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Supervisees' Views on Live Observation-Based Supervision Modality

Yıl 2024, Cilt: 26

Yusuf Sarıkaya Burak Köksal Tahsin İlhan Murat Korkmaz

https://doi.org/10.17556/erziefd.1442490

Öz

Live observation is a technique that allows the supervisor to offer immediate feedback to the supervisee by directly witnessing counseling sessions. Despite its numerous advantages over traditional supervision methods, this approach is seldom put into practice due to its time-consuming nature. Furthermore, there is insufficient research on its suitability in supervision practices, particularly in the context of Türkiye. In this study, the views of the participants on a practice in which live observation and consultation break methods used together were examined. The research involved seven students enrolled in a master's program in Guidance and Psychological Counseling at a university in the Central Black Sea region of Türkiye. Live observation and consultation break methods were incorporated into students' certain sessions as part of their individual psychological counseling practices course. After the supervision process ended, semi-structured individual interviews were conducted to evaluate the students' experiences. The data from the interviews were analyzed using content analysis. The students' opinions were grouped under four themes: development, relationship, live observation practice, and the overall supervision process. The participants stated that the live observation-based supervision practice improved their professional competence and increased their self-awareness. They also stated that they experienced anxiety at the beginning of the practice, but that this anxiety disappeared over time. The views of the participants suggest that the practice of live observation-based supervision strengthens the relationship between client, supervisee, and the supervisor. In general, the results indicate that this practice is a method that can be used in supervision processes.

Anahtar Kelimeler

Live observation supervision counselor education

Etik Beyan

This study was carried out under the approval of the Ethics Committee for Social and Human Sciences Research at Tokat Gaziosmanpaşa University, as confirmed by decision number 09-03 during the meeting held on June 17, 2022.

Teşekkür

The authors sincerely express their gratitude to the clients and counseling students who made the implementation of this study possible.

