Psychotherapy supervisor and supervisee: Developmental models and research nine years later

Watkins, C. Edward

doi:10.1016/0272-7358(95)00038-q

Cited by 76 publications

(64 citation statements)

References 59 publications

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“…Thus, causal statements cannot be made regarding the predictor variables' causal effect on the criterion variables. Also, a longitudinal design could be better suited for an investigation of any developmental process (Watkins 1995b, c), but would involve a greater time commitment and finding an appropriate number of participants could be difficult. An additional limitation could be the fact that at least two possible confounding variables were not included in the present study.…”

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

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The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development

Pelling

2008

Int J Adv Counselling

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The relationship between supervisory identity development and supervisory experience, counseling experience, and training in supervision was examined for Association for Counselor Education and Supervision (ACES) members. Analyses indicated that supervisory experience and training were related to supervisory identity development, whilst counseling experience was not. The implications of these findings are discussed in relation to the importance of supervisor credentials.

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Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

“…Supervisor development is a largely untapped area of research (Watkins 1995b;Worthington 1987). If an informed perspective on clinical supervision is to be obtained then an understanding of supervisory development must also be achieved (Watkins 1995c(Watkins , 1997a.…”

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confidence: 99%

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development

Pelling

2008

Int J Adv Counselling

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“…Some authors have used attachment theory to view supervision as a potential secure base and safe haven, which influences the supervisee's exploration and unfolding professional development (Bennett & Saks, 2006;Fitch et al, 2010;Pistole & Watkins, 1995). Others have suggested that attachment processes inform transference and countertransference reactions in supervision (Bennett, 2008b) and provide understanding about how problematic dynamics in the supervisory relationship may emerge due to discordant attachment styles between supervisees and supervisors (Bennett & Saks, 2006;Watkins, 1995).…”

Section: Supervisory Relationshipmentioning

confidence: 98%

“…Over the past two decades, a growing number of social workers and psychologists have applied attachment theory to the supervisory relationship, conceptually (Bennett, 2008b;Bennett & Deal, 2009, 2010Bennett & Saks, 2006;Fitch, Pistole, & Gunn, 2010;Pistole & Fitch, 2008;Pistole & Watkins, 1995;Watkins, 1995) and empirically (Bennett, 2008a;Bennett, Mohr, BrintzenhofeSzoc, & Saks, 2008;Deal et al, 2011;Foster, 2003;Renfro-Michel & Sheperis, 2009;Riggs & Bretz, 2006;White & Queener, 2003). Based on the classical works of Bowlby (1969Bowlby ( /1982Bowlby ( , 1973Bowlby ( , 1980 and Ainsworth (1967;Ainsworth, Blehar, Waters, & Wall, 1978), scholars have applied the biologically based theory of attachment to create a framework for understanding behavioral and relational patterns that emerge when an individual's attachment system is activated in times of fear, distress, or novelty-feelings familiar for new supervisees and students in training.…”

Section: Supervisory Relationshipmentioning

confidence: 98%

Supervision Training: What We Know and What We Need to Know

Bennett¹,

Deal²

2012

Smith College Studies in Social Work

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In this article, the authors explore supervision training, with special emphasis on the theoretical underpinnings and empirical evaluations of supervision for training social work field instructors and clinical staff in professional practice. The authors present an overview of the current literature and research on approaches to supervision training, including the content, format, and effectiveness of contemporary training models. The authors highlight findings from their recent studies, in which they examined a supervision-training model they designed and implemented, based on the relationship between attachment styles, affects, supervisory working alliance, and student competencies. Finally, the authors examine the implications and suggestions for future supervision training and research.

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“…Later, regular everyday elaboration is needed 47 . Watkins 56 pointed out that the more experienced the supervisor is, the more self-reflection is used, with the supervisor's own experiences disclosed during supervision. Similarly, according to Dunne 57 , if supervisees are to learn to self-reflect well, the supervisor must also perform self-reflection.…”

Section: Stimulusmentioning

confidence: 99%

Self-reflection in cognitive behavioural therapy and supervision

Praško¹,

Mozny²,

Novotný³

et al. 2012

Biomed Pap Med Fac Univ Palacky Olomouc Czech Repub

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Objective. Supervision is a basic part of training and ongoing education in cognitive behavioural therapy. Self-reflection is an important part of supervision. The conscious understanding of one's own emotions, feelings, thoughts, and attitudes at the time of their occurrence, and the ability to continuously follow and recognize them are among the most important abilities of both therapists and supervisors. The objective of this article is to review aspects related to supervision in cognitive behavioural therapy and self-reflection in the literature. Methods. This is a narrative review. A literature review was performed using the PubMed, SciVerse Scopus, and Web of Science databases; additional references were found through bibliography reviews of relevant articles published prior to July 2011. The databases were searched for articles containing the following keywords: cognitive behavioural therapy, self-reflection, therapeutic relationship, training, supervision, transference, and countertransference. The review also includes information from monographs referred to by other reviews. Results. We discuss conceptual aspects related to supervision and the role of self-reflection. Self-reflection in therapy is a continuous process which is essential for the establishment of a therapeutic relationship, the professional growth of the therapist, and the ongoing development of therapeutic skills. Recognizing one's own emotions is a basic skill from which other skills necessary for both therapy and emotional self-control stem. Therapists who are skilled in understanding their inner emotions during their encounters with clients are better at making decisions, distinguishing their needs from their clients' needs, understanding transference and countertransference, and considering an optimal response at any time during a session. They know how to handle their feelings so that these correspond with the situation and their response is in the client's best interest. The ability to self-reflect increases the ability to perceive other people's inner emotions, kindles altruism, and increases attunement to subtle signals indicating what others need or want. Self-reflection may be practised by the therapists themselves using traditional cognitive behavioural therapy techniques, or it may be learned in the course of supervision. If therapists are unable to recognize their own thoughts and feelings, or the effects of their attitudes in a therapeutic situation, then they are helpless against these thoughts and feelings, which may control the therapist's behaviour to the disadvantage of the client and therapist alike. Conclusion. Training and supervision focused on self-reflection are beneficial to both supervisees and their clients. The more experienced the supervisor is, the more self-reflection used in therapy and supervision.

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Psychotherapy supervisor and supervisee: Developmental models and research nine years later

Cited by 76 publications

References 59 publications

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development

Supervision Training: What We Know and What We Need to Know

Self-reflection in cognitive behavioural therapy and supervision

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