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Fundamentals Of Clinical Supervision > Ch. 2-Supervision Models-Psychotherapy-Based And Developmental Models > Flashcards

Ch. 2-Supervision Models-Psychotherapy-Based And Developmental Models Flashcards

1
Q

What are 3 broad categories of supervision models?

A
  1. Psychotherapy theories
  2. Developmental models
  3. Supervision process models
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2
Q

Good supervision must include:

A

Oversight of whether the counseling is theoretically grounded

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3
Q

How have cog/beh supervisors differed from humanistic, existential, and psychodynamic supervisors?

A

Cog/beh focus more on skills and strategies.

The others focus more on the supervisory relationship, use more of a therapist role in supervision and more on conceptualization of client problems.

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4
Q

What is the purpose of psychodynamic supervision?

A
  1. To teach
  2. To have supervisee understand how to resolve relational conflicts between supervisor and supervisee to benefit clients.
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5
Q

According to Sarnat (2010), what are 4 categories of supervisee competence?

A
  1. Be in relationship with clients and, by inference, with supervisor
  2. Ability to self-reflect
  3. Assessment and diagnosis from a psychodynamic framework
  4. Theoretically consistent interventions and keeping centrality of the therapeutic relationship
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6
Q

What are 3 dimensions of psychodynamic supervision?

A
  1. Nature of supervisor’s authority in relationship to the supervisee
    A. continuum of authority derived from supervisor’s knowledge base and authority from supervisor’s participation
  2. The supervisor’s focus
    A. Client, supervisee, or relationship between supervisor/ee
  3. Supervisor’s primary mode of participation
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7
Q

Re: humanistic supervision, describe “use of self.”

A

Therapist’s ability to be fully present, transparent, genuine, and accepting with clients

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8
Q

Who is most known for humanistic theory and what was he (and his colleague) the first to report doing in terms of supervision?

A
  1. Carl Rogers

2. He and Covner-first to report use of recorded interviews and transcripts in supervision

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9
Q

In humanistic supervision, what were Rogers’ students able to understand when they had direct access to their interviews?

A

Their tendencies to provide advice and control the sessions.

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10
Q

What is the supervisory stance in humanistic supervision?

A

The relationship is collaborative, relational and emphasizes development of the person of the supervisee.

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11
Q

Re: cog/beh supervision, what are 2 propositions?

A
  1. Therapist performance is a function of skills. Supervision teaches appropriate therapist behaviors and extinguishes inappropriate behavior.
  2. The therapist role consists of identifiable tasks, each one requiring specific skills. Supervision helps trainee develop and refine these skills.
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12
Q

Re: cog/beh supervision, what are 2 other propositions?

A
  1. Therapy skills are behaviorally definable and responsive to learning theory.
  2. Supervision should employ learning theory principles
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13
Q

In systemic supervision, what is the role of the supervisor?

A

Stay attuned to dynamics in:

  1. The family system
  2. Between family and supervisee
  3. Between supervisor/supervisee
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14
Q

A particular contribution of systems therapy is that the supervisor and supervisee are:

A

Active agents in the respective family system

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15
Q

What are 5 essential components of family therapy supervision?

A
  1. Developing a systemic formulation
  2. Helping supervisee form systemic therapeutic alliances w/ each member
  3. Intro/reinforcing process of reframing
  4. Assist supervisee with negative interactions in tx
  5. Applying evidenced-based family tx models
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16
Q

How does Porter define a 4-stage feminist supervision model?

A
  1. Guide supervisee to conduct didactic exploration of all aspect’s of client’s problem
  2. Help supervisee explore client’s social “location,” including oppressions related to this location
  3. Explore supervisee’s own biases, misconceptions, privileges
  4. Explore community engagement/interventions at societal level for client’s well-being
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17
Q

In feminist supervisions, what are important aspects of the supervisor/supervisee relationship?

A
  1. Collaborative relationship w/ analysis of power
  2. Relationship is central, includes commitment, availability, respect and willingness to talk about relationship
  3. Commitment to infusion of social justice principles within the work
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18
Q

What is common among constructivist approaches to supervision?

