ABSTRACT
The dramatic increase in the literature that addresses family therapy training and supervision over the last decade has been predominantly in the area of theory, rather than practice. This article describes the development of a meta-supervisory learning context for approved supervisors and provides examples of interactions between supervisors that subsequently influenced both therapy and supervision. We delineate the assumptions that inform our work and offer specific guidelines for supervisors who wish to implement a similar model in their own contexts. We provide suggestions for a proactive refiguring of supervision that may have profound effects and benefits for supervisors and supervisees alike.
Subject(s)
Family Therapy/education , Family Therapy/organization & administration , Marital Therapy/education , Marital Therapy/organization & administration , Anecdotes as Topic , Clinical Competence/standards , Humans , Inservice Training , Models, Organizational , Practice Guidelines as Topic , Professional-Family Relations , Referral and Consultation , United StatesABSTRACT
The last decade has seen a dramatic increase in the literature addressing family therapy training and supervision (Liddle, Breunlin, & Schwartz, 1988; Morris & Chenail, 1995; Selekman & Todd, 1995; Thomas, 1994). Most of this literature, however, focuses on theory rather than practice. This paper presents a study of solution-focused therapy's model of supervision, which we have labeled focused supervision. This supervisory process is conceptualized as a conversation during which supervisor and supervisee engage in a dialogue that mutually shapes the meaning of the experience. This study attends to the actual words spoken and utilizes recursive frame analysis to get closer to the talk of a focused supervisory session.
Subject(s)
Family Therapy/education , HumansABSTRACT
Two hundred and thirty-seven seventh- and eighth-grade students were assessed for levels of drug/alcohol use, involvement in extracurricular activities, peer influence, and personal attitudes. Cross-tabulations and the chi-square test of independence were used to statistically compare the three groups (non-users, users, and abusers). Several trends emerged from the data.
