Competency Based Training for Clinical Supervisors

1st Edition - August 9, 2023
Imprint: Academic Press
Authors: Loredana-Ileana Viscu, Ioana-Eva Cădariu, Clifton Edward Watkins Jr
Language: English
Paperback ISBN:
9 7 8 - 0 - 4 4 3 - 1 9 2 5 4 - 8
eBook ISBN:
9 7 8 - 0 - 4 4 3 - 1 9 2 5 5 - 5

Competency Based Training for Clinical Supervisors builds upon the current competencies schema to design a framework for training programs. The book's authors begin with a practi… Read more

Purchase options

World Book Day Celebration!

Save up to 30% on books and eBooks!

Shop now

Institutional subscription on ScienceDirect

Request a sales quote

Resources

Textbook support for instructors(opens in new tab/window)

Competency Based Training for Clinical Supervisors builds upon the current competencies schema to design a framework for training programs. The book's authors begin with a practical program curriculum, addressing the challenges of treatment and workplace satisfaction. The next sections are divided based on transversal competencies, including intellectual order, methodological order, personal and social order, and communication order. The last section of the book is dedicated to ethics in both training programs and models for psychotherapy and clinical supervision.

Cover image
Title page
Table of Contents
Copyright
Preface
Section I. Training program for supervisors
Chapter 1.1. The competencies schema
Chapter 1.2. Supervision models based on competencies
1.2.1. Competencies in supervision
1.2.2. Aspects related to the competence assessment during supervision training
Chapter 1.3. Competency-based training program for supervisors developed by Vîșcu, Cădariu, and Watkins
1.3.1. Framework of a Training program for supervisors in agreement with the European Association of Integrative Psychotherapy
1.3.2. The supervisor's competencies from the competencies schema (Vîşcu & Watkins, 2021)
Section II. The supervisor’s competencies derived from the intellectual order transversal competencies
Chapter 2.1. Updating with new information in the supervision domain
2.1.1. Clinical supervision and training for clinical supervisors—defining criteria
2.1.2. Difference and analogies between clinical supervision and counseling/psychotherapy
2.1.3. Supervision models
2.1.4. Clinical supervision from the perspective of a common integrative language, common transtheoretical factors, and educational design
2.1.5. Summary
2.1.6. Reflection themes
Chapter 2.2. Solving issues in supervision
2.2.1. Development of the supervisees' relational experiences from the perspective of supervision models (Xu et al., 2021)
2.2.2. The supervisory alliance in supervision of psychotherapy (Watkins, 2014)
2.2.3. Educational landmarks for the training of supervisors through the lens of integrative, psychodynamic, CBT, and humanistic-existential supervision (Watkins, 2012)
2.2.4. Summary
2.2.5. Reflection themes
Chapter 2.3. Learning, research, and publishing studies in the supervision domain
2.3.1. Research in supervision
2.3.2. Research review in clinical supervision (Watkins, 2020)
2.3.3. Research-practitioner in supervision
2.3.4. Efficient and effective supervision
2.3.5. Evidence-based clinical supervision
2.3.6. Reasoning by analogy—the promoter of research in supervision
2.3.7. Summary
2.3.8. Reflection themes
Section III. The supervisor’s competencies derived from the methodological order transversal competencies
Chapter 3.1. Managing the individual and group supervision session
3.1.1. Planning as a management activity in clinical supervision
3.1.2. Organizing as management activity in clinical supervision
3.1.3. Managing training sessions, live supervision, and supervision of supervision
3.1.4. Evaluation as management activity in clinical supervision
3.1.5. Summary
3.1.6. Reflection themes
Chapter 3.2. Relational breathing
3.2.1. The real supervisory relationship
3.2.2. The flexibility of the supervisory relationship expressed through “shift-focus” from the therapeutic relationship on the supervisory relationship
3.2.3. The role of relational breathing in the repairing of the supervisory relationship
3.2.4. Summary
3.2.5. Reflection themes
Chapter 3.3. Pedagogical competencies
3.3.1. Principles of the therapeutic change
3.3.2. Principles/strategies of therapeutic change proposed by Goldfried (1980, 1991, 2013) and by Castonguay and Beutler (2006)
3.3.3. Educational change strategies in psychotherapy analogized from Goldfried and Castonguay and Beutler
3.3.4. Means of supervision
3.3.5. Discussions
3.3.6. Integrative treatment conceptualization (Sperry & Sperry, (2012/2020))
3.3.7. Summary
3.3.8. Reflection themes
Chapter 3.4. Information and communications technologies competencies
3.4.1. The use of ICT: face-to-face and remote
3.4.2. Advantages and critical question in the use of ICT
3.4.3. Technology ecosystem
