Getting to the heart of clinical supervision: a theoretical review of the role of emotions in professional development

Background The importance of supervision is increasingly recognized, yet it remains little understood, impairing research and practice. Specifically, the CBT supervision model provides a relatively “heartless” account of professional development, which may undermine its effectiveness. Method A theoretical review of emotions in supervision and learning is provided, to summarize relevant theoretical and empirical literature. The objectives are to clarify the role of emotions in CBT supervision, and to use this understanding to outline an emotionally-attuned model, illustrating its application to two critical aspects of CBT supervision (the development of a learning alliance and enhancing professional competence). Conclusion The reviewed literature (theory and research evidence) supports the explicit and systematic incorporation of emotions into CBT supervision. Conceptually, this can be achieved by integrating Lazarus's (1991) general theory of emotion with the CBT model. The illustrations of this augmented model indicate its value in understanding and managing both the “rupture-repair” cycle that can affect the supervisory alliance, and the “deskilling-development” pattern that appears to be necessary for the acquisition of competence. We propose that CBT supervision might usefully be guided by our expanded model, as this affords greater internal consistency and may be more effective educationally

Some New Facts About Molds and Bread

This archival publication may not reflect current scientific knowledge or recommendations. Current information available from University of Minnesota Agricultural Experiment Station: http://www.maes.umn.edu

Hazards of Practice in Helping Professions

1999Helping others with significant issues in their lives can be highly effective, satisfying, and meaningful. It can be great work. But to do this well, we must constantly attach and separate successfully, over and over again, with person after person. It can be difficult work. What is the nature of this difficult work? In this paper, we reviewed the difficult nature of the work in the high touch people fields---sometimes called the helping professions, the caring professions, or education, human services, and health occupations. The difficult nature often has to do with characteristics of clients, students, and patients we desire to help: they have an unsolvable problem that must be solved; they are not honors students; they have motivational conflicts; there is a readiness gap between them and us; they sometimes project negative feelings onto us; we cannot help sometimes because we are not good enough; and they have needs greater than the social service, health, or educational system can meet. The difficult nature of the work also has to do with major professional stressors of caring professions: our inability to say no, living in an ocean of stress emotions, ambiguous professional loss, the covert nature of the work, constant interpersonal sensitivity and one-way caring, transference-countertransference data, elusive measures of success, normative failure, regulation oversight and control by external others, legal and ethical fears, vicarious traumatization, and primary trauma. With all these stressful qualities of the work, we must continually invest positively in others. How can we do it? It is the goal of portraying the difficult nature of the work in this paper to invite those in the caring professions to balance other-care and self-care on an ongoing basis

Kritisk tekstkompetanse i norskfaget Korleis elevar på 8. trinn les og vurderer multimodale kommersielle tekstar

Denne artikkelen presenterer funn frå ei spørjeundersøking om kritisk lesing og vurdering som omfattar eit utval på 228 norske elevar på åttande trinn (13–14 år). Studien undersøkjer både kva oppfatningar om kritisk lesing elevane formidlar og korleis elevar vurderer og grunngir lesinga si av multimodale kommersielle tekstar. Eit hovudfunn i studien er at forståinga av kritisk lesing som kjeldekritikk er mest utbreidd blant elevane. Ein stor del av elevane har såleis ei rimeleg, men avgrensa oppfatning av kva det vil seie å nærme seg ein tekst på ein kritisk måte. Elevane forbind i mindre grad kritisk lesing med det å nærme seg teksten på ein analytisk måte. Eit anna hovudfunn er at ein del elevar har utfordringar med å vurdere kommersielle og multimodale tekstar som har ei informerande framstillingsform. Svara tyder blant anna på at elevar i for liten grad legg vekt på informasjon som blir formidla visuelt. Studien viser elles at fleire elevar problematiserer den kommersielle intensjonen i tekstane når dei blir oppmoda til å gjere tekstnære tilnærmingar. Funna i studien peikar mot at det kan vere behov for å etablere ei utvida forståing av kva kritisk tekstkompetanse kan vere i norskfaget, og for å utvikle nye og meir tekstnære metodar for korleis elevane kan arbeide med kritisk tilnærming til multimodale kvardagstekstar av ulike slag.publishedVersio

The path towards a professional identity: An IPA study of Greek family therapy trainees

Objective: Contemporary psychotherapy research has focused mainly on practitioners' training and education. The impact of training on professional development and the application of therapeutic skills have been the primary foci of the empirical literature. The aim of this paper is to present the experiences of seven family therapy trainees regarding their personal paths toward the development of professional identity as they underwent training in systemic psychotherapy. Method: In-depth interviews were conducted and analysed using Interpretative Phenomenological Analysis. Results & Conclusions: Seven themes were identified: The Quest, Developing by Relating, Learnings, Personification of Training, Use of Self, Self-Care and Empowerment, and Reflecting on the Role of the Therapist. The findings are discussed with regard to the development of the 'therapist as a person', gaining acknowledgement and autonomy, and the development of a community of therapeutic practice. © 2013 British Association for Counselling and Psychotherapy

The personal self of psychotherapists : Dimensions, correlates, and relations with clients

ObjectiveThe personal self of psychotherapists, that is, experiences of self in close personal relationships and its association with therapists' individual and professional attributes is explored. The study aimed to: (a) describe therapists' self-ratings on specific self-attributes; (b) determine their dimensionality; (c) explore demographic, psychological, and professional correlates; and (d) assess the convergence with professional self. MethodData from the Development of Psychotherapists Common Core Questionnaire were available for>10,000 psychotherapists of various professions, theoretical orientations, career levels, and nations. ResultsMost psychotherapists described themselves in close relationships in affirming terms (e.g., warm/friendly), although a substantial minority also described themselves in negative terms. Factor analyses yielded four dimensions: Genial/Caring, Forceful/Exacting, Reclusive/Remote, and Ardent/Expressive. Being Genial/Caring was associated with life satisfaction. Among professional attributes, personal self-experiences, and parallel dimensions of relationship with clients correlated strongly. ConclusionsAnalyses of>10,000 psychotherapists revealed meaningful variations in personal self relevant to personal and professional life.Peer reviewe