Norcross, J. C., & Popple, L. M. (2017). Supervisory methods. In J. C. Norcross & L. M. Popple, Clinical supervision essentials series. Supervision essentials for integrative psychotherapy (pp. 65-86). Washington, DC, US: American Psychological Association.
http://dx.doi.org/10.1037/15967-003
Integrative supervision is necessarily eclectic in therapeutic content and pedagogical method. In terms of content, the supervisor’s work is determined by both the needs of the clients being discussed and the needs of the trainee. Thus, one supervision or one supervision session might entail a directive/educative approach in which the trainee learns specific techniques for the treatment of a focused clinical problem. Another supervision or another session with the same supervisee might involve an approach that is predominantly exploratory, because of either the historical roots of the client’s conflicts or the countertransference struggles of the therapist (Halgin & Murphy, 1995). Methodologically, integrative supervision entails a wide variety of techniques and stances associated with diverse psychotherapy systems. Structure should follow function. Supervision of integrative clinical work should be, as we have argued, tailored to the particular needs of the supervisee and the dictates of the situation. We remain skeptical about universal recommendations based on select trainees and limited contexts. The determinants of behavior are too numerous and supervisees’ needs too heterogeneous to provide the identical supervisory experience to each and every student. In this chapter, we try to put meat onto the skeleton of the integrative supervision we have outlined thus far. We address the methods of integrative supervision: creating its rationale, selecting the methods, providing documentation, adapting supervision to the individual trainee and context, and deciding on the mix of supervision formats. (PsycINFO Database Record (c) 2016 APA, all rights reserved)