Reflexivity is a concept that is increasingly gaining prevalence in the literature of professional practice and it has been defined in a variety of ways; however, the differences in definition ...largerly depend on the context. Therefore, reflexivity development is the main goal of supervision; it is a powerful instrument that can impede the psychotherapist’s connection with his client, but there is no answer on what specifically enhances or decreases reflexivity during the supervision process. In the scientific articles analyzing supervision, there is no clear definition of the phenomenon of reflexivity and there is also a lack of empirical studies of reflexivity in supervision. The aim of this paper is to present our own definition and theoretical model of reflexivity in the psychotherapy supervision process as well as distinguish reflexivity between adjacent concepts like “reflection,” “self-reflection,” and “self-reflexivity.” We carried out a systematic review of literature within three databases and created a theoretical model of reflexivity in psychotherapy supervision. We also discuss the guidelines and methods for further empirical investigations of this phenomenon in psychotherapy supervision.
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While there is a considerable body of literature on various psychotherapeutic paradigms and their respective models of supervision, there are not many articles reviewing and comparing different ...supervisory traditions and supervisor–supervisee relationships. However, this comparison is important on both theoretical and practical levels: it is essential to identify features of supervision that are unique to each paradigm and to determine whether there are any universal or common supervision processes prevalent across a variety of paradigms. This literature review aims to provide a clearer understanding of both commonalities and distinctions among various theoretical paradigms (such as psychoanalytic/psychodynamic, cognitive, and existential/humanistic therapies) and their corresponding models of supervision. To accomplish this goal, the paper examines essential aspects of supervisory relationships within each paradigm, focusing on: a) the key features of the supervision process, b) the supervisor’s role and engagement in the supervision, and c) the primary interventions and factors contributing to the effectiveness of supervision. We identify features that are unique and specific to supervisory relationships in each of the paradigms, as well as features that are common to all three traditions. Considering the theoretical underpinnings of each tradition, the paper discusses epistemological assumptions that could determine the effectiveness of supervision in the context of each therapeutic paradigm.
Nors yra nemažai literatūros apie įvairių psichoterapijos paradigmų supervizijos modelius, straipsnių, apžvelgiančių ir palyginančių skirtingas tradicijas ir jų atsiskleidimą supervizijos santykiuose, nėra daug. Toks paradigmų palyginimas yra svarbus tiek teorine, tiek praktine prasme: aktualu išskirti supervizijos proceso bruožus, kurie yra unikalūs kiekvienai paradigmai, ir nustatyti, ar yra universalių supervizijos veiksnių, būdingų įvairioms psichoterapijos paradigmoms. Šio straipsnio tikslas yra išgryninti ir aprašyti, kas sieja ir kas skiria skirtingų teorinių krypčių (psichoanalitinės-psichodinaminės, kognityvinės ir egzistencinės-humanistinės) supervizijų modelius. Šiam tikslui pasiekti apžvelgsime skirtingų teorinių krypčių supervizijos santykių pagrindinius aspektus, telkdamiesi į: a) supervizijos proceso ypatumus; b) supervizoriaus buvimo būdą supervizijos procese; c) pagrindines konkrečiame supervizijos modelyje naudojamas intervencijas bei supervizijos efektyvumą lemiančius veiksnius. Apžvalgoje įvardyti kiekvienos paradigmos supervizijų santykio ypatumai ir universalūs supervizijos aspektai, būdingi visoms trims straipsnyje nagrinėjamoms tradicijoms. Atsižvelgiant į kiekvienos tradicijos teorinius pagrindus, straipsnyje numatomos epistemologinės prielaidos, kurios teoriškai gali lemti supervizijos efektyvumą kiekvienos paradigmos kontekste.
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Straipsnyje pristatomas fenomenologinis tyrimas, kurio tikslas yra aprašyti superviziją iš egzistencinės-fenomenologinės perspektyvos, išskiriant jos būdingus bruožus. Tyrimas remiasi dvylikos tyrimo ...dalyvių patirčių aprašymais iš supervizuojamo terapeuto ir iš supervizoriaus pozicijų. Rezultatai apibendrinti dviem apibrėžimais. Tyrimas atskleidė keturis fenomeno matmenis, trys iš jų sutampa iš abiejų tyrimo dalyvių pozicijų: tyrimo dalyviai kaip svarbias egzistencinės-fenomenologinės supervizijos charakteristikas išskiria supervizijos proceso ypatumus, supervizoriaus buvimo būdą bei santykį tarp supervizoriaus ir supervizuojamo terapeuto. Tyrimo dalyviai, būdami supervizuojami terapeutai, kaip vieną svarbiausių egzistencinės-fenomenologinės supervizijos charakteristikų nurodo supervizoriaus buvimo būdą, o tyrimo dalyviai, būdami supervizoriaus pozicijoje, labiau pabrėžia patį supervizijos procesą. Supervizijos rezultatas, kaip jausminis pokytis, o ne mentalinio atsakymo gavimas, buvo aprašytas kaip svarbus, tačiau rečiau pasitaikantis egzistencinės-fenomenologinės supervizijos bruožas iš supervizuojamo terapeuto perspektyvos. Tyrimo dalyviai iš supervizoriaus pozicijos aprašė supervizijoje naudojamas intervencijas (lygiagrečių procesų (angl. paralell process) ir neverbalinių procesų atspindėjimą, metaforų ir vaizdinių naudojimą ir kt.) kaip svarbią, tačiau rečiau aptinkamą egzistencinės-fenomenologinės supervizijos charakteristiką.
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This paper presents phenomenological research the aim of which is to describe supervision in a structural way from the existential-phenomenological perspective by distinguishing its characteristic ...features. The research is based on a description of the experience of 12 research participants acting as supervisees and supervisors. The results are summarised in two definitions. The research has revealed four dimensions of the phenomenon, three of which coincide from both the research participants' positions: the peculiarities of the supervision process, the way of the supervisor's presence and the relationship between the supervisor and the supervisee have been distinguished as important characteristics of existential-phenomenological supervision by the research participants. The way in which the supervisor is present has been named as one of the most important characteristics of existential-phenomenological supervision by the research participants acting as supervisees. Meanwhile the research participants acting as supervisors placed stronger emphasis on the supervision process itself. The result of the supervision as a sensuous change and not the reception of a mental answer has been described as an important feature of phenomenological supervision. Meanwhile research participants acting from a supervisor's position described interventions used in the supervision as an important, however, least frequently met characteristic of existential-phenomenological supervision. Key Words Existential-phenomenological supervision, supervisor, phenomenological research.
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