Good supervision is crucial to the training of any therapist. Yet most who are asked to supervise receive little instruction in how best to proceed. What is missing is a theory and technique of supervision that can help them be effective teachers, no matter from what mental health discipline they come. The authors of this book, who have supervised in a variety of educational settings and have taught students from a wide range of mental health disciplines, now provide a theoretical and technical framework for understanding and deepening the supervisory process. They clearly describe phases of supervision (from the opening session to termination), its goals, and the nature and purpose of a number of supervisory interventions. They delineate modes of thinking that are essential to being a good therapist and discuss how best to foster them. They demonstrate how supervision can be intimate, personal, and honest without becoming a form of therapy. Through clinical vignettes, they show how to diagnose impediments to learning and describe strategies for overcoming them. While providing an interesting history of supervision and a portrait of Freud as supervisor, they focus mainly on how newer theories such as self psychology, intersubjectivity, and an interactive two-person psychology influence the practice of supervision.

There is always a lively interest in the supervisory process and its explication. Courses in supervision abound and the critical role of supervision in becoming a psychotherapist is widely acknowledged. It is for this reason that this book aims to present the essentials of supervision, establish validated principles of teaching and learning, define a series of optimal supervisory precepts, consider some of the basic issues in this sometimes difficult arena, explore the supervisee's concerns as the student, and address the future of supervisory work.Supervision should be principled and properly framed, sufficiently consistent and well defined to assure the supervisee the best possible supervisory experience and the supervisor a situation with as little possibility of crisis and untoward reactions, and as much reward as possible. This book is dedicated to both teachers and students: to their growth, maturation and ultimately to better psychotherapy for their patients.

This new edition of Counseling Supervision is intended for counselor educators, counselor supervisor practitioners, and supervisors-in-training in a variety of educational and mental health settings. The editors have brought together experts in the field of counselor education to review and examine primary supervision theories and their application to the issues that counselor supervisors will encounter. Special topic areas included are multicultural issues in counselor supervision; the supervisory relationship, an essential and sometimes forgotten component of supervision, and its influence on supervision process and outcome; supervision of career counselor trainees; supervision of school counselors; supervision of family and group counselors; group supervision; understanding and conducting research in counselor supervision and training; ethical and advocacy issues in supervision, and supervisor training. The authors include numerous case examples throughout the text in order to illustrate the application of theory to practical issues that the counselor supervisors encounter. All chapters in this edition have been revised and updated, and new chapters have been added that expand on areas of supervision that are highly relevant to students, researchers, and practitioners.

Clinical supervision (CS) is emerging as the crucible in which counselors acquire knowledge and skills for the substance abuse (SA) treatment profession, providing a bridge between the classroom and the clinic. Supervision is necessary in the SA treatment field to improve client care, develop the professionalism of clinical personnel, and maintain ethical standards. Contents of this report: (1) CS and Prof¿l. Develop. of the SA Counselor: Basic info. about CS in the SA treatment field; Presents the ¿how to¿ of CS.; (2) An Implementation Guide for Admin.; Will help admin. understand the benefits and rationale behind providing CS for their program¿s SA counselors. Provides tools for making the tasks assoc. with implementing a CS system easier. Illustrations.

Getting the Best Out of Supervision in Counselling & Psychotherapy does exactly what it says on the tin! Supervision is an essential part of counselling training and ensuring you know exactly how to get the very most out of supervision is important, whatever their level of study. Exploring how to begin, maintain and end a supervisory learning relationship in the context of existing theory and best practice guidelines, the author will introduce your trainees to: Models and forms of supervision The skills informing good supervision What to expect from supervision Key professional issues in supervision ? Written in a lively and engaging style, this book will enable both supervisors and supervisees to get the best they can from the supervisory experience.

