Supervision in Two Dimensions

Alderfer, Charleen; Lynch, Barbara

doi:10.1521/jsst.1986.5.1-2.a42

Cited by 5 publications

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“…At all developmental stages, the supervisory relationship is key to the supervisee's experience of supervision, and possibly to performance in the workplace (Olk & Friedlander, 1992). Alderfer and Lynch (1987, p. 70) state that ‘the relationship between the supervisor and supervisee has more impact on the success of the process of supervision than any other factor’ and some small‐scale research by Beinart (2004) is consistent with this. However, the supervisory relationship may be important not just for the success of supervision but also for the success of the therapy.…”

Section: Key Cat Constructs and Their Use In Supervisionmentioning

confidence: 94%

Relational supervision: Drawing on cognitive‐analytic frameworks

Marx

2011

Psychol Psychother

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Section: Key Cat Constructs and Their Use In Supervisionmentioning

confidence: 94%

Relational supervision: Drawing on cognitive‐analytic frameworks

Marx

2011

Psychol Psychother

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“…Successful clinical training is largely influenced by the supervisor/supervisee relationship, and the importance of this relationship is well documented in the literature across fields (Alderfer & Lynch, 1986;Bogo, 1993;Brock & Sibbald, 1988;Kaiser, 1992;Long, Lawless, & Dotson, 1996;Morgan & Sprenkle, 2007).…”

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confidence: 99%

“…There is agreement in the field that goals of clinical training and supervision include furthering students' levels of clinical skill, theoretical knowledge, personal growth, and overall effectiveness as a therapist (Anderson, Schlossberg, & Rigazio-DiGilio, 2000;Lee, Nichols, Nichols, & Odom, 2004;Liddle, 1988;Morgan & Sprenkle, 2007;Pfohl, 2004;Schwartz, 1988;Storm, et al, 2001). Successful clinical training is largely influenced by the supervisor/supervisee relationship, and the importance of this relationship is well documented in the literature across fields (Alderfer & Lynch, 1986;Bogo, 1993;Brock & Sibbald, 1988;Kaiser, 1992;Long, Lawless, & Dotson, 1996;Morgan & Sprenkle, 2007).…”

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confidence: 99%

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

O'Brien

2016

Journal of Feminist Family Therapy

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This study is a replication of Burkard, Knox, Hess, and Schultz's (2009) study of lesbian, gay, and bisexual (LGB) affirmative and non-affirmative supervision. Using a consensual qualitative research (CQR) design as described by Hill et al. (1997Hill et al. ( , 2005, LGB supervisees from COAMFTE-accredited master's and doctoral programs were interviewed regarding their experiences of LGB-affirmative and non-affirmative supervision.Supervisees were asked to describe a LGB-affirmative event and a LGB-non-affirmative event from their past or current individual or group supervision. Supervisees were asked the ways in which these events affected their personal and professional development, the supervisory relationship, and their work with clients.LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION v Acknowledgements! ! I would like to express my deepest appreciation for all those who supported and encouraged me through this dissertation process. I know there were times that it was hard to see the light at the end of the tunnel, and I cannot thank you enough for sticking by my side while I trekked through some of the darkness to finally get a glimpse of the light. There are several people I would like to thank specifically.An eternal thank you goes to my advisor and chair of this dissertation, Sandra A.Rigazio-DiGilio. Your guidance, mentorship, patience, understanding, and encouragement spurred me on throughout this research endeavor, as well as throughout the doctoral program. You made me laugh when I needed to take myself a little less seriously, and helped me get back on track when I needed to refocus. And you did everything with kindness and empathy. I truly cannot thank you enough for everything you did to help make this project come to fruition.I would also like to thank members of my dissertation committee, Robert Ryder and Rona Preli, and the remainder of my research team, Tony Rigazio-DiGilio. Your commitment to this process was unwavering. Rona, thank you for your instrumental support, care, and encouragement through all phases of the dissertation and my graduate studies. I cannot say thank you enough. Robert, your ability to be there when needed was greatly appreciated. And Tony, thank you for your willingness to dedicate the time and energy when needed most.To my family at Fairfield University, particularly Rona, Alison, Leah, Maryann, Ginny, Emily, Ingeborg, my supervisees and students. I always knew you were in my cornerLGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISIONvi throughout every phase of this process. Your words of encouragement, hugs when I needed them, and belief that the challenges would be worth it in the end made me keep pushing even when I thought I could not push any further. Thank you also to my dear colleagues that entered this process at the same time, Samit, Kristi, and Lindsay. It would not have been the same without you.To my family and friends, ...

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Korinek

Kimball

2003

Contemporary Family Therapy

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Supervision in Two Dimensions

Cited by 5 publications

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Relational supervision: Drawing on cognitive‐analytic frameworks

Relational supervision: Drawing on cognitive‐analytic frameworks

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

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