Kaynakça

  • Aladağ, M., & Bektaş, D. Y. (2009). Examining individual-counseling practicum in a Turkish undergraduate counseling program. Eurasian Journal of Educational Research (EJER), 37, 53-70
  • Aladağ, M., & Kemer, G. (2016). Clinical supervision: An emerging counseling specialty in Turkey. The Clinical Supervisor, 35(2), 175-191. https://doi.org/10.1080/07325223.2016.1223775
  • Amerikaner, M., & Rose, T. (2012). Direct observation of psychology supervisees' clinical work: A snapshot of current practice. The Clinical Supervisor, 31(1), 61-80. https://doi.org/10.1080/07325223.2012.671721
  • Aveline, M. (1992). The use of audio and videotape recordings of therapy sessions in the supervision and practice of dynamic psychotherapy. British Journal of Psychotherapy, 8(4), 347-358. https://doi.org/10.1111/j.1752-0118.1992.tb01198.x
  • Bartle-Haring, S., Silverthorn, B. C., Meyer, K., & Toviessi, P. (2009). Does live supervision make a difference? A multilevel analysis. Journal of Marital and Family Therapy, 35, 406-414. https://doi.org/10.1111/j.1752-0606.2009.00124.x
  • Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision. Pearson.
  • Borders, L. D., & Brown, L. L. (2005). The new handbook of counseling supervision. Routledge. https://doi.org/10.4324/9781410613202
  • Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., DeKruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33(1), 26-44. https://doi.org/10.1080/07325223.2014.905225
  • Boyle, R., & McDowell-Burns, M. (2016). Modalities of marriage and family therapy supervision. In K. Jordan (Ed.), Couple, marriage and family therapy supervision (pp. 51–69). New York, NY: Springer.
  • Brown, L., & Miller, M. (2002). The triadic intersubjective matrix in supervision: The use of disclosure to work through painful affects. International Journal of Psychoanalysis, 83, 811-823. https://doi.org/10.1516/TDHV-GWPP-4HX7-VM9X
  • Champe, J., & Kleist, D. M. (2003). Live supervision: A review of the research. The Family Journal, 11(3), 268-275. https://doi.org/10.1177/1066480703252755
  • Clark, P., Jeff Hinton, W., & Grames, H. A. (2016). Therapists’ perspectives of the cotherapy experience in a training setting. Contemporary Family Therapy, 38(2), 159-171. https://doi.org/10.1007/s10591-015-9358-2
  • Coll, K. M. (1995). Clinical supervision of community college counselors: Current and preferred practices. Counselor Education and Supervision. https://doi.org/10.1002/j.1556-6978.1995.tb00215.x
  • Creswell, J. W. (2018). Qualitative research methods: Qualitative research and research design according to five approaches. Political bookstore.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage.
  • Gallant, J. P., Thayer, B. A., & Bailey, J.S. (1991). Preliminary evaluations using bug-in-the-ear feedback in clinical supervision. Research on Social Work Practice, 1, 175-186. https://doi.org/10.1177/104973159100100205
  • Goldberg, D. A. (1985). Process notes, audio, and videotape: Modes of presentation in psychotherapy training. The Clinical Supervisor, 3(3), 3-14. https://doi.org/10.1300/J001v03n03_02
  • Haggerty, G., & Hilsenroth, M. J. (2011). The use of video in psychotherapy supervision. British Journal of Psychotherapy, 27(2), 193-210. https://doi.org/10.1111/j.1752-0118.2011.01232.x
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
  • Heckman-Stone, C. (2004). Trainee preferences for feedback and evaluation in clinical supervision. The Clinical Supervisor, 22(1), 21-33. https://doi.org/10.1300/J001v22n01_03
  • Hendrickson, S. M., McCarthy Veach, P. and LeRoy, B.S. (2002). A qualitative investigation of student and supervisor perceptions of live supervision in genetic counselling. Journal of Genetic Counseling, 11(1), 25–49. https://doi.org/10.1023/A:1013868431533
  • Hunt, C., & Sharpe, L. (2008). Within‐session supervision communication in the training of clinical psychologists. Australian Psychologist, 43(2), 121-126. https://doi.org/10.1080/00050060801933402
