Supervising Consultants in Training: An Application of a Model of Supervision

Stoltenberg, Cal D.

doi:10.1002/j.1556-6676.1993.tb00911.x

Cited by 33 publications

(49 citation statements)

References 36 publications

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“…Both, for example, emphasise mutuality in respectful engagement and teamwork -the supervisory working alliance (Bordin, 1983). Supervision may also involve a modelling process where the supervisee observes the supervisor in the process of professional practice (Stoltenberg, 1993). Ronnestad and Skovholt (1993) also discuss the experience therapists have in negotiating an explicit contract between supervisor and supervisee, in terms of development needs, supervisor goals and methods and opportunities for personal growth.…”

Section: Figure 1 Informal Coaching Networkmentioning

confidence: 99%

Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes

Gray

2006

Management Learning

103

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Coaching is emerging as a major professional development and performance enhancement process for senior managers and executives. There are, however, few professional development programmes aimed specifically at coaches themselves, and no internationally recognised qualification or professional standard. Much of the literature on coaching has been written by practitioners or those with an interest in human psychology, and particularly psychotherapeutic approaches to support. Yet some psychotherapeutic processes sometimes assume quite longerterm relationships between the coach and the coachee -the 'therapeutic alliance'. Many businesses and managers themselves, however, usually seek focussed solutions to immediate problems. While recognising that there may be cases when longer-term relationships are entirely appropriate, this article offers adult learning theory, and specifically transformative learning, as an alternative or parallel theoretical model capable of underpinning the coaching processes. Transformative learning is concerned with the processes of critical reflection, the development of critical awareness of personal and organisational assumptions and the fostering of action. All coaches, however, need to be aware that the coaching process may open up deep-seated anxieties and problems, some of which are more appropriately addressed by a psychotherapeutic approach. Hence, a dynamic network model of coaching is proposed, in which psychotherapists and nontherapists collaborate to facilitate their mutual professional coaching development, learning and support.

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Section: Figure 1 Informal Coaching Networkmentioning

confidence: 99%

Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes

Gray

2006

Management Learning

103

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“…Collaboration is more likely as supervisees gain a sense of greater autonomy and supervisors gain a greater sense of confidence in their supervisees. Without delving into the complexities of developmental theories of supervision, Stoltenberg's (1993) description of supervision for a Level 3 trainee is appropriate here: ''At this point, supervision itself becomes more of a consultation arrangement, with less a need for intensive guidance and advice and more of a collegial sharing of impressions and experiences'' (p. 134). We would add that supervisors may need education and practice in moving from a more directive to a more collegial stance.…”

Section: Collaborationmentioning

confidence: 99%

The Supervisory Relationship When Women Supervise Women: An Exploratory Study of Power, Reflexivity, Collaboration, and Authenticity

Mangione

Mears

Vincent

et al. 2011

The Clinical Supervisor

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What does it mean to have a collaborative, authentic supervisory relationship? Can power and hierarchy in supervision be acknowledged, talked about, and incorporated as part of the learning? What does a supervisory relationship look like that incorporates intentional reflexivity about the relationship into the relationship? Discussions about the importance of the supervisory relationship, including the above topics, have emerged within different psychological communities, such as feminists, contemporary psychoanalytic thinkers, the competency framework in psychology training, and counseling psychologists. The supervisory relationship was investigated through a small-N, exploratory, qualitative study of women psychologists supervising women psychology trainees. Data were gathered for eight ''outstanding women supervisors'' and supervisees through sessions and interviews. These exploratory, descriptive data of real-life supervision sessions and relationships add to the conversation about relational supervision. Benefits of a reflexive, collaborative, and authentic framework to supervision are presented.

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“…This enables supervisors to make appropriate adjustments to facilitate supervisees' professional growth (Stoltenberg, 1993). Our goal is to provide a breakdown of the Integrated Developmental Model (IDM) (Stoltenberg, McNeil, & Delworth, 1998) of supervision in an attempt to integrate the different aspects 218 I.…”

Section: Utilizing the Integrated Developmental Model For Supervisionmentioning

confidence: 99%

“…As described by Bernard and Goodyear (2009), the IDM illustrates ''counselor development as occurring through four stages, each of which is characterized by changes'' (p. 90) on the three structures, the domains that assist in assessing professional growth. The IDM helps differentiate structures across domains based on the supervisees' stage of development (Stoltenberg, 1993). This differentiation may help supervisors to both conceptualize their supervisees and address their specific developmental needs.…”

Section: Utilizing the Integrated Developmental Model For Supervisionmentioning

confidence: 99%

Supervision of Counselors Working with Eating Disorders: Utilizing the Integrated Developmental Model

Boie

López

2011

The Clinical Supervisor

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Supervising Consultants in Training: An Application of a Model of Supervision

Abstract: In this article the author delineates a model of supervision for consultation training. The model is based on Stoltenberg and Delworth's (1987)

Cited by 33 publications

References 36 publications

Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes

Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes

The Supervisory Relationship When Women Supervise Women: An Exploratory Study of Power, Reflexivity, Collaboration, and Authenticity

Supervision of Counselors Working with Eating Disorders: Utilizing the Integrated Developmental Model

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