The Psychotherapy Curriculum
Supervision of therapists and counselors requires a new set of skills based on contemporary relational models, which our speakers share in these interviews. This program also awards 1 CE of ethics training.
Clinical supervision, while appearing on the surface to be similar to psychotherapy, is a different relationship and set of skills, with unique qualities and characteristics that set it apart. In this program on supervision, we’ll hear about five different aspects of supervision.
Professionals often advance to supervisory roles with little or no formal training in ways to conceptualize the supervisory process or transmit knowledge. Now, it’s no longer enough for clinicians to say, “I’m an experienced and competent therapist (counselor, psychologist or psychiatrist), so therefore, I can be a competent supervisor.” The making of a psychotherapist is as complex as making a supervisor, involving education, a craving for understanding, self-esteem, and imagination. It also requires the capability to move from an understanding of psychotherapy to transmitting that understanding to others.
This program provides clinicians with the opportunity to:
Become aware of a systemic approach to supervision.
Become aware of the classical model of supervision.
Learn about relational supervision.
Develop a fuller of the supervisory role.
Gain an appreciation for online supervision.
Deepening the Supervisory Experience - Wendy Haskell, Ph.D., LICSW
Dr. Wendy Haskell elaborates on the relational model of supervision, discussing the “positioning” of the supervisor, how the supervisor decides what to focus on, and how the diversity of supervisors and supervisees (e.g., culture, character, and gender, etc.) all impact and deepen the learning process.
Dimensions of Supervision - Russel Haber, Ph.D.
Russell Haber, PhD discusses the dimensions of supervision from a systemic point of view, including how the intellect, skills, emotions, and intuition all play a crucial role in the supervisor, supervisee, and client system.
Focal Conflict Analysis - Jerrold Brandell, Ph.D.
Jerrold Brandell, PhD presents Focal Process Analysis, an example of the “classical” model of supervision and a method for beginning therapists learn to listen carefully to the clinical process of their patients.
Online Supervision - Allen Siegel, MD,
Dr. Allen Siegel began email supervision with a psychiatrist in Germany, who wished to learn about self psychology. In the first part of this interview, he describes how they developed a method where the psychiatrist submitted process recordings of her therapy sessions through email, and Dr. Siegel responded to her with didactic and clinical supervision. We interviewed him again for a follow up on how his work has been going. In addition to his work with the German psychiatrist, he describes his work with a group of psychiatrists in Turkey. This program includes samples of the email correspondence between him and his German supervisee, containing very detailed case process recordings from the supervisee and Dr. Siegel's remarks on those interviews.
Supervisory Ethics - Carlton Munson, Ph.D., BCD
Dr. Carlton Munson, author of Clinical Social Work Supervision, Third Edition, discusses the ways in which supervision presents the supervisor with a complex balancing act between the rights and welfare of the clients, ethical codes of the various disciplines, policies and procedures of the organization or agency, and of course, the supervisee’s learning. Ultimately, the supervisor is the “gatekeeper of the profession,” responsible for cultivating effective professionals.
The Supervisory Relationship - Mary Gail Frawley-O'Dea, Ph.D., Joan Sarnat, Ph.D.
Drs. Mary Gail Frawley O’Dea and Joan Sarnat, co-authors of The Supervisory Relationship: A Contemporary Psychodynamic Approach, present “relational supervision,” a contemporary model of supervision based upon mutuality between supervisor and supervisee. Psychodynamic therapists have begun to view the relational processes between patient and therapist as a central source of transformation. Similarly, working within the changes of the supervisory relationship can allow the supervisee to gain a deeper understanding of the treatment method being taught. This makes the process of supervision more parallel to the therapeutic work.
“These programs are excellent. Barbara Alexander is very well-read and asks excellent questions.”
... Ona H.