TY - JOUR T1 - Göz ardı edilmiş bir konu: Süpervizör yetkinliği ve süpervizörlük eğitimi üzerine tanımlayıcı bir derleme çalışması TT - An overlooked issue: A narrative review on supervisor competence and supervisor training AU - Sarısoy Aksüt, Gizem PY - 2025 DA - August DO - 10.57127/kpd.26024438.1301315 JF - Journal of Clinical Psychology Research JO - JCPR PB - Klinik Psikoloji Araştırmaları Derneği WT - DergiPark SN - 2602-4438 SP - 229 EP - 241 VL - 9 IS - 2 LA - tr AB - Süpervizyon, psikoterapi eğitim ve uygulama sürecinde çok önemli bir yere sahiptir. Psikoterapist olmak için öğrenciler sıkı bir şekilde yapılandırılmış kuramsal eğitim süreçlerinden geçtikten sonra süpervizyon altında danışan görmeye başlamaktadır. Psikoterapistlerin yetkinliği için çok önemli bir yere sahip olan süpervizyon sürecinde, süpervizörün yetkinliği son yıllara kadar göz ardı edilmiş bir konu olarak karşımıza çıkmaktadır. Geleneksel yaklaşımda psikoterapistlerin belli bir süre deneyimden sonra öğrendikleri bilgi ve becerileri süpervizör olmak için adapte edebilecekleri varsayımı hakimken, alandaki süpervizörlerin yetkinlik düzeylerini ve yetersiz uygulamaların sıklığını raporlayan çalışmalar süpervizör olabilmek için de belirli bir eğitimin gerekli olduğuna dikkat çekmeye başlamıştır. Bu durum Amerikan Psikologlar Birliği’ ni bu konuda harekete geçirmiş ve 2014 yılında “Sağlık Hizmeti Veren Psikologlar için Klinik Süpervizyon El Kitabı” hazırlanmıştır. Bu gelişme ile birlikte süpervizyonun ayrı beceriler gerektiren, psikoterapistlikten farklı bir uygulama olduğu görüşü daha geniş kitlelerce kabul görmeye başlamış ve süpervizörlük eğitimleri yaygınlaşmaya başlamıştır. Bu derleme makalesinde süpervizörlüğün önemi, konunun tarihsel gelişimi, süpervizörlüğü psikoterapistlikten ayıran özellikler, süpervizörlük eğitimine dair mevcut tartışmalar ve süpervizör gelişim modellerine yer verilmiştir. KW - süpervizyon KW - süpervizör KW - terapi KW - süpervizör eğitimi N2 - Supervision is a crucial part of psychotherapy education and training. In order to become a psychotherapist, students conduct sessions under supervision after completing highly structured theoretical training. Although the importance of the supervision process has been widely accepted, the competency of the supervisors appears as an issue that has been overlooked until recent years. Traditionally, it was assumed that after a certain period of experience, the knowledge and skills acquired by conducting psychotherapy can be adapted to supervision practice. However, study results reporting low levels of supervisor competency and frequent practice of inadequate or low quality supervision draw attention to the need for certain training to be a supervisor. The situation prompted the American Psychological Association to take action in this regard, and they prepared “Guidelines for Clinical Supervision in Health Service Psychology” in 2014 in order to promote the provision of high-quality supervision. With the publication of the guideline, the view that supervision is a distinct profession that requires specific skill sets has started to be accepted by a wider community, and supervision training has started to become more widespread. In this review article, the importance of supervision, the historical development of the issue of supervisor training, the features that distinguish supervision from psychotherapy, current discussions in the literature on supervisor training, and supervisor development models were presented. CR - Alonso, A. (1983). A developmental theory of psychodynamic supervision. The Clinical Supervisor, 1(1), 23-36. CR - Alonso, A. (1985). The quiet profession: Supervisors of psychotherapy. Macmillan. CR - Alonso, A. 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Academic Psychiatry, 25, 156-161. UR - https://doi.org/10.57127/kpd.26024438.1301315 L1 - https://dergipark.org.tr/tr/download/article-file/3160644 ER -