3.4.4. Summary
3.4.5. Reflection themes
Section IV. The supervisor’s competencies derived from the personal and social order transversal competencies
Chapter 4.1. Professional engine
4.1.1. Shaping the supervisor's professional identity
4.1.2. Clinical supervision as learning process from the pedagogical perspective—The tripartite model (Watkins & Scaturo, 2013)
4.1.3. The clinical supervisor's role in the exercise of the agent of transformation role for the supervisee
4.1.4. Summary
4.1.5. Reflection themes
Chapter 4.2. Professional model
4.2.1. Humility—general framework
4.2.2. The supervisor's humility
4.2.3. The supervisor as action model in front of confrontation and withdrawal
4.2.4. Summary
4.2.5. Reflection themes
Chapter 4.3. Becoming a “myth”
4.3.1. The need for training clinical supervisors
4.3.2. Summary
4.3.3. Reflection themes
Section V. The supervisor’s competencies derived from the communication order transversal competencies
Chapter 5.1. Flexible communication. Multicultural communication, cultural humility, and sensitivity in supervision
5.1.1. Multicultural competencies in therapy and in supervision
5.1.2. The multicultural counseling competencies
5.1.3. The supervisor's flexibility in communication expressed through communication competencies
5.1.4. Summary
5.1.5. Reflection themes
Chapter 5.2. Online and digital communication in live supervision. Case studies
5.2.1. Videoconference live supervision
5.2.2. Pandemic challenges and reconsideration of training programs in psychotherapy and in clinical supervision
5.2.3. Research methodology and themes identified in videoconference live supervision on zoom
Chapter 5.3. Email supervision
5.3.1. Introduction
5.3.2. Study on email supervision
5.3.3. Summary and conclusions
5.3.4. Reflection themes
Section VI. Ethics in training programs for psychotherapists and clinical supervisors
Chapter 6.1. Ethics in training programs
6.1.1. Introduction to ethics in training programs
6.1.2. Conclusions
6.1.3. Summary
6.1.4. Reflection themes
Chapter 6.2. Ethical models in psychotherapy and clinical supervision
6.2.1. The five-step model in ethical decision-making (Knapp et al., 2016)
6.2.2. Quality optimization model
6.2.3. The acculturation model for ethics
Section VII. The mixed standard rating scale for the clinical supervisor and the trainer supervisor’s vulnerability—Case studies
Chapter 7.1. The Mixed Standard Rating Scale for the clinical supervisor—study
7.1.1. Introduction
7.1.2. Description of the Mixed Standard Rating Scale
7.1.3. Design methodology for the mixed standard rating scale for the evaluation of the supervisor's behavior
7.1.4. Discussions and proposals
Chapter 7.2. Analysis between MSRS professional dimensions and the competencies schema (Vîșcu & Watkins, 2021)
7.2.1. Introduction
7.2.2. Study
7.2.3. Interpretation of results
7.2.4. Summary
7.2.5. Reflection themes
Chapter 7.3. The trainer supervisor, the supervisor's and the supervisee's vulnerability
Objectives
7.3.1. Introduction
7.3.2. The supervisees and supervisors' vulnerability
7.3.3. Reducing the supervisors' vulnerability in training programs for supervisors
7.3.4. Case studies - the therapist's the trainer's and the supervisor's vulnerability
7.3.5. Summary
7.3.6. Reflection themes
Section VIII. A pedagogical approach to training programs for supervisors and psychotherapists
Chapter 8.1. Introduction to a pedagogical approach to training programs for supervisors and psychotherapists
Chapter 8.2. The professional training provider for psychotherapy/supervision training programs
8.2.1. Characteristics of a professional training provider
8.2.2. Organizational learning within the professional training provider
8.2.3. Teaching teams
Chapter 8.3. Historical incursion on adult pedagogy and conceptual delimitations
8.3.1. From pedagogy to andragogy
8.3.2. Definitions of terms: Andragogy, Synergogy, Heutagogy
8.3.3. Pedagogical and andragogic models
8.3.4. The goals, the learning process, and the student
Chapter 8.4. The trainers' mentoring and coaching
8.4.1. The trainers mentoring
8.4.2. What are the programs that help trainers adapt?
8.4.3. Coaching for trainers
Chapter 8.5. Adult pedagogy. Adult education. Educational strategies. Evaluation types
8.5.1. Pedagogical and didactic principles involved in training programs for psychotherapists and clinical supervisors
8.5.2. Adult learners
8.5.3. Educational purposes of training programs for supervisors
8.5.4. Curriculum content of training programs for supervisors
8.5.5. Didactic strategies of training programs for clinical supervisors
8.5.6. The system of educational instruments
8.5.7. Forms of organizing the trainees' activity
8.5.8. Evaluation
8.5.9. Evaluation from a didactic perspective
8.5.10. The specifics of the assessment of adults within training programs
8.5.11. Summary
8.5.12. Reflection themes
Index