  • Kivlighan, D. M., Angelone, E. O., & Swafford, K. G. (1991). Live supervision in individual psychotherapy: Effects on therapist's intention use and client's evaluation of session effect and working alliance. Professional Psychology: Research and Practice, 22(6), 489. https://doi.org/10.1037/0735-7028.22.6.489
  • Koçyiğit, M. K. (2022). Challenges and Ethical Issues in Counseling Supervision from Faculty Supervisors’ Perspective. Participatory Educational Research, 9(5), 305-329. https://doi.org/10.17275/per.22.116.9.5
  • Laforest, J., & Bouchard, L. M. (2009). Guide to organizing semi-structured interviews with key informant. Gouvernement du Quebec. Quebec: Gouvernement du Quebec, Ministeres des Communications.
  • Liddle, H. A., & Halpin, R. J. (1978). Family therapy training and supervision literature: A comparative review. Journal of Marital and Family Therapy, 4(4), 77-98. https://doi.org/10.1111/j.1752-0606.1978.tb00543.x
  • Locke, L. D., & McCollum, E. E. (2001). Clients’ views of live supervision and satisfaction with therapy. Journal of Marital and Family Therapy, 27, 129–133. https://doi.org/10.1111/j.1752-0606.2001.tb01146.x
  • Maaß, U., Kühne, F., Ay-Bryson, D. S., Heinze, P. E., & Weck, F. (2023). Efficacy of live-supervision regarding skills, anxiety and self-efficacy: a randomized controlled trial. The Clinical Supervisor, 1-21. https://doi.org/10.1080/07325223.2023.2267528
  • Maaß, U., Kühne, F., Poltz, N., Lorenz, A., Ay-Bryson, D. S., & Weck, F. (2022). Live supervision in psychotherapy training-A systematic review. Training and Education in Professional Psychology, 16(2), 130-142. https://doi.org/10.1037/tep0000390
  • Mauzey, E., & Erdman, P. (1997). Trainee perceptions of live supervision phone-ins: A phenomenological inquiry. The Clinical Supervisor, 15(2), 115-128. https://doi.org/10.1300/J001v15n02_09
  • Mauzey, E., Harris, M. B. C., & Trusty, J. (2001). Comparing the effects of live supervision interventions on novice trainee anxiety and anger. The Clinical Supervisor, 19(2), 109-122. https://doi.org/10.1300/J001v19n02_06
  • Miller, K. L., Miller, S. M., & Evans, W. J. (2002). Computer‐assisted live supervision in college counseling centers. Journal of College Counseling, 5(2), 187-192. https://doi.org/10.1002/j.2161-1882.2002.tb00221.x
  • Moorhouse, A., & Carr, A. (1999). The correlates of phone-in frequency, duration and the number of suggesdtions made in live supervision. Journal of Family Therapy, 21(4), 407-418. https://doi.org/10.1111/1467-6427.00128
  • Noelle, M. (2003). Self-report in supervision. The Clinical Supervisor, 21(1), 125-134. https://doi.org/10.1300/J001v21n01_10
  • Patton, M. Q. (2014). Nitel arastirma ve değerlendirme yöntemleri (M. Bütün & S. B. Demir, Ed.; 1. bs). PEGEM Akademi.
  • Ray, D., & Altekruse, M. (2000). Effectiveness of group supervision versus combined group and individual supervision. Counselor Education and Supervision, 40(1), 19-30. https://doi.org/10.1002/j.1556-6978.2000.tb01796.x
  • Scaife, J. (2019). Supervision in clinical practise: A practitioner's guide. Routledge. https://doi.org/10.4324/9781315544007
  • Starks, H., & Brown Trinidad, S. (2007). Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory. Qualitative health research, 17(10), 1372-1380. https://doi.org/10.1177/1049732307307031
  • Todd, T. C., & Storm, C. L. (2014). The complete systemic supervisor: Context, philosophy, and pragmatics. John Wiley & Sons. https://doi.org/10.1002/9781394259601
  • Vezer, E. (2021). Bug-in-the-eye supervision: A critical review. Training and Education in Professional Psychology, 15(3), 250-257. https://doi.org/10.1037/tep0000308
  • Weck, F., Jakob, M., Neng, J. M., Höfling, V., Grikscheit, F., & Bohus, M. (2016). The effects of bug‐in‐the‐eye supervision on therapeutic alliance and therapist competence in cognitive‐behavioural therapy: A randomized controlled trial. Clinical psychology & psychotherapy, 23(5), 386-396. https://doi.org/10.1002/cpp.1968
  • Wong, Y. L. S. (1997). Live supervision in family therapy: Trainee perspectives. The Clinical Supervisor, 15(1), 145-157. https://doi.org/10.1300/J001v15n01_11

