Supervision essentials for emotion-focused therapy

181 Pages·2017·2.464 MB·English

by  Greenberg, Leslie S., Tomescu, Liliana Ramona

Supervision Essentials for
Emotion-
Focused
Therapy
Clinical Supervision
essentials Series
Supervision Essentials for Psychodynamic Psychotherapies
Joan E. Sarnat
Supervision Essentials for the Integrative Developmental Model
Brian W. McNeill and Cal D. Stoltenberg
Supervision Essentials for the Feminist Psychotherapy Model of Supervision
Laura S. Brown
Supervision Essentials for a Systems Approach to Supervision
Elizabeth L. Holloway
Supervision Essentials for the Critical Events in Psychotherapy
Supervision Model
Nicholas Ladany, Myrna L. Friedlander, and Mary Lee Nelson
Supervision Essentials for Existential–Humanistic Therapy
Orah T. Krug and Kirk J. Schneider
Supervision Essentials for Cognitive–Behavioral Therapy
Cory F. Newman and Danielle A. Kaplan
Supervision Essentials for the Practice of Competency-Based Supervision
Carol A. Falender and Edward P. Shafranske
Supervision Essentials for Emotion-Focused Therapy
Leslie S. Greenberg and Liliana Ramona Tomescu
Supervision Essentials for Integrative Psychotherapy
John C. Norcross and Leah M. Popple
Clinical Supervision Essentials
HANNA LEVENSON and ARPANA G. INMAN, Series Editors
Supervision Essentials for
Emotion-
Focused
Therapy
Leslie S. Greenberg and
Liliana Ramona Tomescu
American Psychological Association • Washington, DC
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Library of Congress Cataloging-in-Publication Data
Names: Greenberg, Leslie S. author. | Tomescu, Liliana Ramona, author. |
Title: Supervision essentials for emotion-focused therapy / Leslie S. Greenberg
and Liliana Ramona Tomescu.
Description: First edition. | Washington, DC: American Psychological Association, [2017] |
Series: Clinical supervision essentials series | Includes bibliographical
references and index.
Identifiers: LCCN 2016018806 | ISBN 9781433823589 | ISBN 1433823586
Subjects: | MESH: Psychotherapy—methods | Psychotherapy—organization &
administration | Emotions
Classification: LCC RC480 | NLM WM 420 | DDC 616.89/14—dc23
LC record available at https://lccn.loc.gov/2016018806
British Library Cataloguing-in-Publication Data
A CIP record is available from the British Library.
Printed in the United States of America
First Edition
http://dx.doi.org/10.1037/15966-000
Contents
Foreword to the Clinical Supervision Essentials Series vii
Chapter 1. Introduction 3
Chapter 2. The Essential Dimensions of the Emotion-Focused
Therapy Model of Supervision 29
Chapter 3. The Process of Supervision 45
Chapter 4. Handling Common Supervisory Issues:
Alliance and Interpersonal Skills 81
Chapter 5. Handling Common Technical Supervisory Issues 107
Chapter 6. Research 141
Chapter 7. Future Directions 147
Recommended Readings 151
References 153
Index 159
About the Authors 167

