Keywords
clinical supervision
behavioral therapies
clinical training
supervision process
continue education
behavioral therapies
clinical training
supervision process
continue education
How to Cite
Characteristics of Supervision in Behavior Therapies: An Analysis of the Clinical Supervision Proces. (2019). Universitas Psychologica, 18(4), 1-14. https://doi.org/10.11144/Javeriana.upsy18-4.csct
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Abstract
The characteristics of behaviorally based clinical supervision are presented. Eighteen open-ended interviews were conducted to supervisors from first, second, and third-wave behavioral therapies. These were analyzed based on an ethnographic approach. Participants reported an average of 17-years (SD=9.85) practicing as clinicians and 16-years (SD=10.51) as supervisors. The Altlas.ti 6.2 software was employed to analyze and synthesize the central processes embedded in supervision. Results found behavioral oriented supervision as the core category which encloses the following two axial subcategories: factors influencing supervision and supervision process. Case conceptualization, theoretical discussion, verbal feedback, shaping, and modeling were the most utilized teaching methods by the experts interviewed. We concluded that clinical supervision would be conceptualized as a process rather than an outcome. We discussed implications for clinical psychology programs when training future clinicians.
Alberts, G., & Edelstein, B. (1990). Therapist training: A critical review of skill training studies. Clinical Psychology Review, 10, 497-511. https://doi.org/10.1016/0272-7358(90)90094-Q
American Psychological Association. (2002, amended 2010). Ethical principles of psychologists and code of conduct. Recuperado de http://apa.org/ethics/code/index.aspx
American Psychological Association. (2015). Guidelines for clinical supervision in health service psychology. The American Psychologist, 70, 33-46. https://doi.org/10.1037/ a0038112
Bastidas-Bilbao, H., & Velásquez, A. M. (2016). Modelo lógico de la supervisión como actividad educativa para la formación en psicología clínica: concepciones de supervisores clínicos. Avances en Psicología Latinoamericana, 34(2), 293-314. https://doi.org/10.12804/apl34.2.2016.06
Barnett, J. E. (2014). Introduction: The (hopefully) essential primer on clinical supervision. Journal of Clinical Psychology: In Session, 70, 1023-1029. https://doi.org/10.1002/jclp.22123
Barraca, J. (2009). Habilidades clínicas en la terapia conductual de tercera generación. Clínica y Salud, 20(2), 109-117. Recuperado de http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1130-52742009000200001
Bernard, J. M. (2006). Tracing the development of clinical supervision. The Clinical Supervisor, 24(1-2), 3-21. https://doi.org/10.1300/J001v24n01_02
Bernard, J. M., & Goodyear, R. J. (2014). Fundamentals of clinical supervision (5.a ed.). Boston, MA: Pearson.
Bootzin, R. R., & Ruggill, J. S. (1988). Training issues in behavior therapy. Journal of Consulting and Clinical Psychology, 56(5), 703-709. Recuperado de https://psycnet.apa.org/record/1989-09930-001
Callaghan, G. M. (2006). Functional analytic psychotherapy and supervision. International Journal of Behavioral Consultation and Therapy, 2(3), 416-431. https://doi.org/10.1037/h0100794
Caycedo, C. C., Novoa, M. M., & Ballesteros, B. P. (2008). Análisis de un protocolo de formulación de caso clínico desde las categorías de bienestar psicológico. Universitas Psychologica, 7(1), 231-250. Recuperado de http://www.redalyc.org/articulo.oa?id=64770117
Colegio Colombiano de Psicología. (2009) Deontología y bioética del ejercicio de la psicología en Colombia. Bogotá, Colombia: JAVEGRAF. Recuperado de: COLPSIC; https://www.colpsic.org.co/quienes-somos/normatividad
Cruz, J. P. (2009). Enfoque estratégico y formación de terapeutas. Terapia Psicológica, 27(1), 129-142. https://doi.org/10.4067/S0718-48082009000100013
