Expressive Art in Cross-Cultural Group Supervision: Applying the Mmogo-Method™

Academic mobility has increased the tendency of students to study in foreign countries, which poses various personal, interpersonal and contextual challenges to the cross-cultural supervision relationship. This study explored the themes that emerged in a cross-cultural supervision relationship through the application of expressive art, referred to as the Mmogo-Method?, in cross-cultural group supervision. Fourteen individuals participated in the research, thirteen Tswana-speaking women from Botswana and a Tshivenda-speaking man from Venda (age range: 25 to 45 years). Participants were asked to create visual representations illustrating any aspect of their growth since the beginning of the year. Thereafter, the participants engaged in focus group discussions. Data were analysed by means of semiotic data analysis. Central themes suggest that the transfer of culturally embedded values and norms takes place between environments. The data further elicited valuable information regarding aspects that could play an integral role in personal and professional development. It appears that expressive art such as the Mmogo-Method? could serve as a valuable tool in enhancing the quality of supervision.     

A life-span, relational, public health model of self-regulation: impact on individual and community health

In this chapter, the authors extend the ideas around the development of self-regulation and its impact on development by proposing a life-span, relational, public health model. They propose that the role of self-regulation should be understood across transitions from childhood to adulthood and through an individual and community perspective, including the relational process between the individual, the community, and contextual factors, such as the social determinants of health. These contextual factors may mediate or moderate the development of self-regulatory capacity across one's life span, influencing both individual and community health. Therefore, to ensure proper self-regulatory development, we must address the myriad external factors that undermine the development of self-regulation across the life span.     

A Leader-Led Supervision Group as a Model for Practicing Genetic Counselors

With the stage set by the overview of supervision models in the previous paper, thispaper now presents the development and evolution of a currently ongoing leader-ledsupervision group for experienced genetic counselors. I discuss the procedures forgetting started; the creation and maintenance of the contract; typical issues and themesconsidered; the format for case presentation; and the overall growth of the group and itsmembers.     

A Triadic-behavioral approach to encopresis

Abstract

This paper describes the training and supervisory components of a doctoral level, pre-internship clinical experience, designed to teach Ph.D. candidates a contextual or systemic approach to therapy. The training occurred in a university-based departmental clinic which balanced the three interdependent areas of training, service and research. The therapeutic orientation was a problem-focused, goal-oriented, directive therapy candidates a contextual or systemic approach to therapy. The training designed to view and treat individuals in their social contexts. From this perspective, students were able to gain experience with individuals, couples and families. The paper discusses the function and components of the weekly supervision seminar and describes the integrative and sequential use of several innovative supervisory methods such as live supervision, peer consultation and videotape playback supervision.     

Development of a Multi-Disciplinary Intervention for the Treatment of Childhood Obesity Based on Cognitive Behavioral Therapy

Along the lines of the evidence-based recommendations, we developed a multi-disciplinary intervention for overweight children 7- to 12-years-old, primarily aiming at helping children to adopt healthier eating habits and a physically active lifestyle. The program combined nutrition intervention, based on a non-dieting approach, with physical activity intervention, implemented through the basic principles of Cognitive Behavioral Therapy (CBT), along with parental support. The program was conducted by dieticians with the collaboration of child psychiatrists and pediatricians. Training and regular supervision upon CBT priniciples application was intended to enhance dieticians' efficiency. The intervention is currently being evaluated to determine its effectiveness in treating childhood obesity.     

A Qualitative Investigation of Student and Supervisor Perceptions of Live Supervision in Genetic Counseling

Live supervision of genetic counseling students is critical for ensuring quality client care and student clinical skill development. However, no research has investigated students' and supervisors' experience of this primary supervision method. In this study, separate focus groups of students and supervisors discussed their perceptions of the nature and impact of live supervision. A modified Consensual Qualitative Research method (Hill et al. (1997) Couns Psychol 25:517–572) was used to analyze the data. Results suggest that live supervision is an essential and effective method that promotes student skill development and professional development for both students and supervisors. There is a lack of formal training regarding supervision; most learning is trial and error. Students worry about being evaluated, and supervisors wonder if they are providing supervision effectively. Both samples emphasized that client care should not be compromised. Participant recommendations for improving live supervision are described, and suggestions are made for future research.     

