Evaluation of the Critical Events in Supervision Model using gender related events.

Abstract

The purpose of this study was to evaluate the applicability of the Critical Events Model to the psychotherapy supervisory process, with a focus on gender related events (GREs) experienced by counseling trainees. Four research questions framed the study: (1) What types of GREs do trainees experience in psychotherapy supervision? (2) How do supervisors attend to these GREs? (3) What is the relationship between the interventions that supervisors use and the resolution of the critical event? Finally, given the importance of the working alliance and the supervisor's multicultural competence, (4) What is the relationship between GREs, the supervisory working alliance, and supervisees' perceptions of their supervisors' multicultural competence as it relates to gender related events? A consensual qualitative research-modified (CQR-M) method was used to examine the qualitative data, highlighting four types of GREs reported by counseling trainees: Gender Discrimination, Gender Identity Interactions, Attraction, and Power Dynamics. While supervisors attended to GREs using various interventions, multiple linear regression analyses revealed that the most frequently used interventions (i.e., therapeutic process, exploration of feelings, focus on skills, and focus on self-efficacy) were significantly related to the resolution stage. GREs related to Gender Discrimination were significantly and negatively related to the supervisory working alliance and supervisees' perceptions of supervisors' gender-related multicultural competence.

Multicultural supervision: supervisees’ reflections on culturally competent supervision

“…The fairly high proportion of gender discussions in this study suggests that it continues to remain one of the most addressed topics for supervisees. Given the recent findings regarding the continued gender-related critical events in supervision (Bertsch et al, 2014) such attention seems warranted. Moreover, our findings revealed that there seemed to be an interest in talking about issues related to ethnicity and religion/spirituality.…”

What do “interpersonally sensitive” supervisors do and how do supervisees experience a relational approach to supervision?

“…There has, however, been little research on this model. What is known, in general, is that negative events in supervision tend to have a profound influence on supervisees' feelings (e.g., Nelson & Friedlander, 2001); moreover, negative events detract from the supervisory alliance (e.g., Bertsch et al, 2014;Ramos-Sánchez et al, 2002) and inhibit trainees' inclination to disclose relevant material to their supervisors (Walker, Ladany, & Pate-Carolan, 2007). What is not known is how effective supervisors behave so as to create an interpersonal environment that is most conducive to supervisees' professional growth and development.…”

Current trends in clinical supervision: Introduction to the special section

“…The effects of appropriately discussing cultural issues in supervision have been reported to enrich the supervisory relationship, increase satisfaction with supervision and heighten supervisee awareness to cultural considerations in therapy (Burkard et al, 2006;Gatmon et al, 2001). In contrast, the lack of culturally sensitive supervision can negatively impact upon the supervisory relationship (Bertsch et al, 2014;Walker, Ladany, & Pate-Carolan, 2007) and on supervisee's emotional safety, confidence and well-being (Constantine & Sue, 2007;Wong et al, 2013). It may also diminish supervisee disclosure and negatively impact on therapy (Burkard et al, 2006;Walker et al, 2007).…”