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The third edition of this book is an updated and expanded presentation of the widely used Integrative Developmental Model of Supervision. In contrast to other volumes on clinical supervision, Stoltenberg and McNeill present a comprehensive, time-tested, and empirically investigated model of supervision, rather than a broad summary of other existing or historical approaches. In addition to presenting a model of therapist development that spans beginning through advanced training, the book integrates theory and research from numerous perspectives, including learning, cognition, and emotion, as well as an up-to-date treatment of research directly addressing the supervision process. The model also examines the role of clinical supervision from an evidence-based practice perspective and addresses issues of common factors in therapy. The impact of cultural issues in supervision and training, as well as recent work in a competencies approach to supervision and trainee development, are also examined.

Tabla de contenidos provista por Syndetics

• Series Preface(p. xiii)
• 1 Theoretical Foundations(p. 1)
• Cognitive Models(p. 4)
• Cognitive Processing(p. 6)
• Schema Development and Refinement(p. 7)
• Skill Development(p. 10)
• Expert Versus Novice(p. 12)
• Interpersonal Influence and Social Intelligence(p. 14)
• Motivation(p. 16)
• Models of Human Development(p. 18)
• 2 An Overview of the IDM(p. 21)
• Overarching Structures and Specific Domains(p. 22)
• Overriding Structures(p. 23)
• Specific Domains(p. 25)
• Structures Across Levels of Therapist Development(p. 27)
• Level 1(p. 27)
• Level 2(p. 33)
• Level 3(p. 37)
• Level 3i (Integrative)(p. 39)
• Interaction of Structures and Domains(p. 40)
• The Level 1 Therapist(p. 41)
• The Level 2 Therapist(p. 42)
• The Level 3 Therapist(p. 43)
• The Level 3i Therapist(p. 44)
• 3 The Level 1 Therapist(p. 45)
• The Entry-Level Trainee(p. 45)
• Learning and Cognition(p. 46)
• Motivations for Entering the Field(p. 46)
• Advanced Supervisees(p. 47)
• Level 1 Structures(p. 48)
• Self- and Other-Awareness(p. 48)
• Motivation(p. 50)
• Autonomy(p. 51)
• Structures Across Domains(p. 51)
• Intervention Skills Competence(p. 52)
• Assessment Techniques(p. 55)
• Interpersonal Assessment(p. 55)
• Client Conceptualization(p. 58)
• Individual Differences(p. 59)
• Theoretical Orientation(p. 60)
• Treatment Plans and Goals(p. 61)
• Professional Ethics(p. 62)
• Supervising the Level 1 Therapist(p. 63)
• General Considerations(p. 64)
• Client Assignment(p. 66)
• Interventions(p. 67)
• Supervisory Mechanisms(p. 70)
• Final Considerations(p. 73)
• Sublevel 1 Trainees(p. 74)
• Other Considerations(p. 78)
• Transition Issues(p. 80)
• 4 The Level 2 Therapist(p. 83)
• Learning and Cognition(p. 86)
• Level 2 Structures(p. 87)
• Self- and Other-Awareness(p. 87)
• Autonomy(p. 90)
• Motivation(p. 92)
• Interaction of Domains and Structures(p. 93)
• Intervention Skills Competence(p. 94)
• Assessment Techniques(p. 94)
• Interpersonal Assessment(p. 95)
• Client Conceptualization(p. 95)
• Individual Differences(p. 96)
• Theoretical Orientation(p. 97)
• Treatment Plans and Goals(p. 98)
• Professional Ethics(p. 98)
• Supervising the Level 2 Therapist(p. 99)
• Therapeutic Adolescence(p. 100)
• Client Assignment(p. 101)
• Supervisor Interventions(p. 102)
• Normalizing the Level 2 Experience(p. 108)
• Supervisory Mechanisms(p. 108)
• Transitional Issues(p. 111)
• 5 The Level 3 Therapist(p. 113)
• Constraints on Supervision(p. 114)