Towards Multi-positioned Live Supervision in Family Therapy: Combining Treatment and Observation Teams with First- and Second-order Perspectives

This article describes a process of live supervision that has been designed to encourage trainees to experience competing theoretical perspectives. It involves the use of separate T (treatment) and O (observation) teams who conceptualise the same case from two broadly defined theoretical perspectives, variously called first and second order, modern and postmodern, or family systems and social constructionist. The process requires trainees to adopt multiple positions rather than identify with one perspective, and provides a basis for comparing and potentially integrating them. We provide examples of the approach, discuss important contextual issues for supervisors to consider when implementing it, and examine ways of adapting it to a wide range of training contexts.     

Critical Incidents in the Professional Lives of First Year MFT Students

First year MFT students engaged in a journaling project, selecting one event daily which captured something about being a student, including the process of therapy, consultation, and supervision, that struck them as important in terms of their professional development. On reflection, the students saw therapeutic success and professional confidence as systemic products of a variety of contextual factors: transient and enduring aspects of the self and the client, faculty, peer, and family influences, and treatment setting and program factors. Students and faculty experienced this formative self study as valuable and believe that it should be done at the beginning, middle, and end of an educational program and the results shared with both faculty and students.     

Student Perceptions of Sandtray in Solution-Focused Supervision

Sandtray supervision and solution-focused supervision (SFS) are both strengths-based approaches that may be effective in helping counselor trainees reduce their anxiety and develop clinical self-confidence. The purpose of this collective case study was to explore how a group of practicum students with a school counseling emphasis experienced a blending of sandtray and solution-focused supervision (SFS) approaches. Participants described how the blended approach fostered group cohesiveness in their supervision and promoted both personal and professional development. Participants indicated more awareness of the impact of sandtray than the influence of the solution-focused approach in their supervision.     

Managing stress or enhancing wellbeing? Positive psychology's contributions to clinical supervision

One of the key functions of clinical supervision as practised by health professionals such as psychologists includes the restoration of wellbeing, but there are few guidelines in the supervision literature on how to go about this. Research into concepts from the field of positive psychology such as work engagement, sense of coherence, self‐efficacy, flow and resilience has begun to provide detailed understanding of workers' happiness, health and betterment. These findings provide possible directions for supervision interventions that go beyond traditional review of self‐care and stress‐management strategies and seek to extend the wellbeing of the supervisee. This article explores the application of positive psychology to enhance the wellbeing of practitioners such as psychologists, who often work in inherently difficult work environments such as the mental health field. Specifically, a narrative approach is proposed as one possible method and practical examples are offered to demonstrate how positive psychology may be applied in the practice of clinical supervision.     

权力基础理论:对应生存需要的权力

权力是社会关系和社会活动的核心,对应于生存需要,与人们的生活品质息息相关。采用心理–生态途径,权力基础理论将其界定为个体依据环境限制与供给满足自身需要的能力,并识别出6种基本权力类型,同时阐述了权力动态性如何通过增生性交易导致或加剧社会不平等。该理论试图从人际和群际心理层面探讨权力的起源问题,并将其与一般社会不平等现象建立联系,为权力的社会心理学研究提供了一个崭新的视角。     

Reflections on the Experience of Counseling Supervision by a Team of Genetic Counselors from the UK

Despite it being generally acknowledged that counseling supervision is a vital part of the work for experienced genetic counselors and not just students, not all practising genetic counselors in the United Kingdom and Eire have access to this yet. This case study documents the supervision experience of our team of genetic counselors from Cambridge in the U.K. We document our retrospective thoughts on working practice before supervision was available in our department. We also give an overview of the individual and collective views of having one-to-one supervision only and then one year later, the impact of adding group supervision. Our ‘supervision journey’ is recorded using a practitioner-centred approach with a mixed method of data collection. Two focus group discussions and two written questionnaires were used, at different time points to gather attitudes. This paper captures experiences as our practice of supervision has evolved. This work is relevant to practising genetic counselors around the world who either do not yet have access to supervision, are planning its implementation or else are adding different types of supervision to their practice.     

Approaching countertransference in psychoanalytical supervision: A qualitative investigation1

A recent examination of the literature concerning countertransference and its developments reveals its clinical usefulness in different psychoanalytical cultures. Nevertheless, a shortage of publications is apparent with respect to its approach in supervision. The authors aim in this study was to examine the concepts of transference and countertransference and how countertransference is approached in supervision, in the training of candidates, at an institute of psychoanalysis belonging to a society affiliated to the International Psychoanalytical Association (IPA). Qualitative research was carried out, interviewing supervisors and supervisees. Through analysis of the material acquired, the authors classifi ed the data into initial, intermediate and fi nal categories. The principal fi ndings were subdivided into three categories: the concepts of transference and countertransference, psychoanalytical listening and the complementarity of the phenomena, and the approach to countertransference. The concepts of transference and countertransference predominantly used by those interviewed are based on the totalistic outlook. Countertransference in supervision has been approached in a more direct and objective way when compared with the previous period, although great care is taken to delimit the boundaries between supervision and personal analysis. The main aim of supervision is to broaden comprehension and to deepen the interpretations directed towards the patient. These fi ndings suggest that the evolution of the concept of countertransference in different psychoanalytical cultures and developments in the analytical fi eld are contributing to this change.     

