Distance supervision in the Aiglé Foundation's Latin American Psychotherapy Training Program

Abstract

Latin American literature on clinical supervision is limited and literature concerning technology-assisted supervision is virtually nonexistent. We address this gap, providing our perspective on the use of technology in distance supervision within Argentina and Guatemala. Despite important differences, these two countries share many sociocultural features. We contextualize these perspectives, describing therapist training according to the Integrative Model of Fundación Aiglé. Through the use of vignettes, we illustrate contextualized training experiences, concluding with a synthesis of strengths and weaknesses encountered when implementing the use of technology in distance supervision.

Telesupervision in Psychotherapy: A Bibliometric and Systematic Review

“…They emphasize that integration between supervision and new information technologies seems an increasingly likely scenario [ 31 ]. Among the limitations, they have highlighted data latency, connection problems and signal deficiencies that would affect the alliance in monitoring [ 61 , 62 ], in addition to difficulties associated with Internet security and possible confidentiality issues with the data provided by patients [ 31 ]. In telehealth, in both telemedicine [ 63 ] and telepsychology [ 64 ], there are legal considerations that need to be addressed prior to implementation, including the delineation of respective prohibitions, responsibilities and competencies.…”

PATER: An integrative psychotherapy program for socio-economically deprived people in Argentina.

“…Furthermore, the frequency and format of supervision when trainees attend in person (on-site) or remotely via the Internet is also variable. Aiglé is providing in-person and remote supervision as explained by Fernández Álvarez et al (2019). Finally, supervision of supervisors’ sessions is also included in the program.…”

“…In line with the spirit of Aiglé’s supervision program, PATER has adopted a competency model of supervision (Fernández Álvarez et al, 2019). Furthermore, the program promotes a profound reflection on the potential barriers that may emerge when working with deeply marginalized populations.…”

“…Although Aiglé’s model is mainly designed to be delivered in in-person formats, there are complementary tools that can increase the efficacy of interventions. For example, common technological solutions like texting, videoconferencing, and apps such as WhatsApp are already used on a daily basis (see Fernández Álvarez et al, 2019).…”