Foreword to the Clinical
Supervision essentials Series
We are both clinical supervisors. We teach courses on supervision of stu-
dents who are in training to become therapists. We give workshops on
supervision and consult with supervisors about their supervision practices.
We write and do research on the topic. To say we eat and breathe supervision
might be a little exaggerated, but only slightly. We are fully invested in the field
and in helping supervisors provide the most informed and helpful guidance to
those learning the profession. We also are committed to helping supervisees/
consultees/trainees become better collaborators in the supervisory endeavor
by understanding their responsibilities in the supervisory process.
What is supervision? Supervision is critical to the practice of therapy.
As stated by Edward Watkins1 in the Handbook of Psychotherapy Super-
vision, “Without the enterprise of psychotherapy supervision, . . . the prac-
tice of psychotherapy would become highly suspect and would or should
cease to exist” (p. 603).
Supervision has been defined as
an intervention provided by a more senior member of a profession to
a more junior colleague or colleagues who typically (but not always)
are members of that same profession. This relationship
77 is evaluative and hierarchical,
77 extends over time, and
1 Watkins, C. E., Jr. (Ed.). (1997). Handbook of psychotherapy supervision. New York, NY: Wiley.
vii
Foreword to the CliniCal SuperviSion eSSentialS SerieS
77 has the simultaneous purposes of enhancing the professional func-
tioning of the more junior person(s); monitoring the quality of pro-
fessional services offered to the clients that she, he, or they see; and
serving as a gatekeeper for the particular profession the supervisee
seeks to enter. (p. 9)2
It is now widely acknowledged in the literature that supervision is a
“distinct activity” in its own right.3 One cannot assume that being an excel-
lent therapist generalizes to being an outstanding supervisor. Nor can one
imagine that good supervisors can just be “instructed” in how to supervise
through purely academic, didactic means.
So how does one become a good supervisor?
Supervision is now recognized as a core competency domain for psy-
chologists4,5 and other mental health professionals. Guidelines have been
created to facilitate the provision of competent supervision across pro-
fessional groups and internationally (e.g., American Psychological Asso-
ciation,6 American Association of Marriage and Family Therapy,7 British
Psychological Society,8,9 Canadian Psychological Association10).
2 Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Boston, MA: Pearson.
3 Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Boston, MA: Pearson.
4 Fouad, N., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., . . . Crossman, R. E.
(2009). Competency benchmarks: A model for understanding and measuring competence in professional
psychology across training levels. Training and Education in Professional Psychology, 3 (4 Suppl.), S5–S26.
http://dx.doi.org/10.1037/a0015832
5 Kaslow, N. J., Rubin, N. J., Bebeau, M. J., Leigh, I. W., Lichtenberg, J. W., Nelson, P. D., . . . Smith, I. L.
(2007). Guiding principles and recommendations for the assessment of competence. Professional Psychol-
ogy: Research and Practice, 38, 441–51. http://dx.doi.org/10.1037/0735-7028.38.5.441
6 American Psychological Association. (2014). Guidelines for clinical supervision in health service psychology.
Retrieved from http://www.apa.org/about/policy/guidelines-supervision.pdf
7 American Association of Marriage and Family Therapy. (2007). AAMFT approved supervisor designa-
tion standards and responsibilities handbook. Retrieved from http://www.aamft.org/imis15/Documents/
Approved_Supervisor_handbook.pdf
8 British Psychological Society. (2003). Policy guidelines on supervision in the practice of clinical psychology.
Retrieved from http://www.conatus.co.uk/assets/uploaded/downloads/policy_and_guidelines_on_
supervision.pdf
9 British Psychological Society. (2010). Professional supervision: Guidelines for practice for educational psychol-
ogists. Retrieved from http://www.ucl.ac.uk/educational-psychology/resources/DECP%20Supervision%20
report%20Nov%202010.pdf
10 Canadian Psychological Association. (2009). Ethical guidelines for supervision in psychology: Teach-
ing, research, practice and administration. Retrieved from http://www.cpa.ca/docs/File/Ethics/
EthicalGuidelinesSupervisionPsychologyMar2012.pdf
viii
Foreword to the CliniCal SuperviSion eSSentialS SerieS
The Guidelines for Clinical Supervision in Health Service Psychology11
are built on several assumptions, specifically that supervision
77 requires formal education and training;
77 prioritizes the care of the client/patient and the protection of the public;
77 focuses on the acquisition of competence by and the professional devel-
opment of the supervisee;
77 requires supervisor competence in the foundational and functional
competency domains being supervised;
77 is anchored in the current evidence base related to supervision and the
competencies being supervised;
77 occurs within a respectful and collaborative supervisory relationship
that includes facilitative and evaluative components and is established,
maintained, and repaired as necessary;
77 entails responsibilities on the part of the supervisor and supervisee;
77 intentionally infuses and integrates the dimensions of diversity in all
aspects of professional practice;
77 is influenced by both professional and personal factors, including values,
attitudes, beliefs, and interpersonal biases;
77 is conducted in adherence to ethical and legal standards;
77 uses a developmental and strength-based approach;
77 requires reflective practice and self-assessment by the supervisor
and supervisee;
77 incorporates bidirectional feedback between the supervisor and
supervisee;
77 includes evaluation of the acquisition of expected competencies by the
supervisee;
77 serves a gatekeeping function for the profession; and
77 is distinct from consultation, personal psychotherapy, and mentoring.
The importance of supervision can be attested to by the increase in state
laws and regulations that certify supervisors and the required multiple super-
visory practica and internships that graduate students in all professional
11 American Psychological Association. (2014). Guidelines for clinical supervision in health service psychology.
Retrieved from http://www.apa.org/about/policy/guidelines-supervision.pdf
ix