Collective self-esteem: role of social context among Asian-American college students

The present study explored several layers of individual and contextual variables as related to collective self-esteem among 304 Asian-American college students. The findings suggested that variables, such as immigration generation status and cultural identification, were significantly associated with Private collective self-esteem (personal evaluation of one's ethnic group), while contextual variables, including number of same-ethnicity peers and community ethnic composition, were associated with Public collective self-esteem (judgment of how other people evaluate one's ethnic group). In addition to these variables, age and fluency of heritage language were positively related to Membership esteem (how worthy one feels as a member of one's ethnic group). For the Importance of identity (the importance of ethnic group membership to one's self-concept), cultural identification, number of same-ethnicity peers, and perceived campus climate were statistically significant. The implication of the present findings for future research is discussed.     

An Integrative Approach to Teaching Dreamwork in Group Supervision

Dreams can be an important part of the counseling process to increase clients’ awareness of potentially unfinished business. We present an approach to teaching dreamwork in group supervision that is designed to assist supervisees’ integration of dreamwork techniques into their client consultation and to contribute to further development of advanced counseling skills.     

The Evolving Nature of Psychoanalytic Supervision: From Pedagogical to Andragogical Perspective

In what primary ways has psychoanalytic supervision evolved over the course of its 100-year plus history? In this paper, I address that question by: (1) sketching out some of the historical differences that have been identified as characterizing the patient-centered, supervisee-centered, and relational-centered supervision perspectives; (2) placing those three perspectives within an adult education framework; and (3) considering their pedagogical (youth-focused) versus andragogical (adult-focused) nature. Based on this examination, I propose the following. Due to the infusion of interpersonal/intersubjective views into the body psychoanalytic, (1) the “maturing” of vision in psychoanalytic supervision (i.e., the movement from a youth-focused to an adult-focused approach to supervision) was made possible; (2) a shift from a supervisory “one-person model times two” to a triadic conceptualization was actuated; (3) traditional perspective on power and authority in supervision was upended; and (4) a more egalitarian, empowering, co-participative approach to supervision emerged and now endures. Attending to the six core principles of adult learning is presented as one primary way in which that “maturing” of vision is most evident in the contemporary practice of psychoanalytic supervision.     

Dialectical Tensions Supervisor Attitudes and Contextual Influences in Psychotherapy Supervision

Psychotherapy supervision is a complex process; supervisors must concurrently balance multiple roles, such as teacher, counselor and consultant. The current paper proposes four “dialectical tensions” inherent in supervision which, if attended to, can guide supervisor behavior during the supervision session. Specifically, supervision requires balancing the following polarities: (1) promote change/provide support, (2) provide feedback/maintain relationship, (3) supervisee-directed/supervisor-directed, and (4) client focus/supervisee development focus. We discuss these dialectical tensions in a contextual framework, and we propose that supervisor awareness, intention and willingness are necessary to incorporate contextual factors and balance the dialectical tensions during supervisory interactions. We present two examples of supervisory interactions and describe how attention to the dialectical tensions can guide supervisory decisions.     

When educational supervision meets clinical supervision: what can we learn from the discrepancies?

The authors question the taken-for-granted notion of supervision. Their concerns arose out of an attempt to introduce 'clinical' supervision into academia as a way of addressing an increasing number of the ethical issues which confront lecturers. They recognise that knowledge can impact adversely on students and that lecturers at times find themselves compromised. They settled on supervision as an organisational space in the domain of power in which to address the distress they observed. However, through their different experiences of supervision, they soon found themselves talking past each other. When clinical supervision meets educational supervision, several anomalies are brought to the fore. The authors draw on Foucault's notion of discourse, and of knowledge as power, in order to foreground these and conclude by cautioning against an uncritical acceptance of supervision as an ethical practice. They believe there is a benefit in bringing together the two discourses of clinical and educational supervision for further discussion.