Loredana-Ileana Viscu

Loredana-Ileana Vıscu is a psychologist and a psychotherapist, a university professor at the Tibiscus University of Timisoara, Romania and a trainer and a supervisor within the Institute of Psychotherapy, Psychological Counseling and Clinical Supervision. Her main professional interests focus on psychotherapy, psychotherapy supervision and training in Integrative Psychotherapy. She is the chief editor of the International Journal of Supervision in Psychotherapy and the co-author A Guide to Clinical supervision (with Clifton Edward Watkins Jr.). She is a member of the Romanian Psychologists’ College, a trainer and supervision with EAIP (European Association of Integrative Psychotherapy); EAP psychotherapist.

Affiliations and expertise

Tibiscus University of Timisoara, Resita; The Institute of Psychotherapy, Psychological Counseling and Clinical Supervision, Romania

Ioana-Eva Cădariu

Ioana-Eva Cădariu is a psychologist and psychotherapist, trained in integrative psychotherapy, emotionally focused therapy and family and systemic therapy. She is the director of the Counseling and Career Orientation Centre from the Tibiscus University of Timisoara, where she is also an assistant. She is a member of the International Centre for Excellence in Emotionally Focused Therapy, of the Romanian Psychologists’ College and of the Romanian Psychotherapy Federation and the vice-president of the Institute of Psychotherapy, Psychological Counseling and Clinical Supervision

Affiliations and expertise

“Tibiscus” University of Timisoara; The Institute of Psychotherapy, Psychological Counseling and Clinical Supervision, Resita, Romania

Clifton Edward Watkins Jr

Clifton Edward Watkins, Jr., is Professor of Psychology, Department of Psychology, University of North Texas, Denton, and a trainer and a supervisor within the Institute of Psychotherapy, Psychological Counseling and Clinical Supervision. His primary professional interests focus on psychotherapy supervision and psychoanalytic theory, practice, and research. His specific supervision interests focus on psychoanalytic, trans-theoretical, and common factors perspectives. He is editor of the Handbook of Psychotherapy Supervision (1997), co-editor (with Derek Milne) of the Wiley International Handbook of Clinical Supervision (2014), and co-author (with Loredana-Ileana Vıscu) of A Guide to Clinical supervision (2021). He is a Fellow of Divisions 29 (Psychotherapy) and 17 (Counseling Psychology) of the American Psychological Association.

Affiliations and expertise

University of North Texas, Denton, TX, The Institute of Psychotherapy, Psychological Counseling and Clinical Supervision, USA

Life Sciences

Physical Sciences & Engineering

Social Sciences & Humanities

Health

Competency Based Training for Clinical Supervisors

Purchase options

World Book Day Celebration!

Institutional subscription on ScienceDirect

Resources

Loredana-Ileana Viscu

Ioana-Eva Cădariu

Clifton Edward Watkins Jr

Related books