Development of professional thinking in the setting of group multimodal supervision

The aims of this article are multifaceted: to change the ideas about the traumatic nature of supervision, to reveal its potential in the development of young specialists, to preserve and maintain professional identity among experienced psychologists, and to develop supervision as an integral part of the full-fledged activity of practising psychologists and specialists in the helping professions in Kazakhstan. The article is devoted to the analysis of the main definitions of professional thinking which are developing in the setting of group multimodal supervision. Based on the analysis, three definitions were identified – the unity of affect and intelligence, theoretical thinking, and the principle of differentiation. The article shows the importance of the development of these definitions of professional thinking among practising psychologists, and describes the features of the development of these definitions in group multimodal supervision. The following definitions of thinking were identified in the course of data analysis: the unity of affect and intelligence, theoretical thinking, and the principle of differentiation. These definitions productively describe what professional competencies are formed in the process of supervision by a specialist. The described competencies of professional thinking fill in the existing gap of knowledge in this area, showing how the experience of supervision in the multimodal supervision group works towards the establishment of professional identity, and what specific mental competences are developing. It is worth noting that this is the first experience of highlighting the formation of the definitions of professional thinking. The study is based on the following theoretical traditions in psychology: general psychology, psychoanalysis, and professional multimodal model of supervision.

ISKUSTVO SUPERVIZANATA O NEOTKRIVANJU PODATAKA U SUPERVIZIJI PSIHOTERAPIJE

The present study examined the processes of supervisees’ non-disclosure in the supervision of psychotherapy. The purpose of the study was to determine the frequency of non-disclosure by supervisees, the content of non-disclosure and the reasons for it. The study involved 50 supervisees (42 women and 8 men), with different professional developmental levels and belonging to various psychotherapeutic schools. Study participants completed the Questionnaire of Significant Aspects of Supervision after each of two consecutive supervision sessions. Half of the sessions were conducted in individual and half of the sessions in group settings. Altogether, 90 completed questionnaires were used in the study. Interviews were performed with ten of the supervisees.Data was coded according to principles of grounded theory (Corbin and Strauss, 2015). Our findings revealed that non-disclosure was present in 21% of the sessions. Supervisees conceal dissatisfaction with supervisors and their work, content related to the supervision group, information related to psychotherapeutic work, personal topics and topics related to wider professional activity. The reasons for non-disclosure were: not feeling safe enough in the supervisory relationship or the supervision group, concern for the supervisor, shame and self-criticism. These findings are significant both for the practice and for further research of supervision.

Impact of Different Levels of Supervision on the Recovery of Severely Malnourished Children Treated by Community Health Workers in Mali

(1) Background: The Ministry of Health in Mali included the treatment of severe acute malnutrition (SAM) into the package of activities of the integrated community case management (iCCM). This paper evaluates the most effective model of supervision for treating SAM using community health workers (CHWs). Methods (2): This study was a prospective non-randomized community intervention trial with two intervention groups and one control group with different levels of supervision. It was conducted in three districts in rural areas of the Kayes Region. In the high supervision group, CHWs received supportive supervision for the iCCM package and nutrition-specific supervision. In the light supervision group, CHWs received supportive supervision based on the iCCM package. The control group had no specific supervision. (3) Results: A total of 6112 children aged 6–59 months with SAM without medical complications were included in the study. The proportion of cured children was 81.4% in those treated by CHWs in the high supervision group, 86.2% in the light supervision group, and 66.9% in the control group. Children treated by the CHWs who received some supervision had better outcomes than those treated by unsupervised CHWs (p < 0.001). There was no difference between areas with light and high supervision, although those with high supervision performed better in most of the tasks analyzed. (4) Conclusions: Public policies in low-income countries should be adapted, and their model of supervision of CHWs for SAM treatment in the community should be evaluated.

Is It Real or Not?

Counseling graduate trainings, in-person discussions, one-on-one supervision, group supervision, and in-person mentoring are key components of clinical trainings. Thus, developing and delivering diverse counseling trainings by utilizing effective synchronous learning cannot be emphasized more in the field of counseling training. The purpose of this chapter is to explore effective, efficient, and achievable synchronous learning methods by analyzing current counseling graduate trainees' practical experiences on synchronous learning. The chapter will discuss diverse synchronous learning tools that counseling graduate programs offer and the effectiveness of these methods as well as the directions and implications for researchers, educators, and counseling practitioners in higher education.

A family with oedipal dynamics

The following case presents the way that overtly oedipal identification in a young woman covered failure in early parental care and discontent between her parents. The case was presented by Li Yanling to her supervision group, and the commentary and elaboration have been gathered from comments from the entire group of advanced supervisees, all of whom were discussion group leaders in the Beijing Continuous Program in Psychoanalytic Couple and Family Therapy.

Through a glass darkly: Using a reflecting team approach in the development of supervisory practice

Foulkes placed working with countertransference and parallel process as central to group supervision. This article offers a model for developing supervisory skills in recognizing and making use of countertransference and parallel process in group supervision. It adds two perspectives: firstly it draws on Alfred Lorenzer’s concept of ‘scenic understanding’, a method of identifying social and cultural triggers from the past that cause patients’ problems in the present but which are outside of conscious awareness. Secondly, it adapts a reflecting team approach developed by Anderson and Prest for use in training supervisors of groups. In the following model of reflecting team supervision it is the therapist’s ‘scenes’, triggered and evoked by a patient or therapy group that are presented. The supervision group responds by offering their associations and emotional responses, and this is observed by a reflecting team. They then change places and the supervision group watches the reflecting team offer their observations and hypotheses. In the final stage of the process, the two groups meet together to share their learning and reflect on the experience. This approach is illustrated with vignettes, and highlights some of the benefits.