Psikolojik Danışmanların Canlı Gözleme Dayalı Süpervizyon Yöntemine İlişkin Görüşleri

Yıl 2024, Cilt: 26

Yusuf Sarıkaya Burak Köksal Tahsin İlhan Murat Korkmaz

https://doi.org/10.17556/erziefd.1442490

Öz

Canlı gözlem, süpervizörün psikolojik danışma oturumlarını doğrudan gözlemleyerek psikolojik danışmana anında geri bildirim vermesini sağlayan bir yöntemdir. Geleneksel süpervizyon yöntemlerine göre çeşitli güçlü yanları bulunan bu yöntem zaman alıcı olması nedeniyle nadiren uygulanmaktadır. Ayrıca özellikle Türkiye’deki süpervizyon uygulamamalarında kullanılabilirliğine ilişkin yeterli araştırma bulunmamaktadır. Bu araştırmada canlı gözlem ve konsültasyon arası yöntemlerinin birlikte kullanıldığı bir uygulamaya yönelik katılımcıların görüşleri incelenmiştir. Araştırma Orta Karadeniz bölgesindeki bir üniversitenin rehberlik ve psikolojik danışmanlık yüksek lisans programında okuyan yedi öğrenci ile yürütülmüştür. Öğrencilerin bireyle psikolojik danışma uygulamaları dersi kapsamında gerçekleştirdiği oturumlarından bir kısmında canlı gözlem ve konsültasyon arası yöntemleri kullanılmıştır. Süpervizyon süreci sona erdikten sonra öğrencilerin deneyimlerini değerlendirebilmek için yarı yapılandırılmış bireysel görüşmeler yapılmıştır. Görüşmelerden elde edilen veriler içerik analizi ile incelenmiştir. Öğrencilerin görüşleri gelişim, ilişki, canlı gözlem uygulaması ve genel süpervizyon süreci olarak adlandırılan dört tema altında toplanmıştır. Katılımcılar canlı gözleme dayalı süpervizyon uygulamasının mesleki yeterliklerini geliştirdiğini, öz farkındalıklarını artırdığını belirmektedirler. Ayrıca uygulamanın ilk zamanları kaygı yaşadıklarını ancak zamanla bu kaygının ortadan kalktığını ifade etmektedirler. Katılımcı görüşleri canlı gözleme dayalı süpervizyon uygulamasının danışan, danışman ve süpervizör arasındaki ilişkiyi güçlendirdiğini işaret etmektedir. Bulgular genel olarak bu uygulamanın süpervizyon süreçlerinde kullanılabilecek bir yöntem olduğunu göstermektedir.

