When Approved Is Not Enough: Development of a Supervision Consultation Model

101

Despite the proliferation of supervision models, there is no evidence to suggest that any one model of supervision is in any way superior to any other. Many in the field have called for models that can bridge the various theoretical approaches to clinical supervision, and identify the essential elements of supervision. This article briefly explores the range of existing supervision models, and suggests a rationale for seeking factors common across the various models. The authors highlight the development of a new supervision model that synthesizes current thinking about supervision into three dimensions. The three dimensions are defined, and resulting supervisory roles explored. Implications for supervision practice, research, and training are discussed.

Section: Introductionmentioning

confidence: 99%

Toward a Common‐factors Approach to Supervision

Morgan

Sprenkle

2007

101

“…It is also consistent with my view of supervision. I agree with Green, Shilts, and Bacigalupe (2001), who noted the importance of providing "a safe [training] context in which supervisors and trainees alike may explore the benefits of mutual vulnerability, trust, and exploration of their clinical work" (p. 522).…”

Section: An Mft Supervisor's View: Taking a Position Of Curiositymentioning

confidence: 69%

Overcoming Bias Toward Same-Sex Couples: A Case Study From Inside an MFT Ethics Classroom

Charlés

Thomas

Thornton

2005

This article illustrates a teaching case in which a marriage and family therapy (MFT) trainee learned to develop cultural sensitivity toward same-sex couples despite religious beliefs that put her at risk of discriminating against that population. The case took place during a marriage and family therapy ethics course in the spring of 2003. From two first-person perspectives, the authors illustrate the processes that facilitated the student's change, addressing the class activities, discussions, and pivotal moments of teaching and learning that promoted the student's cultural competency and helped her to resolve this personal and ethical dilemma. A set of classroom techniques (creating a safe environment, using a stance of curiosity, finding alternative learning formats, extrapolating ideas from multiple sources, and capitalizing on students' experiences outside of class) used in the case are detailed throughout the article.

“…Live supervision in MFT is especially powerful in this way, in that it provides an opportunity for learning in that all participants-both supervisors and supervisees-have the opportunity to try out new skills immediately, to test the soundness of new ideas (and the sanctity of old ones)-and to challenge the status quo. The voices of MFT trainees in discussions of how the supervision process works is fundamental to this approach, and is a necessary part of collaborative supervision (Gardner, Bobele, & Biever, 1997;Green et al, 2001;Storm, et al, & Morgan, 2001).…”

Section: Closing Commentsmentioning

confidence: 99%

“…The case narratives provided will illustrate how a collaborative supervision model (Anderson, 1997;Flemons, Green, & Rambo, 1996;Green, Shilts, & Bacigalupe, 2001) influenced the clinical and instructional matters in both cases. In addition, we will discuss how systemic thinking informed the clinical management of these potentially life-threatening situations (Bobele, 1987), and how systemic questioning elicited difficult and highly emotionally charged information from clients.…”

Section: Introductionmentioning

confidence: 99%

Crisis Management During "Live" Supervision: Clinical and Instructional Matters

Charlés

Ticheli-Kallikas²,

Tyner

et al. 2005

In this article, we illustrate two examples of "live" supervision with marriage and family therapy trainees whose clients presented in the therapy room in immediate crisis. The case examples, one a client with suicidal thoughts and the other a parent who had struck her child, demonstrate how the university-based therapy team managed the recursive clinical and supervision processes that unfolded during the sessions. We present the case examples from the perspective of both supervisees and supervisor, discussing how our different experiences of the supervision unfolded in real time. Case discussion and reflections later in the article illustrate the need for an open, transparent, dialogical process throughout supervision. A case is made for supervisory participants to create alternative formats in which multiple supervisory voices can be heard.