Ducharme, L. J, Knudsen, H. K., & Roman, P. M. (2008). Emotional exhaustion and turnover intention in human service occupations: The protective role of coworker support. Sociological Spectrum, 28, 81-104. https://doi.org/10.1080/02732170701675268
Ellis, M. V., Berger, L., Hanus, A., Alaya, E. E., Siembor, M. J., & Swords, B. A. (2014). Inadequate and harmful clinical supervision: Revising the framework and assessing occurrence. The Counseling Psychologist, 42, 434-472. https://doi.org/10.1177/0011000013508656
Falender, C. A., & Shafranske, E. P. (2017). Competency-based clinical supervision: Status, opportunities, tensions, and the future. Australian Psychologist, 52(2), 86-93. https://doi.org/10.1111/ap.12265
Farber, B. A., & Hazanov, V. (2014). Informal sources of supervision in clinical training. Journal of Clinical Psychology, 70(11), 1062-1072. https://doi.org/10.1002/jclp.22127
Follette, W. C., & Callaghan, G. M. (1995). Do as I do, not as I say: A behavior-analytic approach to supervision. Professional Psychology: Research and Practice, 26(4), 413-421. Recuperado de https://psycnet.apa.org/buy/1995-41876-001
Gazzola, N., De Stefano, J., Thériault, A., & Audet, C. (2014). Positive experiences of doctoral-level supervisors-in-training conducting group-format supervision: A qualitative investigation. British Journal of Guidance & Counselling, 42(1), 26-42. https://doi.org/ 10.1080/03069885.2013.799263
Goodyear, R. K., & Rodolfa, E. (2012). Negotiating the complex ethical terrain of clinical supervision. In S. J. Knapp, M. C. Gottlieb, M. M. Handelsman, & L. D. VandeCreek (Eds.), APA handbooks in psychology®. APA handbook of ethics in psychology, Vol. 2. Practice, teaching, and research (pp. 261–275). American Psychological Association. https://doi.org/10.1037/13272-013
Guest, P. D., & Beutler, L. E. (1988). Impact of psychotherapy supervision on therapist orientation and values. Journal of Consulting and Clinical Psychology, 56(5), 653-658. Recuperado de https://psycnet.apa.org/record/1989-09955-001
Hayes, S. C. (2004). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 639-665. Recuperado de https://www.reachcambridge.com/wp-content/uploads/providing-a-rationale-on-different-treatments.pdf
Hernández, A. (2007). Supervisión de psicoterapeutas sistémicos: un crisol para devenir instrumentos de cambio. Diversitas. Perspectivas en Psicología, 3(2), 227-238. Recuperado de http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1794-99982007000200005
Johnston, L. H., & Milne, D. L. (2012). How do supervisee’s learn during supervision? A grounded theory study of the perceived developmental process. The Cognitive Behaviour Therapist, 5, 1-23. https://doi.org/10.1017/S1754470X12000013
Ladany, N. (2014). The ingredients of supervisor failure. Journal of Clinical Psychology, 70, 1094-1103. https://doi.org/10.1002/jclp.22130
Milne, D. (2018). Evidence-based clinical supervision: Principles and practice. Leicester, UK: Malden Blackwell Publishing.
Moreira, V., Sabola, A., Beco, L., & Soares, S. (1995). Psicoterapia fenomenológico-existencial: aspectos teóricos de la práctica clínica con base en las competencias. Psyke, 4(2), 122-129. Recuperado de http://www.psykhe.cl/index.php/psykhe/article/view/77
Muñoz-Martínez, A. M., & Novoa-Gómez, M. M. (2011). Confiabilidad y validación de un modelo de formulación clínica conductual. Universitas Psychologica, 10(2), 501-519. Recuperado de https://psycnet.apa.org/record/2012-03247-014
Muñoz-Martínez, A. M., & Novoa-Gómez, M. M. (2012). Motivos de consulta e hipótesis clínicas explicativas. Terapia Psicológica, 30, 25-36. https://doi.org/10.4067/S0718-48082012000100003
Newman, C. F. (2013). Training cognitive behavioral therapy supervisors: Didactics, simulated practice, and “meta-supervision”. Journal of Cognitive Psychotherapy, 27(1), 5-18. https://doi.org/10.1891/0889-8391.27.1.5
Novoa-Gómez, M., & Córdoba-Salgado, O. (2019). Pertinencia de la formación para la supervisión clínica. En G. A. Campos, M. A. Castaño, M. Gaitán & V. Sánchez (Comps.), Diálogos sobre investigación: avances científicos (pp. 83-116). Bogotá: Konrad Lorenz Editores.
