Art-Based Supervision Techniques

Abstract

Art-based techniques in counselor and therapist supervision are couched within a constructivist educational and supervision framework. A rationale for artmaking by supervisees within supervision settings is provided, followed by a discussion of various art-based supervision techniques targeted at instilling the capacity for reflection in supervisees, and at increasing supervisees' self-awareness, including case conceptualization skills and processing of countertransference. Art techniques effective in reducing supervisee stress are also introduced. A discussion of the ethical concerns intrinsic in this sort of work, as well as some caveats regarding the introduction of art activities in supervision with non-artist supervisees concludes the article.

Development of the Artistic Supervision Model Scale (ASMS)

“…However, especially in recent years, the model of artistic supervision has attracted the attention of researchers and has become a subject of research. Seckin [24]; Yilmaz [32]; Bostanci, Sanlı Bulut and Ozbey [8]; Deaver and Shiftleft [13]; Ugurlu, Mermer and Ertas [30]; Ugurlu [29]; Yilmaz and Ozdem [33]; Argon, Ismetoglu and Iseri [3] have contributed to this field with theoretical and research-based studies.…”

Supervisión basada en el arte, a través de creación de respuesta artística. Valoración de su uso en una formación de arteterapia

“…Diferentes arteterapeutas han descrito que realizar RA dentro del espacio de supervisión facilita la capacidad de autoconciencia y reflexión (Brown et al, 2003;Carpendale, 2011;Deaver et al, 2011;Fish, 2008;Fish, 2012;Guiffrida, Jordan, Saiz y Barnes, 2007;Miller, 2012;Miller y Robb, 2017;Wadeson, 2003), ayudando a la formación y mantenimiento de la doble identidad como artista y arteterapeuta (Crawford et al 2014;Gilroy 1989;Rogers 2002;Wadeson 2003). Carpendale (2011) en su trabajo expone una serie de ejercicios para realizar RA dentro del espacio de supervisión, hace referencia a sugerencias de Kramer (1986), Schaverien (1992) y de su propia experiencia (Carpendale 2011).…”

The art of movement in supervision

“…Constructive approach in supervision focuses on the supervisee as a creator of his/her own knowledge, which develops through professional know-how and practical experience. The process of supervision in this case may change professional behaviour of the supervisee (Deaver & Shiflett, 2011).…”

“…The use of imagination techniques and metaphors can provide meaningful insights to the learning process. The success of using metaphors is determined by the supervisee's ability to think abstractly and creatively at the same time, but also of the supervisor's competencies, comfort level, skills, and knowledge (Deaver & Shiflett, 2011).…”