The Teaching and Learning of Psychotherapy

Ekstein, Rudolf; Wallerstein, Robert S.

doi:10.1097/00000441-196002000-00037

Cited by 12 publications

(15 citation statements)

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“…Roehlke,Hummel,Loganbill,Moore,& Weiscott,Note 1). Existing models of counselor supervision have primarily focused on skill acquisition (Brammer, 1973;Hackney & Nye, 1973;Ivey, Normington, Miller, Morril, & Haase, 1968), the importance of theory in training (Bordin, 1968;Lister, 1967), and the use of supervision as a form of counseling and psychotherapy (Delaney, 1972;Ekstein & Wallerstein, 1958;Rogers, 1956), but not on the developmental aspects of the process.…”

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confidence: 99%

Approaching supervision from a developmental perspective: The counselor complexity model.

Stoltenberg¹

1981

Journal of Counseling Psychology

431

488

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This article presents a developmental model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. The progress of the supervisee is described from the entry level counselor through the advanced master counselor stage. Characteristics of supervisees at each of the four levels of the model are discussed as well as the appropriate supervision environments that encourage development to the next highest level. The supervisor skills of discrimination and the creating of environments are discussed in relation to the characteristics of supervisees and the appropriate environments for the supervision process. Suggestions are offered for future directions of supervision research.

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confidence: 99%

Approaching supervision from a developmental perspective: The counselor complexity model.

Stoltenberg¹

1981

Journal of Counseling Psychology

431

488

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“…This is a commonly observed syndrome in medical students who often go through a stage of acquiring the diseases they read about. A similar situation holds in the case of the psychiatric resident who sees only the similarities and not the differences between himself and the patient (4). In its most extreme form the resident regards himself as sicker than the patient; in less intense cases the resident complains that since he and the patient have the same blind spots, he cannot help the patient.…”

Section: Overidentification With the Patientmentioning

confidence: 72%

The Acquisition of Psychotherapy Skills: a Learning Model and Some Guidelines for Instructors

Berger

Freebury

1973

Canadian Psychiatric Association Journal

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The psychodynamic pattern of acquiring psychotherapy skills can be viewed as one that exhibits regressive periods which tend towards one of two poles, ‘moving towards’, and ‘distancing’. A major block to learning, especially the learning of individual psychotherapy, is the resident's difficulties in the area of self-awareness. Pointing out psychodynamic patterns to him is essential, both to make him cognizant of the existence of the unconscious in the fullest sense and to allow the learning process to progress, possibly in a more adaptive way. Individual psychotherapy supervision is a major vehicle for such learning. Some guidelines for psychotherapy supervision are presented.

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“…FAP is certainly not the first to notice this. From its roots in Freudian analysis, therapist responding has been understood as fundamental in the process of treatment delivery (see Ekstein & Wallerstein, 1972 for a discussion).…”

Section: A Conceptualization Of the Therapist's Skillsmentioning

confidence: 99%

“…In their account, McNeill & Worthen (1989) point out that the traditional focus on parallel process has its roots in the psychoanalytic constructs of transference and countertransference, ultimately to be addressed and reduced in order to focus on effective therapeutic interventions. Other authors from more traditional therapeutic positions have pointed out the metaphorical nature of the supervisor-supervisee relationship (Ekstein & Wallerstein, 1972).…”

Section: The Process Of Fap Supervisionmentioning

confidence: 99%

Functional Analytic Psychotherapy and supervision.

Callaghan¹

2006

International Journal of Behavioral Consultation and Therapy

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The interpersonal behavior therapy, Functional Analytic Psychotherapy (FAP) has been empirically investigated and described in the literature for a little over a decade. Still, little has been written about the process of supervision in FAP. While there are many aspects of FAP supervision shared by other contemporary behavior therapies and psychotherapy in general, there are unique aspects of FAP supervision that warrant a more elaborate discussion. The present article provides a brief summary of FAP and then details some of the essential skills required of FAP therapists. Client and therapist conceptualizations can be developed in FAP supervision to help train supervisees in behavioral terminology and identify strengths and weaknesses in the therapist's repertoire. The process of FAP supervision is described with an emphasis on the importance of utilizing the hypothesized mechanism of clinical change, in vivo contingent responding to problem and improved behaviors. This live insupervision process of creating a more effective therapist repertoire remains at the heart of FAP training. FAP supervision in group format is addressed as are ethical and professional issues related to the demarcation of interpersonal supervision and the therapist-in-training's own psychotherapy. An approach to the assessment of changes in therapist skills over the course of supervision is presented.

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The Teaching and Learning of Psychotherapy

Cited by 12 publications

References 0 publications

Approaching supervision from a developmental perspective: The counselor complexity model.

Approaching supervision from a developmental perspective: The counselor complexity model.

The Acquisition of Psychotherapy Skills: a Learning Model and Some Guidelines for Instructors

Functional Analytic Psychotherapy and supervision.

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