Novoa-Gómez, M., Córdoba-Salgado, O., Rojas, N., Sosa, L., Cifuentes, D., & Robayo, S. (2019). A descriptive analysis of the interactions during clinical supervision. Frontiers in Psychology, 10, 669. https://doi.org/10.3389/fpsyg.2019.00669
Nel, P. W., Pezzolesi, C., & Stott, D. J. (2012). How did we learn best? A retrospective survey of clinical psychology training in the United Kingdom. Journal of Clinical Psychology, 68, 1058-1073. https://doi.org/10.1002/jclp.21882
O’Donovan, A., Halford, W. K., & Walters, B. (2011). Towards best practice supervision of clinical psychology trainees. Australian Psychologist, 46, 101-112. https://doi.org/ 10.1111/j.1742-9544.2011.00033.x
Pulido, D., & Novoa-Gómez, M. (2014). Clinical case formulation in a context of health. Universitas Psychologica, 13(1), 187-205. https://doi.org/10.11144/Javeriana.UPSY13-1.ccfh
Rodolfa, E., Greenberg, S., Hunsley, J., Smith-Zoeller, M., Cox, D., Sammons, M., … Spivak, H. (2013). A competency model for the practice of psychology. Training and Education in Professional Psychology, 7(2), 71-83. https://doi.org/10.1037/a0032415
Salgado, A. C. (2007). Investigación cualitativa: diseños, evaluación del rigor metodológico y retos. LIBERABIT, 13(13), 71-78. Recuperado de http://www.scielo.org.pe/pdf/liber/v13n13/a09v13n13.pdf
Shaw, E. (2013). Mentoring or monitoring: Formulating a balance in systemic supervision. Australian & New Zealand Journal of Family Therapy, 34, 296-310. https://doi.org/10.1002/anzf.1034
Siddiqui, N. I. (2012). How does a second-wave cognitive behavioural practitioner manage a transition to third-wave practice? Counseling Psychology Review, 27(2), 36-51. Recuperado de https://bps.org.uk/publications/publication-by-series/counselling-psychology-review/counselling-psychology-review-vol-27-no-2-june-2012.html
Strauss, A., & Corbin, J. (2002). Bases de la investigación cualitativa. Técnicas y procedimientos para desarrollar la teoría fundamentada. Medellín: Editorial Universidad de Antioquia.
Taylor, S. J., & Bogdan, R. (1987). Introducción a los métodos cualitativos de investigación. Barcelona: Paidós.
Watkins, C. E., (2014). The supervisory alliance: A half century of theory, practice, and research in critical perspective. American Journal of Psychotherapy, 68, 19-55. https://doi.org/10.1176/appi.psychotherapy.2014.68.1.19
Weerasekera, P. (2013). The state of psychotherapy supervision: Recommendations for future training. International Review of Psychiatry, 25, 255-264. https://doi.org/10.3109/09540261.2013.769431
American Psychological Association. (2002, amended 2010). Ethical principles of psychologists and code of conduct. Recuperado de http://apa.org/ethics/code/index.aspx
American Psychological Association. (2015). Guidelines for clinical supervision in health service psychology. The American Psychologist, 70, 33-46. https://doi.org/10.1037/ a0038112
Bastidas-Bilbao, H., & Velásquez, A. M. (2016). Modelo lógico de la supervisión como actividad educativa para la formación en psicología clínica: concepciones de supervisores clínicos. Avances en Psicología Latinoamericana, 34(2), 293-314. https://doi.org/10.12804/apl34.2.2016.06
Barnett, J. E. (2014). Introduction: The (hopefully) essential primer on clinical supervision. Journal of Clinical Psychology: In Session, 70, 1023-1029. https://doi.org/10.1002/jclp.22123
Barraca, J. (2009). Habilidades clínicas en la terapia conductual de tercera generación. Clínica y Salud, 20(2), 109-117. Recuperado de http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1130-52742009000200001
Bernard, J. M. (2006). Tracing the development of clinical supervision. The Clinical Supervisor, 24(1-2), 3-21. https://doi.org/10.1300/J001v24n01_02
Bernard, J. M., & Goodyear, R. J. (2014). Fundamentals of clinical supervision (5.a ed.). Boston, MA: Pearson.
