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Foreword | |
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Preface | |
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About the Authors | |
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Understanding the Supervisory Process: An Overview | |
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Basic Ingredients in the Supervisory Process | |
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Getting the Training Process Started | |
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Interdependent Fundamentals of Supervision of Relational Therapies | |
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Exercises | |
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Supervisory Relationships, Roles, and Goals | |
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Supervisory Relationship | |
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Other Important Supervisory Roles | |
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Pragmatics of Navigating Supervision Roles | |
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Supervision Goals | |
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Exercises | |
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Getting Started: Readiness and Procedures | |
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Education, Training, and Experience | |
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Participant Diversity | |
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Developmental Aspects of Supervision | |
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Education and Training Requirements | |
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Pragmatics of Getting Started | |
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Fundamental Processes of Supervision | |
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A Minimalist Way to Begin Cases | |
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Exercises | |
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Screening, Contracts, Core Competencies, and Evaluation | |
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Screening | |
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Contracts | |
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Core Competencies | |
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Evaluation | |
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Evaluation of Supervision | |
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Exercises | |
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Relational Supervision Practices | |
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A Closer Look at Supervision Formats | |
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Individual and Group Approaches: Advantages and Disadvantages | |
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Live and Retrospective Approaches: Advantages and Disadvantages | |
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Contemporary Variations; Novel Concerns | |
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Exercises | |
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Approaches to Supervision | |
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Major Models of Therapy as Templates | |
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Integrative Approaches | |
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In Conclusion, Supervision Maps | |
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A Contemporary Illustration From the Field: The Contextual-Functional Meta-Framework (by Jeff Chang) | |
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Exercises | |
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Effective Supervision According to the Literature | |
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An Evolutionary Look at Best Practices in Supervision: From Opinion to Empiricism | |
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Contemporary Research Initiatives | |
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Exercises | |
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Supervision Based on Core Competencies | |
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The Need for a Standard | |
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Core Competencies in CFT | |
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Subdomains Within the CFT Core Competencies | |
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Impaired Participants in Supervisory Systems | |
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Exercises | |
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Tools: Supervising Manual-Based Models | |
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The Challenge of Executive-, Meta-, and Microskills | |
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Guidelines for Ethical Practice | |
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Increasing the Probability of Positive Residts | |
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Exercises | |
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Contextual Considerations | |
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Contextual Aspects of Supervision: Setting, Culture, and Self | |
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Overview | |
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Historical Context | |
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"Culture" | |
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Cultural Competence | |
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Selves of Supervisors | |
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Supervisory Practices | |
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Exercises | |
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Legal Aspects of Relational Supervision | |
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Organization of Laws and Regulations 13S Clinical Practice: Licensure or Certification | |
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Other Laws | |
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HIPAA | |
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Authorization for Release of Information | |
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Summary | |
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Exercises | |
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Ethical Considerations in Relational Supervision | |
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Overview | |
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Creating and Sustaining an Ethical Supervisory Climate | |
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Topics for Educating CFT Trainees | |
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Exercises | |
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Self of the Therapist, Self of the Supervisor | |
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Addressing the Self of the Professional as a Primary Goal of Supervision | |
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Activities to Raise Self-Awareness Outside of the Training System | |
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CFT Models Useful for Identifying and Exploring Self of the Professional | |
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Supervisors' and Trainees' Self-Care | |
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Resiliency | |
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Assessing Impairment | |
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Exercises | |
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Troubleshooting and Writing a Personal Philosophy of Supervision Paper | |
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Troubleshooting and Pragmatics in the Relational Training System | |
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Appreciating the Interpersonal Context of Training | |
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"The Best Defense is a Good Offense" | |
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Addressing Difficulties | |
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Pragmatics: Facilitating Effective Supervision | |
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Concluding Remarks | |
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Exercises | |
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Developing Your Personal Philosophy of Supervision Paper | |
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Content Requirements | |
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Process | |
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Formats | |
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Filling in the Details | |
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Connecting Your Therapy and Supervision Approaches | |
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Common Mistakes to Avoid | |
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Final Words | |
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Exercises | |
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Appendix | |
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References | |
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Author index | |
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Subject index | |