Anahtar Kelimeler

Canlı gözlem süpervizyon psikolojik danışman eğitimi

Kaynakça

  • Aladağ, M., & Bektaş, D. Y. (2009). Examining individual-counseling practicum in a Turkish undergraduate counseling program. Eurasian Journal of Educational Research (EJER), 37, 53-70
  • Aladağ, M., & Kemer, G. (2016). Clinical supervision: An emerging counseling specialty in Turkey. The Clinical Supervisor, 35(2), 175-191. https://doi.org/10.1080/07325223.2016.1223775
  • Amerikaner, M., & Rose, T. (2012). Direct observation of psychology supervisees' clinical work: A snapshot of current practice. The Clinical Supervisor, 31(1), 61-80. https://doi.org/10.1080/07325223.2012.671721
  • Aveline, M. (1992). The use of audio and videotape recordings of therapy sessions in the supervision and practice of dynamic psychotherapy. British Journal of Psychotherapy, 8(4), 347-358. https://doi.org/10.1111/j.1752-0118.1992.tb01198.x
  • Bartle-Haring, S., Silverthorn, B. C., Meyer, K., & Toviessi, P. (2009). Does live supervision make a difference? A multilevel analysis. Journal of Marital and Family Therapy, 35, 406-414. https://doi.org/10.1111/j.1752-0606.2009.00124.x
  • Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision. Pearson.
  • Borders, L. D., & Brown, L. L. (2005). The new handbook of counseling supervision. Routledge. https://doi.org/10.4324/9781410613202
  • Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., DeKruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33(1), 26-44. https://doi.org/10.1080/07325223.2014.905225
  • Boyle, R., & McDowell-Burns, M. (2016). Modalities of marriage and family therapy supervision. In K. Jordan (Ed.), Couple, marriage and family therapy supervision (pp. 51–69). New York, NY: Springer.
  • Brown, L., & Miller, M. (2002). The triadic intersubjective matrix in supervision: The use of disclosure to work through painful affects. International Journal of Psychoanalysis, 83, 811-823. https://doi.org/10.1516/TDHV-GWPP-4HX7-VM9X
  • Champe, J., & Kleist, D. M. (2003). Live supervision: A review of the research. The Family Journal, 11(3), 268-275. https://doi.org/10.1177/1066480703252755
  • Clark, P., Jeff Hinton, W., & Grames, H. A. (2016). Therapists’ perspectives of the cotherapy experience in a training setting. Contemporary Family Therapy, 38(2), 159-171. https://doi.org/10.1007/s10591-015-9358-2
  • Coll, K. M. (1995). Clinical supervision of community college counselors: Current and preferred practices. Counselor Education and Supervision. https://doi.org/10.1002/j.1556-6978.1995.tb00215.x
  • Creswell, J. W. (2018). Qualitative research methods: Qualitative research and research design according to five approaches. Political bookstore.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage.
  • Gallant, J. P., Thayer, B. A., & Bailey, J.S. (1991). Preliminary evaluations using bug-in-the-ear feedback in clinical supervision. Research on Social Work Practice, 1, 175-186. https://doi.org/10.1177/104973159100100205
  • Goldberg, D. A. (1985). Process notes, audio, and videotape: Modes of presentation in psychotherapy training. The Clinical Supervisor, 3(3), 3-14. https://doi.org/10.1300/J001v03n03_02
  • Haggerty, G., & Hilsenroth, M. J. (2011). The use of video in psychotherapy supervision. British Journal of Psychotherapy, 27(2), 193-210. https://doi.org/10.1111/j.1752-0118.2011.01232.x
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
  • Heckman-Stone, C. (2004). Trainee preferences for feedback and evaluation in clinical supervision. The Clinical Supervisor, 22(1), 21-33. https://doi.org/10.1300/J001v22n01_03
  • Hendrickson, S. M., McCarthy Veach, P. and LeRoy, B.S. (2002). A qualitative investigation of student and supervisor perceptions of live supervision in genetic counselling. Journal of Genetic Counseling, 11(1), 25–49. https://doi.org/10.1023/A:1013868431533
  • Hunt, C., & Sharpe, L. (2008). Within‐session supervision communication in the training of clinical psychologists. Australian Psychologist, 43(2), 121-126. https://doi.org/10.1080/00050060801933402
  • Kivlighan, D. M., Angelone, E. O., & Swafford, K. G. (1991). Live supervision in individual psychotherapy: Effects on therapist's intention use and client's evaluation of session effect and working alliance. Professional Psychology: Research and Practice, 22(6), 489. https://doi.org/10.1037/0735-7028.22.6.489