Bootzin, R. R., & Ruggill, J. S. (1988). Training issues in behavior therapy. Journal of Consulting and Clinical Psychology, 56(5), 703-709. Recuperado de https://psycnet.apa.org/record/1989-09930-001
Callaghan, G. M. (2006). Functional analytic psychotherapy and supervision. International Journal of Behavioral Consultation and Therapy, 2(3), 416-431. https://doi.org/10.1037/h0100794
Caycedo, C. C., Novoa, M. M., & Ballesteros, B. P. (2008). Análisis de un protocolo de formulación de caso clínico desde las categorías de bienestar psicológico. Universitas Psychologica, 7(1), 231-250. Recuperado de http://www.redalyc.org/articulo.oa?id=64770117
Colegio Colombiano de Psicología. (2009) Deontología y bioética del ejercicio de la psicología en Colombia. Bogotá, Colombia: JAVEGRAF. Recuperado de: COLPSIC; https://www.colpsic.org.co/quienes-somos/normatividad
Cruz, J. P. (2009). Enfoque estratégico y formación de terapeutas. Terapia Psicológica, 27(1), 129-142. https://doi.org/10.4067/S0718-48082009000100013
Ducharme, L. J, Knudsen, H. K., & Roman, P. M. (2008). Emotional exhaustion and turnover intention in human service occupations: The protective role of coworker support. Sociological Spectrum, 28, 81-104. https://doi.org/10.1080/02732170701675268
Ellis, M. V., Berger, L., Hanus, A., Alaya, E. E., Siembor, M. J., & Swords, B. A. (2014). Inadequate and harmful clinical supervision: Revising the framework and assessing occurrence. The Counseling Psychologist, 42, 434-472. https://doi.org/10.1177/0011000013508656
Falender, C. A., & Shafranske, E. P. (2017). Competency-based clinical supervision: Status, opportunities, tensions, and the future. Australian Psychologist, 52(2), 86-93. https://doi.org/10.1111/ap.12265
Farber, B. A., & Hazanov, V. (2014). Informal sources of supervision in clinical training. Journal of Clinical Psychology, 70(11), 1062-1072. https://doi.org/10.1002/jclp.22127
Follette, W. C., & Callaghan, G. M. (1995). Do as I do, not as I say: A behavior-analytic approach to supervision. Professional Psychology: Research and Practice, 26(4), 413-421. Recuperado de https://psycnet.apa.org/buy/1995-41876-001
Gazzola, N., De Stefano, J., Thériault, A., & Audet, C. (2014). Positive experiences of doctoral-level supervisors-in-training conducting group-format supervision: A qualitative investigation. British Journal of Guidance & Counselling, 42(1), 26-42. https://doi.org/ 10.1080/03069885.2013.799263
Goodyear, R. K., & Rodolfa, E. (2012). Negotiating the complex ethical terrain of clinical supervision. In S. J. Knapp, M. C. Gottlieb, M. M. Handelsman, & L. D. VandeCreek (Eds.), APA handbooks in psychology®. APA handbook of ethics in psychology, Vol. 2. Practice, teaching, and research (pp. 261–275). American Psychological Association. https://doi.org/10.1037/13272-013
Guest, P. D., & Beutler, L. E. (1988). Impact of psychotherapy supervision on therapist orientation and values. Journal of Consulting and Clinical Psychology, 56(5), 653-658. Recuperado de https://psycnet.apa.org/record/1989-09955-001
Hayes, S. C. (2004). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 639-665. Recuperado de https://www.reachcambridge.com/wp-content/uploads/providing-a-rationale-on-different-treatments.pdf
Hernández, A. (2007). Supervisión de psicoterapeutas sistémicos: un crisol para devenir instrumentos de cambio. Diversitas. Perspectivas en Psicología, 3(2), 227-238. Recuperado de http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1794-99982007000200005
Johnston, L. H., & Milne, D. L. (2012). How do supervisee’s learn during supervision? A grounded theory study of the perceived developmental process. The Cognitive Behaviour Therapist, 5, 1-23. https://doi.org/10.1017/S1754470X12000013
Ladany, N. (2014). The ingredients of supervisor failure. Journal of Clinical Psychology, 70, 1094-1103. https://doi.org/10.1002/jclp.22130
Milne, D. (2018). Evidence-based clinical supervision: Principles and practice. Leicester, UK: Malden Blackwell Publishing.
