A Review on Supervision Models

Öz

Developing solid theories, models, and instruments for supervision is a challenging process because of the multiple relationships it contains. Despite this, the number of publications on supervision has been increasing over the last decades. Existing models of supervision can be broadly divided into two categories. The first category is composed of psychotherapy-based supervision models, and the other category includes models developed specifically for supervision. Psychotherapy-based supervision models posit that the assumptions of a psychotherapy theory can be applied to supervision as well. On the other hand, supervision-specific models focus on the nature of the supervision itself. Supervision-specific models are divided into two categories: developmental models and process models. While developmental models aim to understand how an inexperienced therapist turns into an expert, process models examine the supervision process itself. Although there are other models in the literature, among the developmental models Loganbill, Hardy, and Delworth Model, Integrated Developmental Model (BGM), Systemic Cognitive-Developmental Supervision Model, Rønnestad and Skovholt's Lifetime Development Model were discussed in this article. Among the process models, the Discrimination Model and System Approach were discussed.

Anahtar Kelimeler

• supervisor
• supervision
• supervision research
• supervision models

Süpervizyon Modelleri Üzerine bir Derleme

Öz

Süpervizyon gibi çoklu ilişkiler içeren bir sürece dair teori ve modeller oluşturmak ve bunları uygun biçimde ölçen araçlar geliştirmek zor olmakla birlikte, yıllar içerisinde süpervizyon konusunda yapılan araştırmalar artış göstermiştir. Süpervizyona dair var olan modeller en genel itibariyle iki kategoriye ayrılabilir. Bunlardan ilki psikoterapi teorilerini temel alan modeller ve diğeri de süpervizyon özelinde geliştirilen modellerdir. Psikoterapi teorilerini temel alan modeller, benimsenen psikoterapi teorisinin varsayımlarının süpervizyon sürecine de uygulanabileceğini savunmaktadır. Süpervizyona özgü modeller ise teorik yaklaşımdan bağımsız olarak süpervizyonun kendi ilişki sistemlerini ve doğasını dikkate alarak geliştirilmiştir. Süpervizyona özgü modeller, gelişimsel modeller ve süreç modelleri olarak ikiye ayrılmıştır. Gelişimsel modellerde amaç, deneyimsiz bir terapistin nasıl bir uzmana dönüştüğünü anlamaya çalışmakken süreç modelleri süpervizyon sürecinin kendisini incelemektir. Literatürde başka modeller de olmakla birlikte bu makalede gelişimsel modeller içinde en sık kullanılanlardan Loganbill, Hardy ve Delworth Modeli, Bütünleşmiş Gelişimsel Model (BGM), Sistemik Bilişsel- Gelişimsel Süpervizyon Modeli, Rønnestad ve Skovholt’un Yaşam Boyu Gelişim Modeli ayrıntılı olarak ele alınmıştır. Süreç modellerinde ise en sık kullanılanlardan Ayrıştırıcı (Discrimination) Model ve Sistem Yaklaşımı ayrıntılandırılmıştır.

Anahtar Kelimeler

• süpervizör
• süpervizyon
• süpervizyon araştırmaları
• süpervizyon modelleri

Kaynakça

1. Beck, J. S., Sarnat, J. E. ve Barenstein, V. (2008). Psychotherapy-based approaches to supervision. İçinde C. A. Falender ve E. P. Shafranske (Edl.), Casebook for Clinical Supervision: A Competency-Based Approach (ss. 57–96). American Psychological Association.
2. Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education & Supervision, 19, 60–68. https://doi.org/10.1002/j.1556-6978.1979.tb00906.x
3. Bernard, J. M. (1992). The challenge of psychotherapy-based supervision: Making the pieces fit. Counselor Education and Supervision, 31, 232–237. https://doi.org/10.1002/j.1556-6978.1992.tb00166.x
4. Bernard, J. M. (1997). The discrimination model. İçinde C. E. Watkins (Ed.), Handbook of Psychotherapy Supervision (ss. 310–327). Wiley.
5. Bernard, J. M. ve Goodyear, R. K. (1992). Fundamentals of clinical supervision. Allyn & Bacon.
6. Bernard, J. M. ve Goodyear, R. K. (1998). Fundamentals of clinical supervision (2. Basım). Allyn & Bacon.
7. Bernard, J. M. ve Goodyear, R. (2014). Fundamentals of clinical supervision (5. Basım). Allyn & Bacon.
8. Bernard, J. M. ve Goodyear, R. (2019). Fundamentals of clinical supervision (6. Basım). Pearson Education, Inc.