A
  1. Consultative role of supervisor
  2. Equality between participants
  3. Focus on supervisee strengths
  4. Reflective activities for supervisee to find own answers
  5. Emphasis on self assessment along with supervisor assessment
  6. Focus on each person’s cultural lens
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19
Q

Describe narrative supervision.

A

People are “story tellers” who develop stories to organize past experiences and influence future behavior.

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20
Q

How do narrative supervisors interact with supervisees?

A
  1. Sub a stance of knowing with a stance of curiosity

2. More likely to be collaborative

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21
Q

Solution-focused supervision is grounded in the assumptions that (4):

A
  1. Clients know what is best for them.
  2. There is no single correct way to view things.
  3. Important to focus on what is possible, changeable.
  4. Curiosity is essential.
22
Q

What are 4 components of Solution-focused supervision?

A
  1. Positive opening followed by problem description
  2. ID positive supervision goals
  3. Explore exceptions for both supervisees and clients
  4. Discuss hypothetical situations, consider meaning embedded in supervisee’s worries
23
Q

What are 3 other components of Solution-focused supervision?

A
  1. Give feedback and clinical education
  2. Assist supervisee in 1st little step of next counseling session
  3. Follow up about changes for both supervisee and client
24
Q

RE: SFS, describe subjunctive language vs. presuppositional language.

A

Subjunctive supposes a possibility (Can you think of a time when you were able to be assertive?)

Presuppositional supposes an actuality (Tell me about a time when you were assertive)

25
Q

Describe integrative supervision.

A
  1. Work from one theoretical perspective, but integrate concepts or techniques from others
  2. Necessity for supervision-supervise from multiple perspectives while also assisting supervisees of the implications and constraints of integration.
26
Q

What 3 developmental models of supervision are discussed in the book?

A
  1. Loganbill, Hardy and Delworth model
  2. Integrative developmental model
  3. Systemic cognitive-developmental model
27
Q

What are 4 of Loganbill et al’s professional issues for training therapists?

A
  1. Competence
  2. Emotional awareness
  3. Autonomy
  4. Professional identity
28
Q

What are 4 OTHER of Loganbill et al’s professional issues for training therapists?

A
  1. Respect for individual differences
  2. Purpose and direction
  3. Personal motivation
  4. Professional ethics
29
Q

What are Loganbill et al’s 3 stages trainees may be experiencing in any professional issue?

A
  1. Stagnation stage
  2. Confusion stage
  3. Integration stage
30
Q

Describe Loganbill’s Stagation stage with supervisees.

A
  1. Unawareness of deficiencies or difficulties
  2. Likely to engage in black and white thinking
  3. Lack insight on impact on supervisor or client
  4. May experience counseling as uninteresting or dull
31
Q

Describe Loganbill’s Confusion stage with supervisees.

A
  1. Instability, disorganization, disturbance, confusion, conflict
  2. Liberation from rigid belief system and traditional ways of viewing self
  3. May blame supervisor for their discomfort
32
Q

Describe Loganbill’s Integration stage with supervisees.

A
  1. New cognitive understanding, flexibility, personal security
  2. See supervisor in realistic terms
  3. Take responsibility for sessions
33
Q

Describe Johnson and Moses’ idea of supervisor input.

A

Challenge or support
A. Too little challenge-stagnation
B. Too much challenge-supervisee may get discouraged or defensive

34
Q

Re: Johnson and Moses, once the supervisor make choice between challenge and support, what is next?

A

Determine schema of roles-either teacher, consultant or counselor

35
Q

Describe the integrated developmental model of supervision

A

3 structures for assessing professional growth

  1. Self-Other Awareness: Cognitive and Affective
  2. Motivation
  3. Autonomy
36
Q

In the Integrated Developmental Model, what are 4 domains of competence?

A
  1. Intervention skills competence
  2. Assessment techniques
  3. Interpersonal assessment
  4. Client conceptualization
37
Q

In the Integrated Developmental Model, what are 4 other domains of competence?

