DEVELOPMENTAL APPROACHES TO SUPERVISION

3 DEVELOPMENTAL APPROACHESTO SUPERVISIONCAL D. STOLTENBERGOver the years, a considerable amount of research and theorizing aboutthe SUPERVISION process, including how trainees change over time, has exam-ined the SUPERVISION process as being different from the processes both specif-ically involved in therapy and those conceived from the perspective ofpsychotherapy theory ( , Loganbill, Hardy, &L Delworth, 1982). Generally,in these supervisory theories, an implicit stage theory of therapist develop-ment is assumed and supervisory behaviors that are thought to be consistentwith the hypothesized level of development of the therapist are specified(Stoltenberg, McNeill, & Crethar, 1994; Worthington, 1987). Focus on ther-apist change over time from both a quantitative and qualitative perspectiveserves as the critical difference between DEVELOPMENTAL and other approachesto SUPERVISION (Falender & Shafranske, 2004). Central to a competency-based approach to SUPERVISION is the ability to accurately assess the trainee'scompetence within the context of his or her DEVELOPMENTAL status and tra-jectory.

The IDM uses three overriding structures to monitor trainee develop- ... tive component includes the content and quality of the thought processes, ... on which to build a conceptualization. Another measure was used, the evaluation of supervision form to evaluate the super-

Loading..

Tags:

  Component, Three, Conceptualization

Information

Related search queries