Supervising emotionally focused therapists: a systematic research-based model

Emotionally Focused Therapy (EFT) is an empirically validated relational therapy that recognizes the complexity of couple's therapy and supports the need for specialized training of therapists. Until now, there has been little research on effective methods for EFT supervision and no systematic model for conducting EFT supervision. The findings of a qualitative study of certified EFT therapists' experiences with EFT supervision and training are presented in this study, along with a systematic model of EFT supervision. The model of EFT supervision is based on the findings of this study, relevant research regarding effective clinical supervision, and the authors' experiences with EFT supervision. This model of EFT supervision is isomorphic to the clinical practice of EFT, in that it is theoretically grounded in attachment theory and emphasizes experiential and emotionally based processes.     

EMOTIONAL RETREAT AND SOCIAL EXCLUSION: TOWARDS BIOGRAPHICAL METHODS IN PROFESSIONAL TRAINING

This article argues the relevance of biographical case study methods as a tool for professional practice. The case of Laura, manager of a small hostel for homeless people, shows hidden reserves of emotional understanding which Laura finds too risky to bring into play. Analysis of the structure of the interview shows the enactment and lowering of Laura's defences in interaction with the interviewer. The article argues for support and supervision to allow professionals to recognise and use their capacities for emotional thinking, and that this kind of ‘experiential truth’ is key both for users and professionals in tackling social exclusion. Methodological parallels between biographical methods and effective training are also drawn through discussion of responses to a training video based on a fictionalised version of a critical incident from this interview.     

Multicultural supervision: lessons learned about an ongoing struggle

This article examines the experiences of seven diverse therapists in a supervision course as they wrestled with the real-world application of multicultural supervision. Existing literature on multicultural supervision does not address the difficulties that arise in addressing multicultural issues in the context of the supervision relationship. The experiences of six supervisory candidates and one mentoring supervisor in addressing multicultural issues in supervision are explored. Guidelines for conversations regarding multicultural issues are provided.     

Two Case Studies on Family Work with Eating Disorders and Body Image Issues

This article highlights the need for clinicians who work with eating disorders and body image problems to address the deeper family issues underlying these symptoms. The authors propose an eclectic approach including family systems, structural and experiential family therapy theory as a guide. The paper begins with an overview of family therapy theories currently used in the treatment of eating disorders, and goes into greater detail about the three theories highlighted in the eclectic model proposed. The authors present two cases with actual case dialogue, demonstrating how they used this composite model. This article has both theoretical and practical implications for clinicians working in the field.     

Developing a Working Model of Cross-Cultural Supervision: A Competence- and Alliance-Based Framework

Despite numerous suggestions to integrate culture, diversity and social justice issues in clinical supervision, empirical studies on cross-cultural supervision indicate limited uptake of such recommendations. We suggest that a comprehensive model of cross-cultural supervision could benefit the field by guiding supervisors in this task. A working model is proposed based on a foundation of the supervisory alliance and a focus on social work practice competence, integrating strategies to promote self- and relational-reflexivity within the supervisory relationship. The model is comprised of four components: component 1: goal setting to contract on cross-cultural integration in supervision; component 2: active listening for cross-cultural markers; component 3: bonding through the supervisor’s self-reflexivity to foster the supervisee’s self-reflexivity; and component 4: working through tasks for cultural integration in supervision by modelling the supervisor’s relational reflexivity in case formulation and treatment to foster the supervisee’s relational-reflexivity.     

Teaching intercultural awareness to first‐year medical students via experiential exercises

This study assessed the extent to which a one‐time experiential intervention improved intercultural awareness and sensitivity among first‐year medical students. The students participated in group activities in which they shared personal experiences, solved a hypothetical problem, and engaged in team building exercises. Post‐intervention, students reported less intercultural awareness, but a greater commitment to improving the intercultural climate of the medical school and an increased willingness to work in diverse groups during their medical training. The results of the study suggest that experiential interventions may provide an important complement to didactics around issues of intercultural awareness and sensitivity with medical students. Importantly, experiential interventions must provide students with sufficient time to reflect upon and discuss feelings, thoughts and attitudes that emerge during this kind of intercultural awareness training.     

Using Computer Aided Interactive Video Technology to Provide Experiential Learning for Mediation Trainees

Participation in experiential learning activities enhances new mediator competence. There are numerous ways to provide such activities in higher education and private training settings. None of the existing modes of experiential learning (e.g., roleplay, case study analysis, or supervise practicum) is without limitation, however. And, no single way mode appeals to every learner or is compatible with his/her learning style. By using a variety of experiential teaching approaches, mediation educators and trainers may maximize the benefit of instruction, thereby improving the performance quality of new practitioners. This article attempts to heighten the readers' awareness of computer aided interactive video (CAIV) technology and its suitability for providing experiential learning opportunities for divorce mediation students and trainees. The process of designing and developing a CAIV instructional program for such use is described. The procedures for, and positive results of, field testing the program are high- lighted.     

The feminist/emotionally focused therapy practice model: an integrated approach for couple therapy

Emotionally focused therapy (EFT) is a well-developed, empirically tested practice model for couple therapy that integrates systems, experiential, and attachment theories. Feminist family therapy theory has provided a critique of biased assumptions about gender at play in traditional family therapy practice and the historical absence of discussions of power in family therapy theory. This article presents an integrated feminist/EFT practice model for use in couple therapy, using a case from practice to illustrate key concepts. Broadly, the integrated model addresses gender roles and individual emotional experience using a systemic framework for understanding couple interaction. The model provides practitioners with a sophisticated, comprehensive, and relevant practice approach for working with the issues and challenges emerging for contemporary heterosexual couples.     