9. Boyd, J. (1978). Counselor supervision: Approaches, preparation, practices. Accelerated Development, Inc.
10. Dawes, R. M. (1994). House of cards: Psychology and psychotherapy built on myth. The Free Press.
11. Eitingon, M. (1923). Report on the Berlin Psycho-Analytical Poliklinik. International Journal of Psychoanalysis, 4, 254 –269.
12. Ekstein, R. ve Wallerstein, R. S. (1972). The teaching and learning of psychotherapy (2. Basım). International Universities Press, Inc.
13. Falender, C. A. ve Shafranske, E. P. (2004). Clinical supervision: A competency-based approach (1. Basım). American Psychological Association.
14. Farber, E. (2010). Humanistic-existential psychotherapy competencies and the supervisory process. Psychotherapy Theory, Research, Practice, Training, 47(1), 28-34. https://doi.org/10.1037/a0018847
15. Farber, E. W. (2012). Supervising humanistic–existential psychotherapy: Needs, possibilities. Journal of Contemporary Psychotherapy, 42, 173–182. https://doi.org/10.1007/s10879-011-9197-x
16. Freud, S. (1986). Historical and expository works on psychoanalysis. Penguin.
17. Grossl, A. B., Reese, R. J., Norsworthy, L. A. ve Hopkins, N. B. (2014). Client feedback data in supervision: Effects on supervision and outcome. Training and Education in Professional Psychology, 8(3), 182–188. https://doi.org/10.1037/tep0000025
18. Hill, C. E., Charles, C. ve Reed, K. G. (1981). A longitudinal analysis of changes in counseling skills during doctoral training in counseling psychology. Journal of Counseling Psychology, 28(5), 428–436. https://doi.org/10.1037/0022-0167.28.5.428
19. Holloway, E. L. (1995). Clinical supervision: A systems approach. Sage Publications, Inc.
20. Ladany, N., Walker, J. A. ve Melincoff, D. S. (2001). Supervisory style: Its relation to the supervisory working alliance and supervisor self-disclosure. Counselor Education and Supervision, 40(4), 263–275. https://doi.org/10.1002/j.1556-6978.2001.tb01259.x
21. Liese, B. S. ve Beck, J. S. (1997). Cognitive therapy supervision. İçinde C. E. Watkins, Jr. (Ed.), Handbook of Psychotherapy Supervision (ss. 114–133). Wiley.
22. Loganbill, C., Hardy, E. ve Delworth, U. (1982). Supervision: a conceptual model. The Counseling Psychologist, 10(1), 3–42. https://doi.org/10.1177/0011000082101002
23. Murr, S., Nicklas, L. ve Harper, S. (2020). How does supervision aid cognitive behaviour therapy skill development? Perspectives of CBT trainees: A thematic analysis. The Cognitive Behaviour Therapist, 13, E45. https://doi.org/10.1017/S1754470X20000422
24. Newman, C. F. (2010). Competency in conducting cognitive–behavioral therapy: Foundational, functional, and supervisory aspects. Psychotherapy Theory, Research, Practice, Training, 47(1), 12–19. https://doi.org/10.1037/a0018849
25. Öst, L. G., Karlstedt, A. ve Widén, S. (2012). The effects of cognitive behavior therapy delivered by students in a psychologist training program: An effectiveness study. Behavior Therapy, 43(1), 160–173. https://doi.org/10.1016/j.beth.2011.05.001
26. Patterson, C. H. (1997). Client-centered supervision. İçinde C. E. Watkins (Ed.), Handbook of Psychotherapy Supervision (ss. 134–146). John Wiley.
27. Pretorius, W. M. (2006). Cognitive–behavioural therapy supervision: Recommended practice. Behavioural & Cognitive Psychotherapy, 34(4), 413–420. https://doi.org/10.1017/S1352465806002876
