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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 | |