Moreira, V., Sabola, A., Beco, L., & Soares, S. (1995). Psicoterapia fenomenológico-existencial: aspectos teóricos de la práctica clínica con base en las competencias. Psyke, 4(2), 122-129. Recuperado de http://www.psykhe.cl/index.php/psykhe/article/view/77
Muñoz-Martínez, A. M., & Novoa-Gómez, M. M. (2011). Confiabilidad y validación de un modelo de formulación clínica conductual. Universitas Psychologica, 10(2), 501-519. Recuperado de https://psycnet.apa.org/record/2012-03247-014
Muñoz-Martínez, A. M., & Novoa-Gómez, M. M. (2012). Motivos de consulta e hipótesis clínicas explicativas. Terapia Psicológica, 30, 25-36. https://doi.org/10.4067/S0718-48082012000100003
Newman, C. F. (2013). Training cognitive behavioral therapy supervisors: Didactics, simulated practice, and “meta-supervision”. Journal of Cognitive Psychotherapy, 27(1), 5-18. https://doi.org/10.1891/0889-8391.27.1.5
Novoa-Gómez, M., & Córdoba-Salgado, O. (2019). Pertinencia de la formación para la supervisión clínica. En G. A. Campos, M. A. Castaño, M. Gaitán & V. Sánchez (Comps.), Diálogos sobre investigación: avances científicos (pp. 83-116). Bogotá: Konrad Lorenz Editores.
Novoa-Gómez, M., Córdoba-Salgado, O., Rojas, N., Sosa, L., Cifuentes, D., & Robayo, S. (2019). A descriptive analysis of the interactions during clinical supervision. Frontiers in Psychology, 10, 669. https://doi.org/10.3389/fpsyg.2019.00669
Nel, P. W., Pezzolesi, C., & Stott, D. J. (2012). How did we learn best? A retrospective survey of clinical psychology training in the United Kingdom. Journal of Clinical Psychology, 68, 1058-1073. https://doi.org/10.1002/jclp.21882
O’Donovan, A., Halford, W. K., & Walters, B. (2011). Towards best practice supervision of clinical psychology trainees. Australian Psychologist, 46, 101-112. https://doi.org/ 10.1111/j.1742-9544.2011.00033.x
Pulido, D., & Novoa-Gómez, M. (2014). Clinical case formulation in a context of health. Universitas Psychologica, 13(1), 187-205. https://doi.org/10.11144/Javeriana.UPSY13-1.ccfh
Rodolfa, E., Greenberg, S., Hunsley, J., Smith-Zoeller, M., Cox, D., Sammons, M., … Spivak, H. (2013). A competency model for the practice of psychology. Training and Education in Professional Psychology, 7(2), 71-83. https://doi.org/10.1037/a0032415
Salgado, A. C. (2007). Investigación cualitativa: diseños, evaluación del rigor metodológico y retos. LIBERABIT, 13(13), 71-78. Recuperado de http://www.scielo.org.pe/pdf/liber/v13n13/a09v13n13.pdf
Shaw, E. (2013). Mentoring or monitoring: Formulating a balance in systemic supervision. Australian & New Zealand Journal of Family Therapy, 34, 296-310. https://doi.org/10.1002/anzf.1034
Siddiqui, N. I. (2012). How does a second-wave cognitive behavioural practitioner manage a transition to third-wave practice? Counseling Psychology Review, 27(2), 36-51. Recuperado de https://bps.org.uk/publications/publication-by-series/counselling-psychology-review/counselling-psychology-review-vol-27-no-2-june-2012.html
Strauss, A., & Corbin, J. (2002). Bases de la investigación cualitativa. Técnicas y procedimientos para desarrollar la teoría fundamentada. Medellín: Editorial Universidad de Antioquia.
Taylor, S. J., & Bogdan, R. (1987). Introducción a los métodos cualitativos de investigación. Barcelona: Paidós.
Watkins, C. E., (2014). The supervisory alliance: A half century of theory, practice, and research in critical perspective. American Journal of Psychotherapy, 68, 19-55. https://doi.org/10.1176/appi.psychotherapy.2014.68.1.19
Weerasekera, P. (2013). The state of psychotherapy supervision: Recommendations for future training. International Review of Psychiatry, 25, 255-264. https://doi.org/10.3109/09540261.2013.769431
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