Developmental and Psychodynamic Models in Supervision
Duration
- One semester/teaching period
Contact hours
- 36
On-campus unit delivery combines face-to-face and digital learning.
Prerequisites
Aims and objectives
Aims:
This unit will discuss the basic assumptions underlying developmental models of supervision and survey several developmental
models of supervision which have current utility for supervisors and represent diverse developmental concepts. This unit will also
examine the four modes of thought adapted from Johnson-Laird (1988): inductive, associative, creative and self-inductive
thinking. Supervision within the psychodynamic model requires a sensitive distinction between training and treating the supervisee.
Supervisory interventions, self-esteem issues for the supervisee and the supervisor’s role and termination will also be
addressed. The understanding and application of the basic tenets of psychodynamic supervision will be reiterated through interactive
discussions of real-life situations and role-play.
models of supervision which have current utility for supervisors and represent diverse developmental concepts. This unit will also
examine the four modes of thought adapted from Johnson-Laird (1988): inductive, associative, creative and self-inductive
thinking. Supervision within the psychodynamic model requires a sensitive distinction between training and treating the supervisee.
Supervisory interventions, self-esteem issues for the supervisee and the supervisor’s role and termination will also be
addressed. The understanding and application of the basic tenets of psychodynamic supervision will be reiterated through interactive
discussions of real-life situations and role-play.
Unit Learning Outcomes:
At the conclusion of this unit students should be able to:
1. Demonstrate knowledge of developmental models in supervision
2. Identify the supervisory function within developmental models
3. Identify key components of effective supervision and motivating factors in supervision
4. Describe basic concepts in Psychodynamic Supervision
5. Identify and effectively respond to issues within the supervision “process” within practical examples
At the conclusion of this unit students should be able to:
1. Demonstrate knowledge of developmental models in supervision
2. Identify the supervisory function within developmental models
3. Identify key components of effective supervision and motivating factors in supervision
4. Describe basic concepts in Psychodynamic Supervision
5. Identify and effectively respond to issues within the supervision “process” within practical examples
Courses with unit
A unit of study in the Graduate Diploma in Clinical Supervision (GD-CLSUP) programs.
Unit information in detail
- Teaching methods, assessment, general skills outcomes and content.
Teaching methods
21 contact hours over a 3 day workshop, 4 hours of direct observation of supervision work and 11 hours self-directed studies.
Assessment
Role play: Case studies for supervision
1) From male/female therapists’ perspectives
2) From male/female supervisors’ perspectives (80%)
1) From male/female therapists’ perspectives
2) From male/female supervisors’ perspectives (80%)
Regular instructor assessment of the student’s contribution to group exercises and
role plays, focussing on:
1) Theoretical basis and significance of the contribution
2) Competence in demonstrating professional skills
3) Evidence of understanding the significance of interpersonal interactions (20%)
General skills outcomes
Key Generic Skills
During this unit students will receive feedback on:
- communication skills;
- problem solving skills;
- ability to adapt and manage change and unfamiliar problems;
- awareness of professional, local and international contexts in which they will be contributing;
- teamwork skills;
- ability to work independently.
During this unit students will receive feedback on:
- communication skills;
- problem solving skills;
- ability to adapt and manage change and unfamiliar problems;
- awareness of professional, local and international contexts in which they will be contributing;
- teamwork skills;
- ability to work independently.
Content
The areas covered include:
- Overview of major theoretical models of supervision
- Social Role Models – overview and discussion
- Developmental Models of Supervision
- Role of supervisor in within developmental framework
- The Supervisory Context
- Identifying Issues in Supervision
- Motivating Factors of Supervision
- Psychotherapy based models of supervision
- Basic Concepts in Psychodynamic Supervision
- Overview of major theoretical models of supervision
- Social Role Models – overview and discussion
- Developmental Models of Supervision
- Role of supervisor in within developmental framework
- The Supervisory Context
- Identifying Issues in Supervision
- Motivating Factors of Supervision
- Psychotherapy based models of supervision
- Basic Concepts in Psychodynamic Supervision
Study resources
- Reading materials.
