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

Abstract

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.

Peer Support Workers in Health: A Qualitative Metasynthesis of Their Experiences

“…The PSW shares their story and in exchange the client discloses their experience. Self-disclosure from the PSW as ‘service provider’ is known to promote client engagement, rapport and trust in a therapist-client context [ 49 ]. This style of engagement models the therapeutic use of self, a powerful but unmeasurable technique used in the establishment of a positive therapeutic alliance in psychosocial care contexts and vital to the achievement of positive outcomes [ 50 ].…”

A Phenomenological Inquiry of Clients’ Meaningful Experiences in Counseling With Counselors‐in‐Training

“…It also fosters a more open and honest environment, including talking openly about the supervisory relationship. If supervisors are able and willing to talk with CITs about their own mistakes and vulnerabilities, this can be a powerful model for CITs and encourages them to be more open and honest (Knight, 2012).…”

Dilemmas that undermine supervisor confidence

“…Participants disclosed that true to the literature, personal and interpersonal problems of the supervisee are the hardest to address (Grant, Schofield & Crawford, 2012), that they felt unprepared/untrained to address those (Knight, 2012) that those were the supervision issues most likely to cause damage (Heru, Strong, Price & Recupero, 2004) and about which they were most tentative or avoidant (Hoffman, Hill, Holmes & Freitas, 2005;Ladany, 2004). At the same time, supervising the therapists safe and effective use of self (SEUS) falls under the purview of supervision (Knight, 2012) is increasingly becoming mandatory as licensing bodies require training in SEUS. For example, The College of Registered Psychotherapists of Ontario (Transitional Council of the College of Registered Psychotherapists of Ontario [CRPO], 2014) considers SEUS as a core competency.…”

“…In addition to being a steadfast pillar of counsellor and psychotherapist1 development (Bernard & Goodyear, 2014), the mental health professions rely on supervision to perform a host of functions such as quality control and risk management (Beddoe, 2012), gatekeeping (Gazzola, De Stefano, Th eriault & Audet, 2013), protecting the public from 'wounded healers' (Wheeler, 2007), therapist self-care (Skovholt & Trotter-Mathison, 2011), the development of professional identity (Gazzola, De Stefano, Audet & Th eriault, 2011;Watkins, 1993), and monitoring the safe and effective use of self in therapy (Knight, 2012). As such, the scientific and professional literature abounds with examples of systems and structures that would elevate the viability and credibility of supervision as a professional activity that is distinct, capable of being defined with accuracy and that has both predictable and desirable outcomes.…”