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Etkin Bir Süpervizyon Süreci Neleri Kapsamalıdır? Türk Klinik Psikologların Gözünden Psikoterapi Süpervizyonu

Year 2017, Volume: 4 Issue: 2, 55 - 69, 01.06.2017

Abstract

Farklı psikoterapi kuramları süpervizyon sürecini farklı şekilde kavramsallaştırıyor olmasına rağmen, belirli teorik çerçevelerden bağımsız olarak etkin bir süpervizyon sürecini oluşturan bazı ortak faktörler bulunmaktadır. Süpervizyon ilişkisinin niteliği terapinin sonuçlarıyla ilişkili olduğu için, klinik psikologların bakış açısından yeterince iyi bir süpervizyonun bileşenlerinin belirlenmesi önemlidir. Dolayısıyla, bu çalışmanın amacı, klinik psikologların mesleki ve kişisel gelişimleri açısından etkin bir süpervizyon ortamını nasıl tanımladıklarını incelemektir. Bu bağlamda, 80 psikoterapiste iki açık uçlu soru sorulmuş ve cevaplar nitel tematik analiz yöntemiyle değerlendirilmiştir. Sonuçlar kuramsal bilginin uygulamayla bütünleştirilmesi, farklı psikoterapi modellerinin öğrenilmesi, psikoterapi becerilerinin geliştirilmesi ve süpervizörün yetkinliğinin olmasının mesleki gelişim için öne çıkan temalar olduğunu göstermiştir. Öte yandan, terapistlerin kişisel gelişimleri için, güvenli ortamın sağlanması, terapistlerin güçlü ve zayıf yanlarına eşit şekilde odaklanılması, kişisel süreçlerinin ele alınması ve kişisel meselelerin terapi süreciyle yapıcı bir şekilde bütünleştirilmesi önemli bulunmuştur. Dolayısıyla, terapistlerin mesleki gelişimleri için süpervizyonun görev ve teknik yönlerine, kişisel gelişimleri için ise süpervizyonun ilişkisel ve süreç yönlerine vurgu yaptıkları sonucuna varılmıştır. Sonuçlar klinik psikoloji eğitiminde süpervizyonun önemini vurgulayan ilgili literatür bulguları ışığında tartışılmıştır.

References

  • Bernard, J. M., ve Goodyear, R. K. (2009). Fundamentals of clinical supervision (4th ed.).Needham Heights, MA: Allyn & Bacon.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Carr, A. (2012). Clinical Psychology: An Introduction. Routlege: New York.
  • Corbin, J. & Strauss, A. (2008). Criteria for evaluation. In Basics of qualitative research (3rd ed.): Techniques and procedures for developing grounded theory (pp. 297-312). Thousand Oaks, CA: SAGE Publications Ltd.
  • Davison, G.C., Neale, J.M., ve Kring, A.M. (2003). Abnormal Psychology. John Willeys and Sons: USA.
  • Falender, C. A. ve Shafranske, E. P. (2014), Clinical supervision: The state of the art. Journal of Clinical Psychology, 70, 1030–1041.
  • Gelso, C.J. & Hayes, J.A. (2007). Countertransference and the therapist’s inner experience: Perils and possibilities. Lawrence Erlbaum Associates: New Jersey.
  • Heppner, P. P., & Roehlke, H. J. (1984). Differences among supervisees at different levels of training: Implications for a developmental model of supervision. Journal of Counseling Psychology, 31, 76-90.
  • Johnson, W. B. (2007). Transformational supervision: When supervisors mentor. Professional Psychology: Research and Practice, 38(3), 259–267.
  • Johnson, W. B., Skinner, C. J., & Kaslow, N. J. (2014). Relational mentoring in clinical supervision: The transformational supervisor. Journal of Clinical Psychology, 70(11), 1073-1081.
  • Kağıtçıbaşı, Ç. (1994) A Critical Appraisal of Individualism Collectivism: Toward a New Formulation. U. Kim, H. C. Triandis, C. Kağıtçıbaşı, G. Yoon (Eds.). In Individualism and Collectivism: Theory, Method and Application (pp.52–66). USA: SAGE Publications.
  • Knudsen, H. K., Roman, P. M., ve Abraham, A. J. (2013). Quality of clinical supervision and counselor emotional exhaustion: The potential mediating roles of organizational and occupational commitment. Journal of Substance Abuse Treatment, 44(5), 528–533.
  • Köse-Karaca ve Gençöz (2014). The effects of young schema domains, young maladaptive coping styles, and young parenting styles on working alliance among supervisors, therapists, and the clients. Basılmamış Doktora Tezi, ODTÜ: Ankara.
  • Ladany, N., Mori, Y. ve Mehr, K.E. (2013). Effective and ineffective supervision. The Counseling Psychologist, 41(1), 28-47.
  • Lambert, M. ve Goles, B. (2007). The effectiveness of psychotherapy supervision. Journal of Counseling Psychology, 7(1), 48-53.
  • Rafaeli, E., Bernstein, D.P., & Young, J. (2011). Schema Therapy: The CBT Distinctive Features Series. Routledge: New York.
  • Schlosser, L.Z., Lyons, H.Z., Talleyrand, R.M., Kim, B.S.K, ve Johnson, W.B. (2011). Advisor- advisee relationships in graduate training programs. Journal of Career Development, 38(1), 3-18.
  • Worthen, V. & McNeill, B.W. (1996). A phenemenological analysis of good supervision events. Journal of Counseling Psychology, 43(1), 23-34. Young, J., Klosko, J. S., & Weishaar, M.E. (2003). Schema Therapy: A Practitioner’s Guide. The Guilford Press: New York.