• Learning and Cognition(p. 115)
• Level 3 Structures(p. 117)
• Self- and Other-Awareness(p. 117)
• Motivation(p. 119)
• Autonomy(p. 120)
• Structures Across Domains(p. 121)
• Intervention Skills Competence(p. 121)
• Assessment Techniques(p. 122)
• Interpersonal Assessment(p. 123)
• Client Conceptualization(p. 124)
• Individual Differences(p. 125)
• Theoretical Orientation(p. 126)
• Treatment Plans and Goals(p. 127)
• Professional Ethics(p. 127)
• Supervising the Level 3 Therapist(p. 127)
• General Considerations(p. 128)
• Client Assignment(p. 131)
• Interventions(p. 131)
• Supervisory Mechanisms(p. 132)
• Beyond Levels
• 6 The Supervisory Relationship(p. 137)
• Theory and Research in Supervisory Relationships(p. 138)
• Supervisory Relationships Across Levels(p. 144)
• Level 1(p. 144)
• Level 2(p. 145)
• Level 3(p. 148)
• Supervisory Relationships With Diverse Therapists(p. 150)
• 7 Nuts and Bolts of Supervision(p. 157)
• Supervision Standards(p. 157)
• Who Can Supervise?(p. 158)
• What Constitutes an Acceptable Activity?(p. 158)
• Documentation and Formats(p. 160)
• Supervisor Responsibilities(p. 161)
• Enhancing General Skill Development(p. 163)
• Scientist-Practitioner Methods of Supervision(p. 168)
• Supervisee Qualities(p. 170)
• Supervision Plan(p. 171)
• Evaluation(p. 172)
• Setting the Stage in Initial Sessions(p. 173)
• Supervisee Assessment and Evaluation(p. 174)
• Therapeutic Effectiveness of Supervisees(p. 175)
• Qualitative Assessment across Domains(p. 177)
• Methods of Assessment(p. 179)
• Work Samples(p. 179)
• Supervisee Perceptions(p. 180)
• Supervisor Perceptions(p. 181)
• Providing Therapist Feedback(p. 182)
• Group Supervision(p. 184)
• 8 Supervision Across Settings(p. 187)
• The Supervision-in-Context Model(p. 187)
• Components(p. 189)
• Function(p. 190)
• Utility(p. 190)
• Settings(p. 193)
• Challenges of Managed Care(p. 196)
• 9 Supervisor Development and Training(p. 199)
• Levels of Supervisor Development(p. 200)
• Level 1(p. 201)
• Level 2(p. 203)
• Level 3(p. 205)
• Level 3i(p. 206)
• Recommendations for Supervisor Training(p. 207)
• Conceptual and Didactic Training(p. 209)
• Experiential Training(p. 212)
• Supervisor Assessment(p. 213)
• Supervision in Field Settings(p. 214)
• 10 Ethical and Legal Issues(p. 217)
• Ethical Codes and Guidelines(p. 217)
• Ethical Knowledge and Behavior(p. 219)
• Competence(p. 221)
• Professional Competencies(p. 221)
• Competence to Supervise(p. 224)
• Additional Ethical and Legal Concerns(p. 225)
• Personal Functioning(p. 227)
• Implications for Specific Levels(p. 228)
• 11 A Qualitative Examination of the IDM(p. 231)
• Empirical Evidence of Counselor Development(p. 232)
• The Intent of the Study(p. 233)
• Our Method(p. 234)
• What We Found(p. 236)
• Support for the Model(p. 237)
• Intervention Skills Competence(p. 237)
• Interpersonal Assessment(p. 240)
• Theoretical Orientation(p. 244)
• Limited Support for the Model(p. 246)
• Treatment Plans and Goals(p. 246)
• Individual Differences(p. 248)
• Discussion(p. 249)
• Epilogue(p. 263)
• Appendix A Case Conceptualization Format(p. 267)
• Appendix B Practicum Competencies Outline: Overview(p. 271)
• Appendix C Supervisee Information Form(p. 277)
• References(p. 281)
• Index(p. 297)

Notas de autor provistas por Syndetics

Carl D. Stoltenberg, PhD, is David Ross Boyd Professor of Educational and Counseling Psychology in the College of Education at the University of Oklahoma.
Brian W. McNeil, PhD, is a Professor in the Counseling Psychology Program at Washington State University.