Supervision in Psychotherapy – A Relational Perspective

2021 ◽  
Vol 2021 (3) ◽  
pp. 89-96
Author(s):  
Andreea Rodica Coicici
Keyword(s):  
Supervisory Relationship ◽  
Parallel Processes ◽  
Relational Perspective ◽  
Supervisory Process

Supervision in psychotherapy can become a possibility to heal using the meeting, and at the same time offer support and reparation to the supervisory relationship. Supervision is interpersonal and dynamic, it involves discovery and co-creation of a relationship. But what is relational supervision, how do its components inter-connect and inter-relate? What framework is used? What are parallel processes and pseudo-parallel processes and how do these influence the relation. These are some of the questions answered in this analysis, along with other relational characteristics of the supervisory process.

Senior citizens group: The supervisory process (A case of parallel processes in multiple systems)

Group ◽  
1986 ◽  
Vol 10 (4) ◽  
pp. 211-216 ◽  
Author(s):  
Avtandil A. Papiasvili ◽  
Sally K. Severino
Keyword(s):  
Senior Citizens ◽  
Multiple Systems ◽  
Parallel Processes ◽  
Supervisory Process

Supervision in Psychotherapy: A Systems Viewpoint

1985 ◽  
Vol 14 (2) ◽  
pp. 133-152 ◽  
Author(s):  
Martha M. Tousley ◽  
Kathleen Kobberger
Keyword(s):  
Social Learning ◽  
Training Programs ◽  
Point Of View ◽  
Learning System ◽  
Supervisory Relationship ◽  
Characteristic Structure ◽  
Hierarchical Order ◽  
Supervisory Process ◽  
Social Learning System ◽  
Certification Requirements

What is presently known about the supervision of psychotherapy is described from a systems point of view. Supervision is conceptualized as a dynamic interchange between two individuals whose differing sets of expectations can profoundly affect the process. The authors propose that the supervisory relationship is best understood as a social learning system, with its own characteristic structure, rules of organization, hierarchical order and mode of extracting influence. Research reports on the supervisory process are also reviewed. Finally, given the emphasis placed on the supervised practice of psychotherapy by training programs, certification requirements and licensure laws, the need for further investigation is emphasized.

scholarly journals The effect of presence and power in the pastoral supervisory relationship

Holiness ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 5-34
Author(s):  
Bill Mullally
Keyword(s):  
Qualitative Research ◽  
Sacred Space ◽  
Supervisory Support ◽  
Supervisory Relationship ◽  
Pastoral Supervision ◽  
Supervisory Process ◽  
To Come ◽  
Insight Into

AbstractThis article addresses the important elements of presence and power in the pastoral supervisory relationship. It is based on qualitative research, which used a questionnaire methodology with six Methodist ministers, all of whom had taken part in group pastoral supervision for a period of two years. The aim of this research was to gain insight into their experience of the supervisory process. The article explores how an open, authentic and trusting environment can be created within the pastoral supervisory relationship that has regenerative and healing potential, whereby ministers will be better able to face the challenges of ministry. It contends there is a need for well-qualified, skilled and spiritually sensitive supervisory support for ministers. Such pastoral supervisors will understand the dynamics of power and presence to create a sacred space for ministers to ‘come apart and reflect a while’. This covenant relationship creates transformational possibilities for those who commit to the journey.

Feedback in Supervision

2009 ◽  
Vol 19 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Lori A. Nelson
Keyword(s):  
Clinical Supervision ◽  
Communication Studies ◽  
Successful Implementation ◽  
Supervisory Relationship ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Supervision Process ◽  
Language Pathology ◽  
Vital Component ◽  
Supervisory Process

Abstract Provision of feedback is a vital component of the supervisory process. The challenge for clinical supervisors is how to make this feedback an effective catalyst for positive change without damaging the supervisory relationship. Many professions outside of speech-language pathology have studied various forms of feedback and their effects. This paper summarizes a number of research articles drawn from the fields of communication studies, speech-language pathology, medical education and counseling. These articles provide details as to what constitutes effective or ineffective feedback along with guidelines for successful implementation of feedback in clinical supervision. Positive and negative aspects of peer feedback in the supervision process are also discussed.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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