Supervisors’ reports of the effects of supervisor self-disclosure on supervisees

Knox, Sarah; Burkard, Alan W.; Edwards, Lisa M.; Smith, Jacquelyn; Schlosser, Lewis Z.

doi:10.1080/10503300801982781

Cited by 42 publications

(50 citation statements)

References 23 publications

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“…While supervisor self-disclosure was found to be significant in facilitating supervisees to disclose difficult or challenging material during supervision (Knox, Burkard, Edwards, Smith, & Schlosser, 2008;Knox, Edwards, Hess, & Hill, 2011), it is important to note that personal choice and comfort in self-disclosing, as well as a cost-benefit analysis of the gains of the disclosure within that particular supervisory relationship, are also important factors to consider (Farber, 2003). In addition, supervisors need to consider appropriate self-disclosure (i.e.…”

Section: Introductionmentioning

confidence: 96%

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: Introductionmentioning

confidence: 96%

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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“…Evidence does suggest that when the supervisor engages in use of self, adhering to guidelines very similar to those associated with therapeutic use of self with clients, this facilitates the supervisory alliance and promotes the supervisee's trust in the supervisor (Knox, Burkard, Edwards, Smith, & Schlosser, 2008;Ladany & Walker, 2003;Ladany, Walker, & Melincoff, 2001). Furthermore, the supervisor's use of self models behaviors that the supervisee can employ with clients (Ganzer & Ornstein, 1999).…”

Section: Use Of Self In Supervisionmentioning

confidence: 93%

Therapeutic Use of Self: Theoretical and Evidence-Based Considerations for Clinical Practice and Supervision

Knight

2012

The Clinical Supervisor

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This article examines therapeutic use of self in light of theoretical considerations and recent empirical findings. Two different sets of behaviors are distinguished: transparency and self-disclosure. The article examines how the supervisor can promote supervisees' understanding of and engagement in therapeutic use of self as well as how the supervisor can use herself or himself to enhance the supervisory alliance and model appropriate use of self with clients. Case examples illustrate the ethical, theoretical, and evidencebased considerations that should guide use of self in practice and supervision.

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“…Research focused on supervisors' own use of self-disclosure in their supervisory relationships further suggests that when they engage in this behavior, they encourage their supervisees to do the same (Davidson, 2011;Knox, Burkard, Edwards, Smith, & Schlosser, 2008;Knox, Edwards, Hill, & Hess, 2011). The same considerations that guide the practitioner in her or his use of self-disclosing behaviors with clients should be in effect in supervision (Knox et al, 2008;(Ladany & Walker, 2003).…”

Section: Impact Of Field Supervisionmentioning

confidence: 94%

Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

Knight

2014

The Clinical Supervisor

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Social work students were surveyed to ascertain their attitudes toward and engagement in two types of self-disclosure (SD), transparency and self-involving. In general, trainees reported being prepared by their classroom education to engage in SD with clients. Students' use of self-disclosure was consistent with what has been found to be helpful to clients, even though they often were unsure of their actions. Of particular concern was the finding that students generally were not comfortable discussing SD with their field supervisor. Yet, the results suggest that the field supervisor plays an important role in encouraging students' appropriate use of selfdisclosure. Suggestions for how the supervisor can assist trainees in making informed decisions regarding self-disclosure in their work with clients are provided.

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Supervisors’ reports of the effects of supervisor self-disclosure on supervisees

Cited by 42 publications

References 23 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

Therapeutic Use of Self: Theoretical and Evidence-Based Considerations for Clinical Practice and Supervision

Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

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