Therapists’ Perspectives of the Cotherapy Experience in a Training Setting

Clark, Pamela; Hinton, William; Grames, Heath A.

doi:10.1007/s10591-015-9358-2

Cited by 7 publications

(3 citation statements)

References 27 publications

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“…The two therapists need to have made a common commitment, gone through struggles of power and control, integrated differences and developed a balanced role responsibility, and built closeness and trust (Brent & Marine, 1982;Dugo & Beck, 1997). Clark et al (2016) comprehensively reviewed and www.FamilyProcess.org 1916 / FAMILY PROCESS summarized the facilitating practices into five basics: (1) making a commitment to the relationship; (2) spending time discussing role division, expectations, and theoretical orientations, to know each other as people and as therapists; (3) communicating openly about and respecting differences (4) dealing with emerging countertransference issues with openness and honesty; and (5) seeking supervision from a third party. In contrast, processes such as competitiveness, over-dependence, envy and sexual attraction between cotherapists, triangulation of others, and ineffective communication can undermine the cotherapist team.…”

Section: Developing An Effective Cotherapist Teammentioning

confidence: 99%

“…Unanimously, studies indicate the importance of delineating the different types of cotherapist team combination (i.e., homogeneous/heterogeneous) before citing the specific advantages/challenges of each (Hendrix et al, 2001; Tanner et al, 2012). The cotherapist working relationship has been regarded as the key that affects therapists’ learning and satisfaction with the cotherapy experiences (Bernard, Drob, & Lifshutz, 1987; Clark, Hinton, & Grames, 2016) and the key that decides whether it adds value to service quality (Hendrix et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Sitting In: The Experience of Learning and Practicing Family Therapy through Being a Co‐Therapist in Hong Kong

Xia

Joyce

2020

Family Process

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This article explores family therapy trainees' subjective experiences of working as cotherapists with a supervisory-level therapist in a Chinese context, regarding their perceptions of and positioning in it and also their opinions on the benefits and/or pitfalls of cotherapy. Individual interviews with a total of six cotherapists revealed three themes: (1) Cotherapy was perceived as an experiential learning journey that evolved from anxiety and excitement to empowerment and nurturing; (2) a collaborative master-apprentice relationship of openness, trust, and mutual respect was developed with both sides' interactive effort, which included common commitment and concern for the client, the supervisor's awareness and explicit address of the role hierarchy, principle setting prior to the cooperation, and honest pre-and-postsession sharing and discussion; (3) the dual-purpose supervisor-trainee cotherapy brought direct benefits for all involved parties and for others. The findings have useful implications for integrating treatment and training for optimal training/learning outcomes and for advancing knowledge transfer from senior to junior and from academia to the field, with reference to local cultural characteristics.

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Section: Developing An Effective Cotherapist Teammentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Sitting In: The Experience of Learning and Practicing Family Therapy through Being a Co‐Therapist in Hong Kong

Xia

Joyce

2020

Family Process

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“…Research also reveals that the kind of supervision support interns receive at this stage is vital as poor supervision may intensify their anxiety regarding their clinical abilities and lead to poor service outcomes (Clark et al 2016;Folkes-Skinner et al 2010;Furr and Carroll 2003). Over two decades ago, Bischoff (1997) commented on how interns reacted to different supervising approaches.…”

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confidence: 99%

Counsellor training and supervision in Uganda

Namusoke¹

2020

The Education Systems of Africa

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This chapter contextualized the present study by reviewing studies that deal with the status of counsellor supervision globally and in Uganda, discussed the evolution of the definition of supervision, and set out the objectives of supervision. I elaborated on the following key concepts: administrative context, the working alliance in supervision, supervisory functions, and theory of change. The literature reviewed showed that there is abundant information on counsellor supervision from developed countries but limited clinical supervision scholarship from developing countries in Africa particularly-Uganda. Based on the literature reviewed in this chapter, the knowledge gap which is the focus of this study is how site supervisors conduct supervision at the selected counselling internship sites in Uganda. In an attempt to fill the contextual gap in the counsellor supervision literature, this study elicited information from the site supervisors and intern counsellors at four selected counselling internship sites in Uganda.

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Counsellor Training and Supervision in Uganda

Namusoke¹

2021

The Education Systems of Africa

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Therapists’ Perspectives of the Cotherapy Experience in a Training Setting

Cited by 7 publications

References 27 publications

Sitting In: The Experience of Learning and Practicing Family Therapy through Being a Co‐Therapist in Hong Kong

Sitting In: The Experience of Learning and Practicing Family Therapy through Being a Co‐Therapist in Hong Kong

Counsellor training and supervision in Uganda

Counsellor Training and Supervision in Uganda

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