1. Emotional Focused Supervision: Therapist Variables in Session APPIC 2009 Membership Conference Portland, Oregon

2. Goals of Supervision Increase trainees repertoire of techniques Address a variety of presenting problems Work with theoretical orientation Overall goal to strengthen the set of behaviors the therapist exhibits to benefit the client

3. Beginning practicum students rate good supervision when… Personal and pleasant relationship Structured supervision sessions Direct teaching on how to do therapy Encouragement to try new skills (Worthington and Roehlke, 1979)

4. Worthington, 1984 Higher levels of perceived support, students reported they were able to get more out of the supervision Improvement in supervision experience was undefined Students reported enjoying supervision more Enjoyment doesnt mean improvement

5. Developmental Model Progress through stages of learning and development and incrementally acquire: Greater skill level Greater confidence level Greater collegial relationships with supervisors and peers (Kaslow&Deering, 1993; Friedman &Kaslow, 1986 )

6. Supervisor Research Alonzo (1983) proposed that supervisors change through professional life cycle Self and identity Relationship between therapist and supervisor Administrative duties

7. Good therapist equates good supervision (Rubin, 1989) If this is true, no further training in supervision is needed Which would mean there is no need to do research in the field of supervision Considerable body of research clearly indicates disagreement with this assumption

8. Supervisors multiple roles (Bernard, 1979; Hess, 1980) Limits efficacy Critical feedback withheld Impressions in one area crosses into another Supervision more effective if relationship was only in the area of supervision

9. Interpersonal Context of Supervision Ladany, Friedlander, and Nelson (2005) Emphasizes strong alliance between the supervisor and the supervisee Internal conflict that surfaces within the therapist as the therapy unfolds can be worked through in ways that facilitate the supervisee's clinical work

10. Parallel Process Working toward process similarity not just role similarity

11. Supervision and psychotherapy Ladany, etal. (2005) Not the same Focus remains on the therapeutic process and the variables the supervisee brings to bear on it How the supervisee's personal revelations are influencing their therapeutic work with their clients

12. Setting the stagefor supervision Supervisee had two classes from supervisor allowing for greater history Supervisee possessed sophisticated and advanced skills Supervisee was responsible in seeking supervision when needed Supervisee was introspective

13. Issues supervisee found salient Traumatic past Stimulus Presentation Competency