Reading materials
Indicative Reference Materials:
Bernard, J.M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, 6-68
Bernard, J. M., & Rodney, K. G. (2004). Fundamentals of clinical supervision (3rd ed.). Boston, MA: Pearson Education.
Hora, T. (1957). Contribution to the phenomenology of the supervisory process. American Journal of Psychotherapy, 11, 769-773.
Loganhill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. Counseling Psychologist, 10, 3–42.
Ronnestad, M. H., & Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career Development, 30, 5-44.
Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor-complexity model. Journal of Counseling Psychologists, 28, 59-65.
Stoltenberg, C. D., McNeill, B. W., & Delworth, U. (1998). IDM: An integrated developmental model for supervising counselors and therapists. San Francisco: Jossey-Bass.
Aronson G. 1979. Personal communication, Western Regional Psychoanalytic Societies Meeting, LA, CA, May 1979
Austin KM, Moline ME & Williams GT (eds). 1990. Confronting Malpractice: Legal and Ethical Dilemmas in Psychotherapy. Beverly Hills, CA, Sage
Bibring E. 1954. Psychoanalysis and the dynamic psychotherapies. J Am Psychoanal Assoc, 2:745-768
Chrzanowski G. 1984. Can psychoanalysis be taught? In: Clinical Perspectives on the Supervision of psychoanalysis & psychotherapy. Edited by Caligor L, Bromberg PM & Meltzer JD. New York, Plenum
Feder L. 1979. Personal communication, Western Regional Psychoanalytic Societies Meeting, LA, CA, May 1979
Frayn DH. 1991. Supervising the supervisors: the evolution of a psychotherapy supervisors
Freud S.1933/1964. New introductory lectures on psychoanalysis (1933), in the Standard Edition of the Complete psychological Works of Sigmund Freud, Vol 22. Translated and edited by Strachey J. London, Hogarth Press, 1964, pp64, 149-150
Glick RA & Meyerson AT. 1980-1981, The use of psychoanalytic concepts in crisis intervention. International Journal of Psychoanalytic Psychotherapy, 8:171-188
Greben SE. 1976. Supervision of psychotherapy with psychiatric residents: one model. Canadian Psychiatric Association Journal, 21:141-144
Greben SE. 1979a. The influence of supervision of psychotherapy upon being therapeutic, l: Introduction and background to the supervisory relationship. Can J Psychiat, 24:499-506
Greben SE. 1979b. The influence of supervision of psychotherapy upon being therapeutic, l: modes of influence of the supervisory relationship. Can J Psychiat, 24:507-513
Greben SE & Ruskin R. 1994. Introduction: Significant aspects of the Supervisor-Supervisee relationship & interaction. In: Clinical Perspectives on Psychotherapy Supervision. Greben SE & Ruskin R (eds). American Psychiatric Press, Washington DC
Harris N, Kalish B & Freeman E. 1963. Precipitating stress: an approach for therapy. Am J Psychother, 17:471
Johnson-Laird PN. 1988. A taxonomy of thinking. In: The Psychology of Human Thought, Sternberg RJ & Smith EE(eds). Cambridge:Cambridge University Press
Jacobs D, David P & Meyer DJ; 1995. The Supervisory Encounter. Yale University
Kline F, Kraft Goin M, et al. 1977. You can be a better suprvisor. Journal of Psychiatric Education, 1:174-179
Kraft Goin M & Kline FM. 1974. Supervision observed. J Nerv Ment Dis 158:208-213
Martin GC, Myerson P, Olson HE & Wibers LL. 1978. Candidates’ evaluation of psychoanalytic supervision. J Am Psychoanal assoc,26:407-424
Nason F. 1994. Private communication. In: The Supervisory Encounter; Jacobs D, David P & Meyer DJ; 1995. Yale University
Perez EL, Krul LE & Kapoor R. 1984.The teaching of psychotherapy in Canadian psychiatric residency programs: residents’ perceptions. Can J Psychiatry 29:658-664
Viederman M. 1983. The psychodynamic life narrative: a psychotherapeutic intervention useful in crisis situations. Psychiatry, 46:236-
246
Bernard, J.M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, 6-68
Bernard, J. M., & Rodney, K. G. (2004). Fundamentals of clinical supervision (3rd ed.). Boston, MA: Pearson Education.
