Orah T. Krug - Supervision Essentials for Existential-Humanistic Therapy

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 ExistentialHumanistic Therapy

Orah T. Krug and Kirk J. Schneider

Supervision Essentials for CognitiveBehavioral Therapy

Cory F. Newman and Danielle A. Kaplan

This is a clear, concise, and comprehensive guide to the art of clinical supervision. It skillfully teaches beginning supervisors the essentials of cultivating curiosity and empathy, examining interpersonal process, and respecting the uniqueness of each client. I recommend it highly.

Irvin Yalom, Professor Emeritus of Psychiatry, Stanford University, Stanford, CA

Krug and Schneider, leaders in the existentialhumanistic therapy movement, aptly demonstrate the supervision process in existentialhumanistic therapy by showing its uniqueness from other approaches and illustrating how it is rooted in the existentialhumanistic tradition. This book is sure to help advance existentialhumanistic therapy through deepening the training and supervision process.

Louis Hoffman, PhD, Department of Humanistic and Clinical Psychology, Saybrook University, Oakland, CA; author of Existential Psychology East-West

Copyright 2016 by the American Psychological Association. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publica tion may be reproduced or distributed in any form or by any means, including, but not limited to, the process of scanning and digitization, or stored in a database or retrieval system, without the prior written permission of the publisher.

Electronic edition published 2016.

ISBN: 978-1-4338-2282-7 (electronic edition).

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The opinions and statements published are the responsibility of the authors, and such opinions and statements do not necessarily represent the policies of the American Psychological Association.

Library of Congress Cataloging-in-Publication Data

Names: Krug, Orah T., author. | Schneider, Kirk J., author.

Title: Supervision essentials for existentialhumanistic therapy / Orah T. Krug and Kirk J. Schneider.

Description: Washington, DC : American Psychological Association, [2016] | Series: Clinical supervision essentials | Includes bibliographical references.

Identifiers: LCCN 2016006237 | ISBN 9781433822810 | ISBN 1433822814

Subjects: LCSH: Existential psychotherapyStudy and teaching. | CounselingStudy and teaching.

Classification: LCC RC489.E93 K78 2016 | DDC 616.89/140076dc23 LC record available at http://lccn.loc.gov/2016006237

British Library Cataloguing-in-Publication Data

A CIP record is available from the British Library.

First Edition

http://dx.doi.org/10.1037/14951-000

Contents

Foreword to the Clinical Supervision Essentials Series

W e are both clinical supervisors. We teach courses on supervision of students who are in training to become therapists. We give workshops on supervision and consult with supervisors about their supervision 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/consultees/trainees become better collaborators in the supervisory endeavor by understanding their responsibilities in the supervisory process.

What is supervision? Supervision is critical to the practice of therapy. As stated by Edward Watkins in the Handbook of Psychotherapy Supervision, Without the enterprise of psychotherapy supervision,... the practice of psychotherapy would become highly suspect and would or should cease to exist (p. 603).

Supervision has been defined as

an intervention provided by a more senior member of a profession to a more junior colleague or colleagues who typically (but not always) are members of that same profession. This relationship

It is now widely acknowledged in the literature that supervision is a distinct activity 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.

So how does one become a good supervisor?

Supervision is now recognized as a core competency domain for psychologists).

The Guidelines for Clinical Supervision in Health Service Psychology are built on several assumptions, specifically that supervision

• requires formal education and training;
• prioritizes the care of the client/patient and the protection of the public;
• focuses on the acquisition of competence by and the professional development of the supervisee;
• requires supervisor competence in the foundational and functional competency domains being supervised;
• is anchored in the current evidence base related to supervision and the competencies being supervised;
• occurs within a respectful and collaborative supervisory relationship that includes facilitative and evaluative components and is established, maintained, and repaired as necessary;
• entails responsibilities on the part of the supervisor and supervisee;
• intentionally infuses and integrates the dimensions of diversity in all aspects of professional practice;
• is influenced by both professional and personal factors, including values, attitudes, beliefs, and interpersonal biases;
• is conducted in adherence to ethical and legal standards;
• uses a developmental and strength-based approach;
• requires reflective practice and self-assessment by the supervisor and supervisee;
• incorporates bidirectional feedback between the supervisor and supervisee;
• includes evaluation of the acquisition of expected competencies by the supervisee;