervision: Wise supervisors' perspectives.

Abstract

Eight female and 4 male supervisors identified by professional peers as highly competent were interviewed about experiences of conflict in supervision and their dependable strategies for managing it. Highly competent supervisors were open to conflict and interpersonal processing, willing to acknowledge shortcomings, developmentally oriented, and willing to learn from mistakes. They believed in creating strong supervisory alliances, discussing evaluation early on, modeling openness to conflict, and providing timely feedback. Dependable strategies included contextualizing conflicts in light of developmental and environmental factors, seeking consultation with colleagues, self-coaching, processing conflicts, accentuating supervisee strengths, interpreting parallel processes, and withdrawing from supervisee dynamics.

Building and Sustaining the Supervisory Relationship

“…This is helpfully described as "a psychologi cal contract" (Nelson, Barnes, Evans, & Triggiano, 2008), where mutual expectations are shared. One of the challenges in developing a psychological contract early on in SRs is that safety and trust are still in a fledgling state.…”

“…Also, they may be less than competent and not meet ethical or professional standards. Nelson et al (2008) in their study of experienced and "wise" supervisors, describe how the supervisors in their sample normalized conflict as part of learning and devel opment. In this way learning is contextualized as a developmental need and super visees are not humiliated or shamed by "not knowing" or needing to develop new competencies.…”

Using Motivational Interviewing Techniques to Address Parallel Process in Supervision

“…He stated that supervisors' awareness of their emotional responses to counselors-and the knowledge that these feelings could be reflections of the counselor-client relationshipis critical to recognizing parallel process. Therefore, supervisors must be in tune with their own affective reactions in supervision and assess whether their emotions are providing insight into the counseling relationship (Counselman & Abernethy, 2011;Morrissey & Tribe, 2001;Nelson et al, 2008). Other signs that parallel process may be occurring are atypical behaviors exhibited by the counselor in supervision, changes in the supervisory relationship, and difficulties or impasses in counseling dynamics between the counselor and client (Deering, 1994;Sachs & Shapiro, 1976).…”

“…Specifically, a supervisor may become aware that a counselor (supervisee) shifts to unconscious identification with a client and begins responding in a manner similar to how the counselor may feel in counseling sessions. Thus, it is important for supervisors to consider their own reactions within the dynamics of the supervisory process, as well as the content of supervision (Counselman & Abernethy, 2011;Morrissey & Tribe, 2001;Nelson, Barnes, Evans, & Triggiano, 2008).…”

Attachment theory within clinical supervision: application of the conceptual to the empirical

“…Weaker supervisory alliance is correlated with lower level of trainee development (Ramos-Sanchez et al, 2002) and greater role ambiguity (Weatherford et al, 2008). While conflicts during supervision naturally occur, working alliance can be strengthened following a rupture if handled correctly (Ladany et al, 2000;Nelson, Barnes, Evans, & Triggiano, 2008).…”