Effective and Ineffective Supervision

Ladany, Nicholas; Mori, Yoshihide; Mehr, Kristin E.

doi:10.1177/0011000012442648

Cited by 166 publications

(193 citation statements)

References 27 publications

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“…Highlighting the importance of this subject matter may prompt supervisors to consider how they may facilitate optimal disclosure and reflect on their own disclosures with supervisees. It may also encourage supervisors to consider their role more fully in this professional relationship in order to create a facilitative learning environment, supportively address trainee anxiety and maximise supervisee professional development (Hess et al, 2008;Ladany et al, 1996) and ultimately benefit client outcomes (Ladany, Mori, & Mehr, 2013).…”

Section: Discussionmentioning

confidence: 99%

What's not being said? Recollections of nondisclosure in clinical supervision while in training

Sweeney

Creaner

2014

British Journal of Guidance & Counselling

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The aim of this qualitative study was to retrospectively examine nondisclosure in individual supervision while in training. Interviews were conducted with supervisees two years post-qualification. Specific nondisclosures were examined and reasons for these nondisclosures were explored. Six in-depth semi-structured interviews were conducted and data analysis drew on Consensual Qualitative Research. The findings revealed four categories relating to: (i) the nature of the difficulty; (ii) reasons for nondisclosure; (iii) the supervisory relationship; and (iv) facilitative factors. The quality of the supervisory relationship was a significant element in nondisclosure. A key recommendation was that role induction for supervisees should be incorporated into training programmes to assist supervisees in learning how to use supervision more effectively. Limitations of the study and further research are provided in light of current findings.

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Section: Discussionmentioning

confidence: 99%

What's not being said? Recollections of nondisclosure in clinical supervision while in training

Sweeney

Creaner

2014

British Journal of Guidance & Counselling

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“…It also encouraged more awareness of the group members' parallel processes, which, in turn, supported their reflective learning. This is mirrored in the research on effective and ineffective supervision done by Landany, Mori, and Mehr (2013), who found that the quantifiable variables under examination-such as supervisory working alliance, supervisor style, and supervisor (non)disclosure-were inextricably linked with and influenced the outcomes for both the therapy and the supervision process. Transference and countertransference (emotional reactions), along with interpretations by therapists and supervisors, can show how feelings, behavior, and expressions toward them are based on parallel processes (Cassoni, 2007;Clarkson, 1991;Cornell & Landaiche, 2006).…”

Section: Review Of the Supervision Literaturementioning

confidence: 85%

Ellipses

Siddique¹

2017

Transactional Analysis Journal

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The author reviews the literature on supervision and the use of autoethnography as a research method. On this basis she then explores her own ideas for improving cultural reflexivity within models of supervision, with a particular focus on transactional analysis. She suggests that supervisory practice could be enhanced by being aware of the elliptical spaces between personal identity and the professional role, between supervisor and supervisee, and between both individuals and their cultural worlds. Transactional analysis, with its focus on cocreated interactions, offers an opportunity for mutual reflexivity and the application of this elliptical approach. KeywordsTransactional analysis supervision, reflexivity, culture, ellipses, autoethnography, psychotherapy, counseling, anthropologyThe ellipsis is a grammatical tool (…) used in English to show a pause or silence and to indicates the omission or suppression of a word or phrase. As used in modern social technologies, it represents hesitation, intention, or suspension. I use the concept of ellipsis (Clagett, 1959, p. 197) to express a number of statistical, linguistic, and social phenomena whereby the missing material can potentially be recovered through the supervision process. The ellipsis operates from intuition and can offer a potential source for reciprocity. I use it as a metaphor for the kinds of spaces that emerge in supervision and that are especially important to engage in reflectively in supervision that is open and sensitive to cross-cultural differences.Autoethnography a is a form of self-reflection and writing that explores the researcher's personal experience and connects this autobiographical story to wider cultural, political, and social meanings and understandings. As a research method, it is used widely in anthropology as a way of looking at the self in relation to others in a cultural context (Ellis, 2004). It offers an opportunity "to uncover, record, interpret and position, from an insider's perspective and experience, the processes supervisors use" (Stewart, 2001-online article) For me, it seems a useful tool for exploring my own position as supervisor and supervisee.Supervision is a multifacted process based on evidence-based practice, which makes it challenging to both learn and impart as a skill. I am suggesting it should incorporate a range of types of research evidence that are valuable in the practice of counseling and psychotherapy (McDonnell, 2011). However, insufficient attention has been given to the cultural aspects of supervision. I will describe a model of cultural reflexivity that can be used to enhance our understanding of the supervisory role within supervision in general and how it can be used in transactional analysis (TA) supervision in particular. I aim to explore the "foundations and assumptions" (Jones & Mehr, 2007, p766) of the psychotherapy supervision in the hope that doing so will guide counseling and psychotherapy research and metasynthesis so as to better inform practice decisions around supervision.H...

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“…For these and other reasons, trainees may hesitate to seek timely consultation with a supervisor, especially during a clinical session. These findings reiterate the importance of developing an effective supervisory alliance (Ladany, Mori, & Mehr, 2013) so that trainees will follow the simple guidelines: "When in doubt, consult," and "If one wonders whether or not to bring something up in supervision, bring it up." On those occasions when a supervisor is not imme diately available, arrangements need to have been made in advance for how to access timely consultation.…”

Section: R Ecognizing Ethical and Legal Issues And Prioritizing Dutiementioning

confidence: 88%

Fostering the ethical sensitivity of beginning clinicians.

Moffett¹,

Becker²,

Patton³

2014

Training and Education in Professional Psychology

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Beginning clinicians may not recognize potential ethical issues during the course of professional services. In retrospect, usually in discussions with supervisors, trainees may understand the ethical implications of some events in professional practice. However, this understanding may come too late for the trainee to have acted ethically at the time of the event. We expand on Welfel's (2012) recommendations for teaching ethical sensitivity and describe a method for enhancing ethical sensitivity in both ethics courses and in practicum training. Using the "D" "C" "B" "A" checklist and a related brief mnemonic alerts trainees to such ethical issues as D (danger, duty, documentation), C (consent, confidentiality, competence, consultation), B (boundaries), and A (apply decision-making model, act, assess), and does so in a sequence of priority ethical actions.

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Effective and Ineffective Supervision

Cited by 166 publications

References 27 publications

What's not being said? Recollections of nondisclosure in clinical supervision while in training

What's not being said? Recollections of nondisclosure in clinical supervision while in training

Ellipses

Fostering the ethical sensitivity of beginning clinicians.

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