For many therapists, conflict with their clients, whether overt or subtle, can be a frustrating impediment to change. The same is true for clinical supervisors, who must juggle trainees' relationships with their clients alongside the complex and often charged interactions that take place during the supervisory hour. This book provides a blueprint to help supervisors navigate the most challenging dilemmas and conflicts that arise in the supervisory process. These include addressing skill deficits and competency concerns, working through role conflicts, and ethnicity and gender-related misunderstandings. Because these interpersonal dilemmas can be so challenging, they often represent a golden opportunity for real progress, in psychotherapy and supervision alike. With the aid of detailed and compelling case examples, the authors present a process model that offers specific strategies - such as exploration of feelings, focus on self-efficacy, and attention to parallel processes - that together enable supervisors and trainees to successfully resolve the problem at hand and achieve lasting success. This theoretically-grounded text is appropriate for supervisors and trainees of all theoretical orientations.

Supervision is an essential constituent of analytic and psychotherapy training and a crucial part of ongoing professional development for all practitioners. In spite of this, little formal theory about supervision has been developed and, for the most part, learning to supervise has progressed using a simple apprenticeship model. Supervising and Being Supervised aims to rectify this situation. Jan Wiener, Richard Mizen and Jenny Duckham draw together contributions from a number of experienced Jungian analysts who supervise to explore key aspects of the supervisory experience with the aim of developing a theory for analytically-based work. Part One explores the nature of the supervisor-supervisee relationship, Part Two looks at a number of the settings and applications of supervision and Part Three examines problems that might occur in supervision. In the fourth and final part, and drawing on the previous chapters, the focus turns specifically to the challenges of developing a clear theory of supervision.

Supervision is currently a "hot topic" in social work. The editors of this volume, both social work educators and researchers, believe that good supervision is fundamental to the development and maintenance of effective practice in social work. Supervision is seen as a key vehicle for continuing development of professional skills, the safeguarding of competent and ethical practice and oversight of the wellbeing of the practitioner. As a consequence the demand for trained and competent supervisors has increased and a perceived gap in availability can create a call for innovation and development in supervision. This book offers a collection of chapters which contribute new insights to the field. Authors from Australia and New Zealand, where supervision inquiry is strong, offer research-informed ideas and critical commentary with a dual focus on supervision of practitioners and students. Topics include external and interprofessional supervision, retention of practitioners, practitioner resilience and innovation in student supervision. This book will be of interest to supervisors of both practitioners and students and highly relevant to social work academics. This book was originally published as a special issue of Australian Social Work.

While feminist therapy has grown in stature and recognition in the last few decades, comparatively little has been written about supervision and consultation from a feminist standpoint. In this book, the latest in the Clinical Supervision Essentials series from APA Books, Dr. Laura Brown remedies this deficit by presenting a theoretically-grounded, yet practical approach to supervision based on the principles of feminist psychotherapy. This volume offers a framework for translating feminist therapy constructs -- including recognizing the impact of systemic hierarchies, and thinking critically about dominant cultural norms in the practice of psychotherapy -- into the supervision setting. Incorporating practices derived from multicultural, queer, and other critical psychologies, feminist therapy supervision challenges trainees and supervisors alike to engage with difficult questions about the presence of bias, and ways in which power distributes itself in the context of education, psychotherapy, and supervision itself. Includes a synthesis of the literature on feminist therapy and theory, as well as case examples and practical advice for resolving common supervision problems. The book also offers close analyses of the author's consulting session documented in the DVD , also available from APA books.

In the past two decades, many psychodynamic therapists have begun to view the relational processes taking place between patient and therapist as a central source of transformation. Yet traditional paradigms of clinical supervision, focusing primarily on didactic teaching, have limitations for training therapists to work in these new ways. This groundbreaking volume is the first to elaborate a comprehensive contemporary model of supervision. Using a wealth of examples and vignettes, the authors show how working within the vicissitudes of the supervisory relationship can allow the supervisee to gain a deeper understanding of the treatment method being taught. Key topics discussed include issues of power and authority, regression in the supervisory relationship, rethinking the "teach/treat" question, parallel process as a relational phenomenon, working with group process in case conference, and the role of the organization in supporting training. This is a richly informative resource for psychologists, psychiatrists, social workers, psychoanalysts, and others involved in clinical supervision and training. It also will serve as a text for courses in supervision and organizational psychology.