28. Putney, M. W., Worthington, E. L. ve McCulloughy, M. E. (1992). Effects of supervisor and supervisee theoretical orientation and supervisor–supervisee matching on interns’ perceptions of supervision. Journal of Counseling Psychology, 39(2), 258–265. https://doi.org/10.1037/0022-0167.39.2.258
29. Rakovshik, S. G., McManus, F., Vazquez-Montes, M., Muse, K. ve Ougrin, D. (2016). Is supervision necessary? Examining the effects of internet-based CBT training with and without supervision. Journal of Consulting and Clinical Psychology, 84(3), 191–199. https://doi.org/10.1037/ccp0000079
30. Rice, L. N. (1980). A client-centered approach to the supervision of psychotherapy. İçinde A. K. Hess (Ed.), Psychotherapy Supervision: Theory, Research and Practice (ss. 136–147). Wiley.
31. Rigazio-DiGilio, S. A. (1997). Integrative supervision: Pathways to tailoring the supervisory process. İçinde T. C. Todd ve C. L. Storm (Edl.), The Complete Systemic Supervisor: Context, Philosophy, and Pragmatics (ss. 195–216). Allyn & Bacon.
32. Rigazio-DiGilio, S. A. ve Anderson, S. A. (1994). A cognitive–developmental model for marital and family therapy supervision. The Clinical Supervisor, 12(2), 93–118. https://doi.org/10.1300/J001v12n02_07
33. Rigazio-DiGilio, S. A., Daniels, T. G. ve Ivey, A. E. (1997). Systemic cognitive–developmental supervision: A developmental–integrative approach to psychotherapy supervision. İçinde C. E. Watkins, Jr. (Ed.), Handbook of Psychotherapy Supervision (ss. 223–249). John Wiley & Sons, Inc.
34. Rogers, C. R. (1951). Client-centered therapy. Houghton-Mifflin.
35. Rønnestad, M. H. ve Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career Development, 30, 5–44. https://doi.org/10.1023/A:1025173508081
36. Sarnat, J. E. (2010). Key competencies of the psychodynamic psychotherapist and how to teach them in supervision. Psychotherapy: Theory, Research, Practice, Training, 47(1), 20–27. https://doi.org/10.1037/a0018846
37. Skovholt, T. M. ve Rønnestad, M. H. (1992). The evolving professional self: Stages and themes in therapist and counselor development. John Wiley & Sons.
38. Stenack, R. J. ve Dye, H. A. (1982). Behavioral descriptions of counseling supervision roles. Counselor Education and Supervision, 21(3), 295–304. https://doi.org/10.1002/j.1556- 6978.1982.tb01692.x
39. Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: the counselor complexity model. Journal of Counseling Psychology, 28(1), 59–65. https://doi.org/10.1037/0022-0167.28.1.59
40. Stoltenberg, C. D. ve McNeill, B. W. (2010). IDM Supervision: An integrative developmental model for supervising counselors & therapists (3. Basım). Routledge.
41. Stoltenberg, C. D., McNeill, B. ve Delworth, U. (1998). IDM supervision: an integrated developmental model for supervising counsellors and therapists. Jossey-Bass.
42. Thomas, J. T. (2010). The ethics of supervision and consultation: Practical guidance for mental health professionals. American Psychological Association.
43. Tuckett, T. D. (2008). Does anything go? Toward a framework for the more transparent assessment of psychoanalytic competence. International Journal of Psychoanalysis, 86(1), 31-49. https://doi.org/10.1516/R2U5-XJ37-7DFJ-DD18
44. Wiley, M. O. ve Ray, P. B. (1986). Counseling supervision by developmental level. Journal of Counseling Psychology, 33(4), 439–445. https://doi.org/10.1037/0022-0167.33.4.439
45. Whiting, P. P., Bradley, L. J. ve Planny, K. J. (2001). Supervision-based developmental models of counselor supervision. İçinde L. J. Bradleyve ve N. Ladany (Edl.), Counselor Supervision: Principles, Process and Practice (ss. 125–146). Brunner- Routledge.