Descripciones mejoradas de Syndetics:

"...Maria Gilbert and Ken Evans have given us a beautifully written and richly illustrated account of psychotherapy supervision...Providing clear guidelines for effective clinical supervision, the book describes and vividly illustrates how the supervisor monitors, instructs, models, consults and supports the supervisee, all within the context of respect and empathy." - Marvin R. Goldfried, Ph.D. State University of New York at Stony Brook, Stony Brook , New York, USA

"...Don't read this book if you have a well-worked-out, pre-determined model of supervision that you don't want to change...it will only disturb, distract and challenge you. If you would like to review your model of supervision, on the other hand, update it in the light of modern scholarship and insights, open it to 'manufactured uncertainty' so as to adapt it to the contemporary issues of the day, then it's a 'must' for you. It's a book of tomorrow in the light of the best of yesterday and indisputably for today." - Michael Carroll, Ph.D. Chartered Counselling Psychologist and BAC Fellow

"...Gilbert and Evans' book is sure to become a key text in the area of psychotherapy supervision from an integrative perspective...the authors reveal an extensive knowledge of the work of other experts in the field and a deep understanding of how this knowledge may be translated into practice...Gilbert and Evans draw much needed attention to the often neglected aspect of the contexts within which supervision takes place. Their focus on the multi-cultural aspects of supervision and their advocacy for anti-oppressive practices is of note...very accessible and highly recommended to beginning supervisees and seasoned supervisors alike. This book will make a substantial contribution to the field for a long time to come." - Gillian Straker, Professor of Psychology at the University of Sydney

* What are the primary goals of clinical supervision ?
* What is the basis for ethical decision making in supervision ?
* How can anti-oppressive practice be embedded in the training of supervisors ?

This book presents an integrative relational model for psychotherapy supervision. The focus is on the primacy of the relationship both in psychotherapy and in supervision. This is one of the few books in the field of supervision to focus exclusively and in-depth on issues in clinical supervision. It provides an integrative relational model of supervision drawing on developmental theory that is applicable to the fields of psychotherapy, counselling, and clinical and counselling psychology. The authors believe that this integrative framework for supervision will be of use to supervisors of 'pure-form' approaches as well as to those supervisors involved in cross-orientation supervision since its main focus is on the quality of the supervisory alliance.

Psychotherapy Supervision contains a balance of theoretical material, examples of in vivo supervision and a discussion of techniques. The book presents some interesting and innovative material on ethical decision making and on anti-oppressive practice in training organisations. The authors illustrate their material with frequent examples of supervision from their own practice to show the reader the model in action. The book is aimed at supervisors of counsellors, psychotherapists and psychologists at all levels.