A
  1. Individual differences
  2. Theoretical orientation
  3. Treatment plans and goals
  4. Professional ethics
38
Q

Describe IDM Level 1 for supervisors/supervisees.

A
  1. Facilitate interventions, support and encouragement
  2. Prescriptive interventions-concrete suggestions/advice from supervisor
  3. Tie theory to practice
  4. Understand connections between diagnosis and treatment
  5. Catalytic intervention-probing, exploring, raising issues in key areas
39
Q

Describe IDM Level 2 for supervisors/supervisees.

A
  1. Facilitative interventions
  2. Prescriptive interventions used sparingly
  3. Conceptual interventions-intro multiple ways to conceptualize client’s issues
  4. Confrontational interventions
  5. Catalytic interventions that focus on moment to moment in session
40
Q

Describe IDM Level 3 for supervisors/supervisees.

A
  1. Facilitative interventions
  2. Confrontational interventions, less than level 2.
  3. Conceptual interventions-help supervisees determine own orientation
  4. Catalytic interventions if supervisee exp. blocks or reverts to stagnation
41
Q

In IDM, according to Scion (1987), what are ways to understand how supervisees develop useful shemata for conducting therapy?

A
  1. Knowing in action (KIA)- actions that are automatic for supervisee.
  2. Reflection in action (RIA)-when client responses surprise the supervisee
  3. Reflection on action (ROA)-between session reflection, use of recording to help reflect
42
Q

Describe the systemic cognitive-developmental supervision model.

A

Supervisors intervene with supervisees based on the cognitive style of the supervisee.
Task of supervisor: id orientation of each supervisee and assist to be more flexible in understanding other orientations as well

43
Q

Describe the first type of orientation in SCDS.

A

Sensorimotor

  1. Supervisees affected emotionally by their experiences.
  2. Emotions may interfere with conceptual skills.
  3. May do what “feels right” instead of tx planning
44
Q

How can supervisors help supervisees with a sensorimotor orientation.

A
  1. Use directive style.
  2. Provide safe environment for supervisee to explore what they are reacting to.
  3. Help translate emotional data into framework for conducting therapy.
45
Q

What is SCDS second cognitive orientation?

A

Concrete

  1. Linear cause-effect lens
  2. Can describe events of clients and anticipate patterned behavior of clients
  3. Have difficulty moving from specific to more nuanced directions in counseling.
46
Q

Re: SCDS, what is the third orientation?

A

Formal

  1. Supervisees analyze from mult. Perspectives and naturally reflective
  2. Modify tx plans easily based on supervisor feedback
  3. May have difficulty translating themes into plan of action
  4. Can underestimate roles of feelings and behavior in counseling
47
Q

RE: SCDS, what is the fourth orientation?

A

Dialectic

  1. Supervisees challenge own assumptions that inform case conceptualization.
  2. Can become overwhelmed with multiple perspectives as all seem valid
48
Q

Describe the Reflective Developmental Models

A 
A trigger event calls for a critical review of the situation.
The trigger event can focus on:
1. Skills and strategies
2. Personhood issues
3. Conceptualization
49
Q

Re: Reflective Developmental Models, what is the process of the trigger event?

A
  1. A situation occurs that causes discomfort or confusion.
  2. Supervisee re-evaluates the situation
  3. Supervisee achieves new perspective on what occurred to help in similar situations in the future
50
Q

What are the implications of research on supervision?

A
  1. Cognitive complexity matters.
  2. Experiences under supervision matters
  3. Experience may be trumped by circumstances (i.e., crisis)
  4. Experience level is typically paired with developmental characteristics-supervisors should know these
  5. Supervision environment matters
  6. Development only begins during formal training-it doesn’t end there.
51
Q

The book states, “Experience level is typically paired with developmental characteristics-supervisors should know these.” What are the characteristics supervisees should exhibit?

A

Increase in:
A. Self-awareness of behavior and motivation within counseling sessions
B. Consistency in execution of counseling interventions
C. Autonomy

Fundamentals Of Clinical Supervision (4 decks)

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