A Developmental Model for Supervising Therapists Treating Gay, Lesbian, and Bisexual Clients

Bruss, Katherine V.; Brack, Catherine J.; Brack, Greg; Glickauf‐Hughes, Cheryl; Ms, Micky O'leary

doi:10.1300/j001v15n01_05

Cited by 15 publications

(39 citation statements)

References 15 publications

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“…Affirmative supervisors can take on multiple roles in relation to supervisees, of which includes the supervisor as teacher, therapist, consultant, and mentor (Hartley Pfohl, 2004). The following have been identified by Halpert and colleagues (2007) as current affirmative models used in supervision, and each model contributes to and expands upon the others: Gay-Affirmative Model (Pett, 2000), Affirmative Developmental Model (Bruss, Brack, Brack, Glickauf-Hughes, & O'Leary, 1997),…”

Section: Affirmative Supervisionmentioning

confidence: 99%

“…In order to foster a supervision environment that is sensitive to sexual orientation and welcoming of LGB and heterosexual supervisees to discuss issues related to sexual orientation in supervision, practical approaches have been identified. Briefly, these strategies for supervisors include taping and reviewing supervision sessions when sexual orientation is discussed (Long, 2002), balancing the significance of sexual orientation in supervision (Hitchings, 1999;Storm et al, 2001), using films and literature in supervision that incorporate LGB characters, using language that is sensitive to sexual orientation (Bruss et al, 1997;Long & Serovich, 2003), attending LGB workshops, and reading LGB journal publications (Godfrey et al, 2006).…”

Section: Sexual Orientation Trainingmentioning

confidence: 99%

“…This collaborativeaffirmative supervision aims to validate and expand upon the local, personal, interpersonal, and consumer situated realities present in supervision (Fine & Turner, 2002). The approach incorporates portions of the five different approaches to affirmative supervision that have been identified by Bruss et al (1997), Buhrke (1989), Halpert et al (2007), House and Holloway (1992), and Pett (2000) with collaborative supervision (Anderson & Swim, 1995).…”

Section: Collaborative-affirmative Supervisionmentioning

confidence: 99%

See 2 more Smart Citations

A Collaborative-Affirmative Approach to Supervisory Practice

Aducci

Baptist

2011

Journal of Feminist Family Therapy

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Section: Affirmative Supervisionmentioning

confidence: 99%

Section: Sexual Orientation Trainingmentioning

confidence: 99%

Section: Collaborative-affirmative Supervisionmentioning

confidence: 99%

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A Collaborative-Affirmative Approach to Supervisory Practice

Aducci

Baptist

2011

Journal of Feminist Family Therapy

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“…This will also allow supervisees to develop more comfort working with LGB clients based on their increased knowledge. As supervisees develop, Bruss et al (1997) suggest that supervisors move toward challenging supervisees to address their own homophobia and heterosexist bias in order to cultivate more autonomy as clinicians.House and Holloway (1992) argue that homonegativity, defined as "any cognitive, affective, or social forms of homophobia and heterosexism" (p.27), has the potential to silence the discussion of sexual orientation within supervision. Therefore, they highlight the importance of dominant culture supervisors to proactively address how their privileged status influences if and how they address LGB issues in supervision.…”

mentioning

confidence: 99%

“…The process of supervision provides faculty and supervisors a unique opportunity to address LGB topics and issues with supervisees, which directly impacts their development as a clinician, as well as the lives of their clients. Thus, it is critically important that training programs ensure faculty and supervisors are competent about the unique needs of and challenges experienced by sexual minorities (Biaggio et al, 2003;Long, 2002 Another area that supervisors must be prepared to address and challenge is heterosexist bias and homophobia in supervisees (Bahr et al, 2000;Bruss et al, 1997;Buhrke, 1989;Godfrey et al, 2006;Halpert & Pfaller, 2001; Iasenza, 1989;Long, 2002;Long & Bonomo, 2006;Long & Serovich, 2003, Pilkington & Cantor, 1996Whitman 1995). Long (2002) suggests that the first step in challenging heterosexist bias and stereotypical thinking in supervisees is for supervisors to consistently monitor their own biases.…”