Hora, T. (1957). Contribution to the phenomenology of the supervisory process. American Journal of Psychotherapy, 11, 769-773.
Loganhill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. Counseling Psychologist, 10, 3–42.
Ronnestad, M. H., & Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career Development, 30, 5-44.
Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor-complexity model. Journal of Counseling Psychologists, 28, 59-65.
Stoltenberg, C. D., McNeill, B. W., & Delworth, U. (1998). IDM: An integrated developmental model for supervising counselors and therapists. San Francisco: Jossey-Bass.
Aronson G. 1979. Personal communication, Western Regional Psychoanalytic Societies Meeting, LA, CA, May 1979
Austin KM, Moline ME & Williams GT (eds). 1990. Confronting Malpractice: Legal and Ethical Dilemmas in Psychotherapy. Beverly Hills, CA, Sage
Bibring E. 1954. Psychoanalysis and the dynamic psychotherapies. J Am Psychoanal Assoc, 2:745-768
Chrzanowski G. 1984. Can psychoanalysis be taught? In: Clinical Perspectives on the Supervision of psychoanalysis & psychotherapy. Edited by Caligor L, Bromberg PM & Meltzer JD. New York, Plenum
Feder L. 1979. Personal communication, Western Regional Psychoanalytic Societies Meeting, LA, CA, May 1979
Frayn DH. 1991. Supervising the supervisors: the evolution of a psychotherapy supervisors
Freud S.1933/1964. New introductory lectures on psychoanalysis (1933), in the Standard Edition of the Complete psychological Works of Sigmund Freud, Vol 22. Translated and edited by Strachey J. London, Hogarth Press, 1964, pp64, 149-150
Glick RA & Meyerson AT. 1980-1981, The use of psychoanalytic concepts in crisis intervention. International Journal of Psychoanalytic Psychotherapy, 8:171-188
Greben SE. 1976. Supervision of psychotherapy with psychiatric residents: one model. Canadian Psychiatric Association Journal, 21:141-144
Greben SE. 1979a. The influence of supervision of psychotherapy upon being therapeutic, l: Introduction and background to the supervisory relationship. Can J Psychiat, 24:499-506
Greben SE. 1979b. The influence of supervision of psychotherapy upon being therapeutic, l: modes of influence of the supervisory relationship. Can J Psychiat, 24:507-513
Greben SE & Ruskin R. 1994. Introduction: Significant aspects of the Supervisor-Supervisee relationship & interaction. In: Clinical Perspectives on Psychotherapy Supervision. Greben SE & Ruskin R (eds). American Psychiatric Press, Washington DC
Harris N, Kalish B & Freeman E. 1963. Precipitating stress: an approach for therapy. Am J Psychother, 17:471
Johnson-Laird PN. 1988. A taxonomy of thinking. In: The Psychology of Human Thought, Sternberg RJ & Smith EE(eds). Cambridge:Cambridge University Press
Jacobs D, David P & Meyer DJ; 1995. The Supervisory Encounter. Yale University
Kline F, Kraft Goin M, et al. 1977. You can be a better suprvisor. Journal of Psychiatric Education, 1:174-179
Kraft Goin M & Kline FM. 1974. Supervision observed. J Nerv Ment Dis 158:208-213
Martin GC, Myerson P, Olson HE & Wibers LL. 1978. Candidates’ evaluation of psychoanalytic supervision. J Am Psychoanal assoc,26:407-424
Nason F. 1994. Private communication. In: The Supervisory Encounter; Jacobs D, David P & Meyer DJ; 1995. Yale University
Perez EL, Krul LE & Kapoor R. 1984.The teaching of psychotherapy in Canadian psychiatric residency programs: residents’ perceptions. Can J Psychiatry 29:658-664
Viederman M. 1983. The psychodynamic life narrative: a psychotherapeutic intervention useful in crisis situations. Psychiatry, 46:236-
246