  • Koçyiğit, M. K. (2022). Challenges and Ethical Issues in Counseling Supervision from Faculty Supervisors’ Perspective. Participatory Educational Research, 9(5), 305-329. https://doi.org/10.17275/per.22.116.9.5
  • Laforest, J., & Bouchard, L. M. (2009). Guide to organizing semi-structured interviews with key informant. Gouvernement du Quebec. Quebec: Gouvernement du Quebec, Ministeres des Communications.
  • Liddle, H. A., & Halpin, R. J. (1978). Family therapy training and supervision literature: A comparative review. Journal of Marital and Family Therapy, 4(4), 77-98. https://doi.org/10.1111/j.1752-0606.1978.tb00543.x
  • Locke, L. D., & McCollum, E. E. (2001). Clients’ views of live supervision and satisfaction with therapy. Journal of Marital and Family Therapy, 27, 129–133. https://doi.org/10.1111/j.1752-0606.2001.tb01146.x
  • Maaß, U., Kühne, F., Ay-Bryson, D. S., Heinze, P. E., & Weck, F. (2023). Efficacy of live-supervision regarding skills, anxiety and self-efficacy: a randomized controlled trial. The Clinical Supervisor, 1-21. https://doi.org/10.1080/07325223.2023.2267528
  • Maaß, U., Kühne, F., Poltz, N., Lorenz, A., Ay-Bryson, D. S., & Weck, F. (2022). Live supervision in psychotherapy training-A systematic review. Training and Education in Professional Psychology, 16(2), 130-142. https://doi.org/10.1037/tep0000390
  • Mauzey, E., & Erdman, P. (1997). Trainee perceptions of live supervision phone-ins: A phenomenological inquiry. The Clinical Supervisor, 15(2), 115-128. https://doi.org/10.1300/J001v15n02_09
  • Mauzey, E., Harris, M. B. C., & Trusty, J. (2001). Comparing the effects of live supervision interventions on novice trainee anxiety and anger. The Clinical Supervisor, 19(2), 109-122. https://doi.org/10.1300/J001v19n02_06
  • Miller, K. L., Miller, S. M., & Evans, W. J. (2002). Computer‐assisted live supervision in college counseling centers. Journal of College Counseling, 5(2), 187-192. https://doi.org/10.1002/j.2161-1882.2002.tb00221.x
  • Moorhouse, A., & Carr, A. (1999). The correlates of phone-in frequency, duration and the number of suggesdtions made in live supervision. Journal of Family Therapy, 21(4), 407-418. https://doi.org/10.1111/1467-6427.00128
  • Noelle, M. (2003). Self-report in supervision. The Clinical Supervisor, 21(1), 125-134. https://doi.org/10.1300/J001v21n01_10
  • Patton, M. Q. (2014). Nitel arastirma ve değerlendirme yöntemleri (M. Bütün & S. B. Demir, Ed.; 1. bs). PEGEM Akademi.
  • Ray, D., & Altekruse, M. (2000). Effectiveness of group supervision versus combined group and individual supervision. Counselor Education and Supervision, 40(1), 19-30. https://doi.org/10.1002/j.1556-6978.2000.tb01796.x
  • Scaife, J. (2019). Supervision in clinical practise: A practitioner's guide. Routledge. https://doi.org/10.4324/9781315544007
  • Starks, H., & Brown Trinidad, S. (2007). Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory. Qualitative health research, 17(10), 1372-1380. https://doi.org/10.1177/1049732307307031
  • Todd, T. C., & Storm, C. L. (2014). The complete systemic supervisor: Context, philosophy, and pragmatics. John Wiley & Sons. https://doi.org/10.1002/9781394259601
  • Vezer, E. (2021). Bug-in-the-eye supervision: A critical review. Training and Education in Professional Psychology, 15(3), 250-257. https://doi.org/10.1037/tep0000308
  • Weck, F., Jakob, M., Neng, J. M., Höfling, V., Grikscheit, F., & Bohus, M. (2016). The effects of bug‐in‐the‐eye supervision on therapeutic alliance and therapist competence in cognitive‐behavioural therapy: A randomized controlled trial. Clinical psychology & psychotherapy, 23(5), 386-396. https://doi.org/10.1002/cpp.1968
  • Wong, Y. L. S. (1997). Live supervision in family therapy: Trainee perspectives. The Clinical Supervisor, 15(1), 145-157. https://doi.org/10.1300/J001v15n01_11
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Psikolojik Danışmanlık Eğitimi
Bölüm Erken Görünüm
Yazarlar

Yusuf Sarıkaya 0000-0003-3057-3718

Burak Köksal 0000-0003-2447-0923

Tahsin İlhan 0000-0002-5007-5022

Murat Korkmaz 0000-0001-8440-195X

Erken Görünüm Tarihi 10 Mayıs 2024
Yayımlanma Tarihi
Gönderilme Tarihi 24 Şubat 2024
Kabul Tarihi 26 Mart 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 26

Kaynak Göster

APA Sarıkaya, Y., Köksal, B., İlhan, T., Korkmaz, M. (2024). Supervisees’ Views on Live Observation-Based Supervision Modality. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(2). https://doi.org/10.17556/erziefd.1442490

Erzincan University Journal of Education Faculty