Clinical supervision in cognitive behavior therapy improves therapists’ competence: a single-case experimental pilot study

ABSTRACT

Clinical supervision is a cornerstone in psychotherapists’ training but there are few empirical evaluations on the effects of supervision on therapists’ competencies. The aim of this study was therefore to evaluate the effects of standardized supervision on rater-assessed competency in Cognitive Behavior Therapy (CBT). Six therapists with basic training in CBT were provided with protocol-based clinical supervision in CBT in a single-case experimental multiple baseline design. The supervision focused on specific CBT competencies and used experiential learning methods such as role-play. Each therapist recorded weekly treatment sessions during phases without and with supervision. The therapists’ CBT competence was assessed by third-party raters using the Revised Cognitive Therapy Scale (CTS-R). Statistical analyses showed that the therapists’ CTS-R scores increased significantly during the phase with supervision with a mean item increase of M = 0.71 (range = 0.50–1.0) on the supervision focus areas. This is one of the first empirical studies that can confirm that supervision affect CBT competencies. The results also suggest that supervision can be manualized and that supervisees have a positive perception of more active training methods. Further studies are needed to replicate the results and to find ways to improve the impact of supervision.     

Convergence,commonality, and context in psychoanalytic supervision

ABSTRACT

What are the binding commonalities that demark and define any and all psychoanalytic supervision perspectives? What do we all do as psychoanalytic supervisors that practically matters? Furthermore, might there be a unifying model that anchors those binding commonalities together into a supervision meaning-making, explanatory framework? In this two-part paper, I take up those questions. In Part I, based on a century-spanning literature review, I identify 50 (non-exhaustive) common Support and Learning factors that appear present across the panoply of psychoanalytic supervision perspectives. Relational, educational, and interventional, these 50 factors reflect the very stuff of which psychoanalytic supervision is made. In Part II, I present and elaborate upon the Contextual Psychoanalytic Supervision Relationship Model (CPSRM) – a theoretically-grounded model that anchors and contextualizes those common Support and Learning factors. Because common factors can be seen as nothing more than atheoretical amalgamation (i.e., lists of desirable characteristics endlessly strung together), the CPSRM is proposed as a theoretically-based antidote. A supervisory extrapolation of Wampold’s contextual psychotherapy relationship model, the CPSRM accentuates relational connection, expectations/goals, and educational action as preeminently supervisee change inducing and learner affecting.     

Capitalism and the Banality of Desire

ABSTRACT

This paper elaborates on Todd McGowan’s perspicacious, psychoanalytic explanation of capitalism’s resilience, due to its formidable ideological insinuation into the banal micro-desires of consumers. I outline his contention that capitalism’s false promise of future satisfaction is subverted by the psychical change indicated by Freud’s re-evaluation of the desire/satisfaction relationship. This is elaborated on via Lacan’s claim, somewhat underplayed in McGowan’s reflections, that desire is essentially narcissistic. Lacan’s claim raises the stakes of capitalism’s psychic appeal, but also indicates how Lacanian psychoanalysis offers a point of intervention. I briefly point to the consistency between Lacan’s conception of the actualized subject and Deleuze’s and Guattari’s articulation of desire in terms of “the process” and the complex metaphor of “desiring machines”. I finally turn to ?i?ek’s conception of the developing world as “the place of rupture” and a major fault line internal to capitalism that threatens to disrupt its operation.     

The Evolution of a Scientific Concept

A philosophically comprehended account is given of the genesis and evolution of the concept of protein. Characteristic of this development were not shifts in theory in response to new experimental data, but shifts in the range of questions that the available experimental resources were fit to cope with effectively. Apart from explanatory success with regard to its own range of questions, various other selecting factors acted on a conceptual variant, some stemming from a competing set of research questions, others from an altogether different field of inquiry, and still others from the external environment. These results are best explained on, hence support, an evolutionary model of the progress of experimental investigation, whose outlines are briefly discussed. This revised version was published online in August 2006 with corrections to the Cover Date.