mentioning

confidence: 99%

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

O'Brien

2016

Journal of Feminist Family Therapy

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This study is a replication of Burkard, Knox, Hess, and Schultz's (2009) study of lesbian, gay, and bisexual (LGB) affirmative and non-affirmative supervision. Using a consensual qualitative research (CQR) design as described by Hill et al. (1997Hill et al. ( , 2005, LGB supervisees from COAMFTE-accredited master's and doctoral programs were interviewed regarding their experiences of LGB-affirmative and non-affirmative supervision.Supervisees were asked to describe a LGB-affirmative event and a LGB-non-affirmative event from their past or current individual or group supervision. Supervisees were asked the ways in which these events affected their personal and professional development, the supervisory relationship, and their work with clients.LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION v Acknowledgements! ! I would like to express my deepest appreciation for all those who supported and encouraged me through this dissertation process. I know there were times that it was hard to see the light at the end of the tunnel, and I cannot thank you enough for sticking by my side while I trekked through some of the darkness to finally get a glimpse of the light. There are several people I would like to thank specifically.An eternal thank you goes to my advisor and chair of this dissertation, Sandra A.Rigazio-DiGilio. Your guidance, mentorship, patience, understanding, and encouragement spurred me on throughout this research endeavor, as well as throughout the doctoral program. You made me laugh when I needed to take myself a little less seriously, and helped me get back on track when I needed to refocus. And you did everything with kindness and empathy. I truly cannot thank you enough for everything you did to help make this project come to fruition.I would also like to thank members of my dissertation committee, Robert Ryder and Rona Preli, and the remainder of my research team, Tony Rigazio-DiGilio. Your commitment to this process was unwavering. Rona, thank you for your instrumental support, care, and encouragement through all phases of the dissertation and my graduate studies. I cannot say thank you enough. Robert, your ability to be there when needed was greatly appreciated. And Tony, thank you for your willingness to dedicate the time and energy when needed most.To my family at Fairfield University, particularly Rona, Alison, Leah, Maryann, Ginny, Emily, Ingeborg, my supervisees and students. I always knew you were in my cornerLGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISIONvi throughout every phase of this process. Your words of encouragement, hugs when I needed them, and belief that the challenges would be worth it in the end made me keep pushing even when I thought I could not push any further. Thank you also to my dear colleagues that entered this process at the same time, Samit, Kristi, and Lindsay. It would not have been the same without you.To my family and friends, ...

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Defining competencies in psychology supervision: A consensus statement

et al. 2004

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Supervision is a domain of professional practice conducted by many psychologists but for which formal training and standards have been largely neglected. In this article, supervision is proposed as a core competency area in psychology for which a number of elements reflecting specific knowledge, skills, and values must be addressed to ensure adequate training and professional development of the trainee. Supra-ordinate factors of supervision viewed as permeating all aspects of professional development are proposed. These include the perspective that professional development is a lifelong, cumulative process requiring attention to diversity in all its forms, as well as legal and ethical issues, personal and professional factors, and self- and peer-assessment. A competencies framework is presented with particular elements representing knowledge (e.g., about psychotherapy, research, etc.), skills (including supervising modalities, relationship skills, etc.), values (e.g., responsibility for the clients and supervisee rests with supervisor, etc.), and meta-knowledge. Social contextual factors and issues of education and training, assessment, and future directions also are addressed, with specific elements listed. Suggestions for future work in this area are addressed, including the need to refine further and operationalize competences, develop clear expectations for accreditation and licensure regarding supervision competencies, and expand the description of developmental levels of supervisors from minimal to optimal competence. This is one of a series of articles published together in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.

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A Developmental Model for Supervising Therapists Treating Gay, Lesbian, and Bisexual Clients

Cited by 15 publications

References 15 publications

A Collaborative-Affirmative Approach to Supervisory Practice

A Collaborative-Affirmative Approach to Supervisory Practice

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

Defining competencies in psychology supervision: A consensus statement

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