Thinking about difference in student supervision

Abstract

Over the past decade, educators have given greater recognition to the influence of race and culture on practice and policy. Whilst educators are now including specific courses that take account of diversity, scant attention has been paid to how these issues may be addressed in student supervision. This article reports on a qualitative study examining how three experienced supervisors addressed difference in student supervision. Supervisory approaches were compared examining the supervisors' goals, focus, supervisory strategies, theoretical orientation, contribution made to student learning and the limitation of their particular approach. These findings emphasise the complexity of addressing difference in supervision, and suggest that some additional issues to address in supervision.     

Attending to Social Justice in Clinical Social Work: Supervision as a Pedagogical Space

Although social justice is a central professional value of social work articulated in ethics codes, clinical social workers have been long criticized for not clearly incorporating this professed commitment into practice. Supervision is an optimal space within which clinicians can develop knowledge and skills to attend to the issues related to social justice in their practice. A growing body of literature emphasizes social justice in the delivery of clinical services, yet there is a death of literature on how clinical supervision can promote social justice seeking clinical work. In this paper, we draw from existing literature to identify key elements involved in social justice seeking clinical supervision. Using Goodyear’s (Clin Superv 33:82–99, 2014) learning mechanisms of clinical supervision, which consists of modeling, feedback, direct instruction, and self-directed learning, we discuss a case composite to illustrate ways in which clinical supervision can serve as a pedagogical space to advance clinical social workers’ commitment to social justice.     

Abstracts

This paper describes a design for a course which aims to develop advanced practice skills in supervision and consultation for qualified social workers. The course model is based on an understanding of reflective learning developed chiefly by Donald Schon and recently discussed in this journal by Nick Gould. Some of the processes, risks and dilemmas for course members, course tutors and seconding agencies that are inherent in the course are explored through examples of reflection-in-action drawn from recent courses. Implications for the use of this approach with social workers' managers operating within a hierarchical organisational structure are explored.

The experiential element of the course, based on course members' work as consultant and consultee with another course member, will be developed more fully in a subsequent paper.

The potential usefulness of the course is discussed in relation to developing advanced practice in professional supervision, accrediting experienced practice teachers and, in an adapted form, enabling social work practitioners to develop a range of advanced practice skills.     

Recognizing experiential knowledge in the process of qualification of peer helpers: an analysis of an educational program for service users in France

ABSTRACT

This article analyzes an innovative training program enabling the qualification of peer carers, working within the sector of ‘social inclusion’. Since the French national debate on social work conducted within the ‘Estates General’ of 2015, peer workers have become key players in training programs in virtue of their experiential knowledge and their understanding of issues related to the process of social exclusion. This article addresses the role of peer helpers’ experiential knowledge in the training process. Because of their ‘experiential’ and ‘empirical’ knowledge about questions linked to the process of exclusion, peer helpers have become key players in social work teams and within social institutions, thus contributing to new methods of socio-educational intervention. What impact will this recognition of peer helpers’ and service users’ experiential knowledge have on education in social work? This article gives an account of an 8-month training program for peer helpers examined on the methodological level through a process of Participant observation, and based on data from comprehensive interviews carried out with a panel of peer helpers.     

Social work,psychoanalytic psychotherapy and mental handicap: A reading list

Abstract

This article, in two parts, describes first the development of a seminar group which Win Roberts and I set up for social workers, to promote the use of group work with clients in hospital settings. Each fortnightly seminar consisted of a discussion on aspects of group work theory and practice, followed by our experiential group. The second part describes one of the client groups that was established for people attending hospital for sub-fertility treatment. Parallels are drawn between group processes in the seminar group and the client group, indicating the value of such a seminar group to provide training, supervision and experience of group work.     

Supervision of Therapy with Patients Diagnosed as Psychotic

Psychodynamic therapy with psychotics has been reviewed and studied by different analysts such as Searles (1965), Rosenfeld (1988), and others. Nevertheless, there are almost no updated articles on supervision of this therapy. The article addresses this issue and the different aspects of supervision of psychodynamic therapy of psychotics. Therapy-related issues, such as holding, communications and interpretations, differentiation, boundaries, psychotic transference, and countertransference are discussed extensively. We also explore some of the difficulties involved in these processes and the implications for the supervision process.     

Supervising family therapy trainees in primary care medical settings: context matters

The purpose of this article is to identify and describe four essential skills for effective supervision of family therapy trainees in primary care medical settings. The supervision skills described include: (1) Understand medical culture; (2) Locate the trainee in the treatment system; (3) Investigate the biological/health issues; and (4) Be attentive to the self-of-the-therapist. Recommendations are also made to help supervisors become better prepared for the questions medical family therapy trainees bring to supervision.     

Live supervision in the same room

Following a brief explanation of live supervision, its advantages as a practice teaching method are outlined. The main part of the article focusses on detailed and practical suggestions for the preparation and conduct of live supervision sessions. Discussion then centres around some of the pitfalls and ethical issues which need to be considered. The article concludes by advocating that live supervision can make an important contribution to the current drive to improve practice competence in social work.     

Expansion of psychiatric services to the community

This paper describes an experiential model for teaching final year social work students how to deal with feeling issues in practice. It focuses on the middle phase of intervention primarily, using an outside person role playing a client in a classroom setting. The aim of the model is to enhance the students' ability in learning advanced empathic skills.     

TAKING IT PERSONALLY: ISSUES OF PERSONAL AUTHORITY AND COMPETENCE FOR THE FEMALE IN FAMILY THERAPY TRAINING*

The supervision and training of women requires thinking and planning about how to address issues women bring to the training process as a result of sex-role typing. Dependent behavior and attitudes are interactional problems that need to be overcome in a training process that leads to competency and creativity for therapists. Strategic supervision can benefit women by increasing their self-reliance, sense of personal authority, and competence.