Integrative and Postmodern 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:
The conceptual model that will be presented consists of the use of two frameworks: the “therapist operations in the supervisory
process” and “supervisor operations in the supervisory process”. This supervisory model is intended to encompass all the areas of
functioning and consideration in clinical supervision for both supervisors and supervisees regardless of the therapy method or clinical
approach. It is also possible to use this framework to compare and contrast different psychotherapy methods. There will also be
opportunities within which supervisors of clinical interns can plan, organize their approaches and strategies to supervision according
to the interns’ level of professional skills. In this session we will take time to explore the impact of Postmodern thought on society and
counseling, to introduce Solution Focused Brief Therapy, and explore how this model of therapy can help those we supervise to have
their own new, unique, individual and successful helping work. We will focus on being highly interactive, using group experiences and
role plays.
process” and “supervisor operations in the supervisory process”. This supervisory model is intended to encompass all the areas of
functioning and consideration in clinical supervision for both supervisors and supervisees regardless of the therapy method or clinical
approach. It is also possible to use this framework to compare and contrast different psychotherapy methods. There will also be
opportunities within which supervisors of clinical interns can plan, organize their approaches and strategies to supervision according
to the interns’ level of professional skills. In this session we will take time to explore the impact of Postmodern thought on society and
counseling, to introduce Solution Focused Brief Therapy, and explore how this model of therapy can help those we supervise to have
their own new, unique, individual and successful helping work. We will focus on being highly interactive, using group experiences and
role plays.
Unit Learning Outcomes:
At the conclusion of this unit students should be able to:
1. Describe the basic concepts of Solution Focused Brief Therapy (SFBT)
2. Demonstrate solution building skills and solution focused techniques in supervision
3. Conduct a structured SFBT supervision session
4. Identify and distinguish the roles of therapist and supervisor in the supervisory context
5. Demonstrate skills in establishing rapport and contracting in supervision
At the conclusion of this unit students should be able to:
1. Describe the basic concepts of Solution Focused Brief Therapy (SFBT)
2. Demonstrate solution building skills and solution focused techniques in supervision
3. Conduct a structured SFBT supervision session
4. Identify and distinguish the roles of therapist and supervisor in the supervisory context
5. Demonstrate skills in establishing rapport and contracting in supervision
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
36 hours over a 4 day workshop delivered in a block mode
Assessment
Individual written piece on a relevant topic (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:
- The basic concepts of Solution Focused Brief Therapy (SFBT): history, tenets and assumptions
- Basic Interviewing Skills in SFBT and their role in supervision
- The solution building skills in relation to supervision
- Brief group supervision
- Developing and practicing SFBT skills among supervisee’s
- Supervisor’s knowledge, skills, expertise, professionalism and development
- Supervisor’s attention on the focus of therapist’s awareness and the therapist functional modes
- Addressing problems in supervision – building solutions
- Evaluation of the Supervision and supervisee
- The process of supervision
- The basic concepts of Solution Focused Brief Therapy (SFBT): history, tenets and assumptions
- Basic Interviewing Skills in SFBT and their role in supervision
- The solution building skills in relation to supervision
- Brief group supervision
- Developing and practicing SFBT skills among supervisee’s
- Supervisor’s knowledge, skills, expertise, professionalism and development
- Supervisor’s attention on the focus of therapist’s awareness and the therapist functional modes
- Addressing problems in supervision – building solutions
- Evaluation of the Supervision and supervisee
- The process of supervision
Study resources
- Reading materials.
Reading materials
Indicative Reference Materials:
Berg, I. & DeJong, P. (2002). Interviewing for Solutions. 2nd Edition. New York: W.W. Norton
Berg, I. & Miller, S. (1993). Working with the problem drinker: A solution focused approach. New York: W.W. Norton
Berg, I. (1988). Couple therapy with one person or two. In Nunnally, E., Cox, F., & Chillman, K., eds., Families in trouble, vol. 3, 28-52. San Francisco: Sage Publications.
Berg, Insoo Kim & Szabo, Peter. (2005). Brief Coaching for Lasting Solutions. W.W. Norton.
Brasher, B., Campbell, T.C., Moen, D., (1993) Solution oriented recovery. Journal of Systemic Therapies, 12 (3), pp. 1-15.
Budman. Simon H. & Gurman, Alan. (1998). Theory And Practice of Brief Therapy. The Guiliford Press.
Cade, B., & O'Hanlon, W. (1993). A brief guide to brief therapy. New York: W.W.Norton & Co.
Cade, Brian. (1999). The Interactional View, Brief Therapy and Young People. A Selection of Papers.
De Shazer, S. (1985). Keys to Solutions in Brief Therapy. W.W. Norton & Company.
De Shazer, S., (1988). Clues: Investigating solutions in brief therapy. New York: W.W. Norton.
Campbell, Jane M. Becoming An Effective Supervisor. A Workbook for Counselors and Psychotherapists
Halper H, McKimm J. Supervision. Br J Hosp Med 2009;70:158–61.[Web of Science]
Kilminster S, Cottrell D, Grant J,et al . AMEE Guide No. 27: effective educational and clinical supervision. Med Teach 2007;29:2–19.Cross Ref [Medline][Web of Science]
Cooper N, Forrest K, eds. Essential guide to educational supervision in postgraduate medical education. London: Wiley Blackwell/BMJ Books, 2009.
Stewart I, Joines V. TA Today: A new introduction to transactional analysis. Nottingham: Russell Press Ltd, 1987 (2005 edition).
Hay J . Transactional Analysis for Trainers. Watford UK: Sherwood Publishing, 1996.
Berg, I. & DeJong, P. (2002). Interviewing for Solutions. 2nd Edition. New York: W.W. Norton
Berg, I. & Miller, S. (1993). Working with the problem drinker: A solution focused approach. New York: W.W. Norton
Berg, I. (1988). Couple therapy with one person or two. In Nunnally, E., Cox, F., & Chillman, K., eds., Families in trouble, vol. 3, 28-52. San Francisco: Sage Publications.
Berg, Insoo Kim & Szabo, Peter. (2005). Brief Coaching for Lasting Solutions. W.W. Norton.
Brasher, B., Campbell, T.C., Moen, D., (1993) Solution oriented recovery. Journal of Systemic Therapies, 12 (3), pp. 1-15.
Budman. Simon H. & Gurman, Alan. (1998). Theory And Practice of Brief Therapy. The Guiliford Press.
Cade, B., & O'Hanlon, W. (1993). A brief guide to brief therapy. New York: W.W.Norton & Co.
Cade, Brian. (1999). The Interactional View, Brief Therapy and Young People. A Selection of Papers.
De Shazer, S. (1985). Keys to Solutions in Brief Therapy. W.W. Norton & Company.
De Shazer, S., (1988). Clues: Investigating solutions in brief therapy. New York: W.W. Norton.
Campbell, Jane M. Becoming An Effective Supervisor. A Workbook for Counselors and Psychotherapists
Halper H, McKimm J. Supervision. Br J Hosp Med 2009;70:158–61.[Web of Science]
Kilminster S, Cottrell D, Grant J,et al . AMEE Guide No. 27: effective educational and clinical supervision. Med Teach 2007;29:2–19.Cross Ref [Medline][Web of Science]
Cooper N, Forrest K, eds. Essential guide to educational supervision in postgraduate medical education. London: Wiley Blackwell/BMJ Books, 2009.
Stewart I, Joines V. TA Today: A new introduction to transactional analysis. Nottingham: Russell Press Ltd, 1987 (2005 edition).
Hay J . Transactional Analysis for Trainers. Watford UK: Sherwood Publishing, 1996.