Tabla de contenidos provista por Syndetics

• List of figures(p. ix)
• Series editors' preface(p. xi)
• Preface(p. xiii)
• Acknowledgements(p. xv)
• 1 Introduction(p. 1)
• What is supervision?(p. 1)
• The intention informing this book(p. 2)
• Supervision: a space to reflect(p. 2)
• Training and consultative supervision(p. 3)
• Possible applications of the model(p. 4)
• Overview of contents(p. 5)
• 2 An integrative relational model of supervision(p. 6)
• A relationally-based model of supervision in context(p. 6)
• Supervision from a meta-systems perspective(p. 7)
• Participant-observation as a core concept(p. 9)
• The centrality of Martin Buber's concept of 'inclusion'(p. 10)
• The 'third person perspective'(p. 12)
• An integrative relational approach to supervision(p. 14)
• The co-creation of relationship and the co-construction of meaning(p. 16)
• Relationship stances and psychological distance/closeness(p. 18)
• Dimensions of relationship in psychotherapy and supervision(p. 20)
• Developing a reliable 'internal supervisor'(p. 21)
• Transference and countertransference: an intersubjective perspective(p. 22)
• In conclusion(p. 24)
• Questions for further reflection(p. 24)
• 3 The model in practice(p. 25)
• Objectives of the model in practice(p. 25)
• Supervision vignette 1 Security: emergent phase(p. 28)
• Supervision vignette 2 Identity: core phase(p. 34)
• Supervision vignette 3 Contact: intersubjective phase(p. 38)
• Supervision vignette 4 Communication: verbal phase(p. 42)
• Educating the internal supervisor(p. 47)
• Questions for further reflection(p. 48)
• 4 Creating an effective learning environment(p. 50)
• The importance of the supervisory alliance(p. 50)
• 'Thinking therapy' is at the heart of good practice(p. 51)
• The 'research mind set' fosters a focus on effective outcomes(p. 52)
• 'Change moments' in psychotherapy and supervision(p. 53)
• Counteracting the effects of shame(p. 55)
• Individual learning needs in supervision(p. 57)
• Kolb et al. provide another perspective on styles of optimal learning(p. 61)
• Stages of development in the evolution of the supervisee(p. 63)
• Selfobject needs manifest in supervision(p. 64)
• Mature selfobject needs continue to find expression in supervision(p. 66)
• Questions for further reflection(p. 67)
• 5 The supervision frame: contracting and boundaries in supervision; styles and modes of psychotherapy supervision(p. 68)
• Good contracting forms a basis for effective supervision(p. 68)
• Renegotiation and recontracting(p. 70)
• Process contracts support a healthy supervisory alliance(p. 71)
• The contractual process as a key to good relating(p. 72)
• The three-cornered contract: working in organizations(p. 73)
• Adding the concept of psychological distance and power(p. 73)
• The supervisor contracts too ...(p. 76)
• Two different traditions influence presentation in supervision(p. 76)
• Individual, group and peer supervision all have their place(p. 79)
• What is on the supervision menu?(p. 81)
• The containment of anxiety in supervision(p. 82)
• Questions for further reflection(p. 82)
• 6 Theoretical and research foundations for an integrative relational approach to supervision(p. 83)
• Why an integrative relationship-based model of supervision?(p. 83)
• The relationship as a vehicle for therapeutic change(p. 85)
• Research into the supervisory alliance(p. 88)
• Conflict resolution in supervision: a central issue(p. 89)
• Research findings in developmental theory support our model(p. 91)
• The importance of contextual factors(p. 96)
• The constructivist theory of memory underpins our model(p. 100)
• Questions for further reflection(p. 101)
• 7 Assessment, accreditation and evaluation in supervision practice(p. 102)
• Evaluation as a crucial supervisory responsibility(p. 102)
• Criteria for evaluating competence at the point of accreditation(p. 103)
• Giving the 'good' and the 'bad' news(p. 104)
• Evaluation of supervision sessions and outcomes over time(p. 105)
• The effective psychotherapy supervisor(p. 105)
• An important place for supervised supervision(p. 106)
• 'Supertransference': a challenge to supervisor narcissism(p. 108)
• Quis custodiat ipsos custodes?(p. 109)
• Supervisor accreditation(p. 110)
• Questions for further reflection(p. 111)
• 8 Developing personal style as a supervisor(p. 112)
• Factors contributing to personal style(p. 112)
• The importance of clear, direct feedback(p. 114)
• The tasks of supervision as a method for measuring individual style(p. 115)
• The choice of focus as an indicator of individual style(p. 117)
• Self-disclosure as an indicator of personal style(p. 119)
• A focus on countertransference as part of the supervisor's personal style(p. 122)
• Does psychotherapy have a place in supervision?(p. 126)
• The importance of humour as a supervisor's friend(p. 129)
• Questions for further reflection(p. 129)
• 9 Ethical decision making in supervision(p. 130)
• Vignette 5 Confidentiality(p. 138)
• Vignette 6 Conduct of colleagues(p. 140)
• Vignette 7 Sexual abuse(p. 141)
• Vignette 8 Dual relationships(p. 143)
• Reflection on the four vignettes(p. 144)
• Complaints procedures: balance of probability or beyond all reasonable doubt?(p. 144)
• Questions for further reflection(p. 146)
• 10 Multicultural aspects and anti-oppressive practice in supervision and in psychotherapy(p. 147)
• A definition of culture(p. 147)
• Recent developments in the United Kingdom(p. 148)
• The perpetuation of anti-oppressive practice(p. 149)
• Models of mental health and oppression(p. 150)
• The effects of oppression(p. 151)
• Philosophical support for a new perspective(p. 152)
• Reform in psychotherapy training organizations(p. 154)
• Anti-oppression audit(p. 157)
• 11 Psychotherapy and supervision in the UK, in Europe and in the wider context(p. 158)
• Psychotherapy and supervision in the United Kingdom(p. 158)
• Psychotherapy and supervision in the European context(p. 161)
• The World Council for Psychotherapy (WCP)(p. 162)
• 12 Resources for the supervisor(p. 163)
• References(p. 170)
• Index(p. 176)

Notas de autor provistas por Syndetics

Maria C. Gilbert is a Chartered Clinical Psychologist, integrative psychotherapist, trainer and supervisor who has many years of experience in adult education, organizational consultancy and training as well as maintaining a private psychotherapy and supervision practice. She has been involved in the training and supervision of supervisors for many years. Currently she is head of the integrative and supervision courses at Metanoia Institute in West London.

Kenneth Evans is an integrative psychotherapist registered with the United Kingdom Council for Psychotherapy. Formerly a social worker he is also an Anglican priest and works with individual adults and groups. He is director of clinical training at Sherwood Psychotherapy Training Institute and programme leader for the MA in Gestalt psychotherapy and supervision courses. He is also programme leader for a doctorate in psychotherapy. He has been involved in the training and supervision of supervisors for ten years.