What are the Components of an Effective Supervision Process? Turkish Clinical Psychologists’ Perspectives

Year 2017, Volume: 4 Issue: 2, 55 - 69, 01.06.2017

Abstract

Although various psychotherapy modalities differ in their conceptualization of supervisory processes, there are some commonalities independent of specific theoretical frameworks. Since quality of supervisory relationship is related to therapy outcomes, it is necessary to conceptualize components of an adequate supervision from the clinical psychologists’ viewpoints. Thus, the aim of this study was to examine how clinical psychologists defined an efficient supervisory environment in terms of their professional and personal development. 80 psychotherapists were asked 2 open-ended questions and qualitative thematic analysis was applied. Results indicated that integration of theoretical knowledge with practice, exposure to different modalities, development of therapeutic skills, and supervisor competency emerged as prominent themes for professional development. On the other hand, a safe environment, an equal focus on therapist’s weaknesses and strengths, awareness of personal issues, and integration of personal issues into therapy in a constructive way and were important factors for therapists’ personal development. Results showed that therapists made an emphasis on task and technique oriented aspects for professional development, whereas relationship and process oriented aspects were highlighted for personal development. Results were discussed in relation to supervision programs in clinical psychology training.

References

  • Bernard, J. M., ve Goodyear, R. K. (2009). Fundamentals of clinical supervision (4th ed.).Needham Heights, MA: Allyn & Bacon.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Carr, A. (2012). Clinical Psychology: An Introduction. Routlege: New York.
  • Corbin, J. & Strauss, A. (2008). Criteria for evaluation. In Basics of qualitative research (3rd ed.): Techniques and procedures for developing grounded theory (pp. 297-312). Thousand Oaks, CA: SAGE Publications Ltd.
  • Davison, G.C., Neale, J.M., ve Kring, A.M. (2003). Abnormal Psychology. John Willeys and Sons: USA.
  • Falender, C. A. ve Shafranske, E. P. (2014), Clinical supervision: The state of the art. Journal of Clinical Psychology, 70, 1030–1041.
  • Gelso, C.J. & Hayes, J.A. (2007). Countertransference and the therapist’s inner experience: Perils and possibilities. Lawrence Erlbaum Associates: New Jersey.
  • Heppner, P. P., & Roehlke, H. J. (1984). Differences among supervisees at different levels of training: Implications for a developmental model of supervision. Journal of Counseling Psychology, 31, 76-90.
  • Johnson, W. B. (2007). Transformational supervision: When supervisors mentor. Professional Psychology: Research and Practice, 38(3), 259–267.
  • Johnson, W. B., Skinner, C. J., & Kaslow, N. J. (2014). Relational mentoring in clinical supervision: The transformational supervisor. Journal of Clinical Psychology, 70(11), 1073-1081.
  • Kağıtçıbaşı, Ç. (1994) A Critical Appraisal of Individualism Collectivism: Toward a New Formulation. U. Kim, H. C. Triandis, C. Kağıtçıbaşı, G. Yoon (Eds.). In Individualism and Collectivism: Theory, Method and Application (pp.52–66). USA: SAGE Publications.
  • Knudsen, H. K., Roman, P. M., ve Abraham, A. J. (2013). Quality of clinical supervision and counselor emotional exhaustion: The potential mediating roles of organizational and occupational commitment. Journal of Substance Abuse Treatment, 44(5), 528–533.
  • Köse-Karaca ve Gençöz (2014). The effects of young schema domains, young maladaptive coping styles, and young parenting styles on working alliance among supervisors, therapists, and the clients. Basılmamış Doktora Tezi, ODTÜ: Ankara.
  • Ladany, N., Mori, Y. ve Mehr, K.E. (2013). Effective and ineffective supervision. The Counseling Psychologist, 41(1), 28-47.
  • Lambert, M. ve Goles, B. (2007). The effectiveness of psychotherapy supervision. Journal of Counseling Psychology, 7(1), 48-53.
  • Rafaeli, E., Bernstein, D.P., & Young, J. (2011). Schema Therapy: The CBT Distinctive Features Series. Routledge: New York.
  • Schlosser, L.Z., Lyons, H.Z., Talleyrand, R.M., Kim, B.S.K, ve Johnson, W.B. (2011). Advisor- advisee relationships in graduate training programs. Journal of Career Development, 38(1), 3-18.
  • Worthen, V. & McNeill, B.W. (1996). A phenemenological analysis of good supervision events. Journal of Counseling Psychology, 43(1), 23-34. Young, J., Klosko, J. S., & Weishaar, M.E. (2003). Schema Therapy: A Practitioner’s Guide. The Guilford Press: New York.
There are 18 citations in total.

Details

Primary Language Turkish
Subjects Psychology
Journal Section Research Article
Authors

Beyza Ünal This is me 0000-0002-2605-6083

Yağmur Ar This is me 0000-0003-4197-3848

Tülin Gençöz This is me 0000-0002-2827-7461

Publication Date June 1, 2017
Submission Date May 3, 2017
Published in Issue Year 2017 Volume: 4 Issue: 2

Cite

APA Ünal, B., Ar, Y., & Gençöz, T. (2017). Etkin Bir Süpervizyon Süreci Neleri Kapsamalıdır? Türk Klinik Psikologların Gözünden Psikoterapi Süpervizyonu. AYNA Klinik Psikoloji Dergisi, 4(2), 55-69.