Supervision Essentials for Integrative Psychotherapy

183 Pages·2016·68.289 MB·English

by  John C. Norcross, Leah M. Popple

Supervision Essentials for
Integrative
Psychotherapy
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
Integrative
Psychotherapy
John C. Norcross
and Leah M. Popple
American Psychological Association • Washington, DC
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Library of Congress Cataloging-in-Publication Data
Names: Norcross, John C., 1957- author. | Popple, Leah M., author. | American
Psychological Association, publisher.
Title: Supervision essentials for integrative psychotherapy / John C. Norcross
and Leah M. Popple.
Other titles: Clinical supervision essentials series.
Description: First edition. | Washington, DC : American Psychological
Association, [2017] | Series: Clinical supervision essentials series |
Includes bibliographical references and index.
Identifiers: LCCN 2016020575| ISBN 9781433826283 | ISBN 1433826283
Subjects: | MESH: Psychotherapy—education | Psychotherapy—methods |
Clinical Competence
Classification: LCC RC480 | NLM WM 18 | DDC 616.89/14—dc23 LC record available
at https://lccn.loc.gov/2016020575
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/10.1037/15967-000
Contents
Foreword to the Clinical Supervision Essentials Series vii
Preface xi
Chapter 1. Introduction 3
Chapter 2. Key Principles 27
Chapter 3. Supervisory Methods 65
Chapter 4. Structure and Process of Supervision 87
Chapter 5. Handling Common Supervisory Challenges 103
Chapter 6. Supervisor Development and Self-Care 117
Chapter 7. Research Support 127
Chapter 8. Conclusions and Future Directions 133
Suggested Readings 139
References 141
Index 159
About the Authors 167
v

Foreword to the Clinical
Supervision essentials Series
We are both clinical supervisors. We teach courses on supervision of
students who are in training to become therapists. We give work-
shops on supervision and consult with supervisors about their supervi-
sion 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/trainees become better collaborators
in the supervisory endeavor by understanding their responsibilities in the
supervisory process.
It is now widely acknowledged in the literature that supervision is a
distinct competency in its own right. One cannot assume that being an
excellent 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.
The importance of supervision can be attested to by the increasing
numbers of guidelines promulgated by professional associations, of state
laws and regulations that certify supervisors, and the required multiple
super visory practica and internships. Furthermore, research has con-
firmed the high prevalence of supervisory responsibilities among prac-
titioners. Specifically, between 85% and 90% of all therapists eventually
become clinical supervisors within their first 15 years of practice.
vii
Foreword to the CliniCal SuperviSion eSSentialS SerieS
We see the critical importance of good supervision and its high
prevalence. We also have guidelines for its competent practice and an
impressive list of objectives. But is this enough to become a good super-
visor? Not quite. One of the best ways to learn is from highly regarded
supervisors—the experts in the field—those who have the procedural
knowledge to know what to do, when, and why.
Which leads us to our motivation for creating this series. As we looked
around for materials that would help us supervise, teach, and research
clinical supervision, we were struck by the lack of a coordinated effort to
pres ent the essential models of supervision in both didactic and experi-
ential forms through the lens of expert supervisors. What seemed to be
needed was a forum in which the experts in the field present the basics of
their approaches in a readable, accessible, concise fashion and demonstrate
what they do in a real supervisory session. The need, in essence, was for a
showcase of best practices.
This series, then, is an attempt to do just that. We considered the major
approaches to supervisory practice—those based on theoretical orienta-
tion and those that are pantheoretical. We surveyed psychologists, edu-
cators, clinical supervisors, and researchers throughout the world working
in the area of supervision. We asked them to identify specific models to
include and who they would consider to be the experts. We also asked
this community of colleagues to identify key issues that typically need to
be addressed in supervision sessions. Through this consensus building,
we came up with a dream team of 11 supervision experts who not only
developed a model of supervision but also have worked in the trenches as
clinical supervisors for years.
We asked each expert to write a concise book elucidating her or his
approach to supervision. This included highlighting the key principles,
essential methods/techniques, and structure/process involved, the research
evidence for the model, and how common supervisory issues are handled.
Furthermore, we asked each author to elucidate the supervisory process
by devoting a chapter describing a supervisory session in detail, including
transcripts of real sessions, so that the readers could see how the model
comes to life in the reality of the supervisory encounter.
viii
Foreword to the CliniCal SuperviSion eSSentialS SerieS
In addition to the books, each expert filmed an actual supervisory
session with a supervisee so that her or his approach could be demonstrated
in practice. APA Books has produced these videos as a series and they are
available as DVDs (http://www.apa.org/pubs/videos). Each of these books
and videos can be used together or independently, as part of the series or
alone, for the reader aspiring to learn how to supervise, for supervisors
wishing to deepen their knowledge, for trainees wanting to be better super-
visees, for teachers of courses on supervision, and for researchers investi-
gating this pedagogical process.
ABOUT THIS BOOK
In this book, Supervision Essentials for Integrative Psychotherapy, John C.
Norcross and Leah M. Popple describe the background, rationale, and
method of supervising psychotherapists in systematic integration. Filled
with numerous real-life examples, helpful resources, and evidence-based
practice skills, the authors present the integrative supervisory process with
a simplicity that is disarming. We trust that you will feel like you are being
led through some amazing terrain by expert guides.
We thank you for your interest and hope the books in this series
enhance and stimulate your work.
Hanna Levenson and Arpana G. Inman
ix