Dissertations / Theses on the topic 'Clinical supervision (psychology)'

There is little research in New Zealand concerning clinical psychology training in general, and in particular the factors that influence effective supervision for students in training as clinical psychologists. This thesis is an exploratory study of supervision and student placements for clinical psychology and is intended to provide a base of data and information to enable further research to be carried out. Data was obtained from two questionnaires which were completed by supervisors and clinical psychology students on placement from the training programmes of six New Zealand Universities. Supervisor and student perceptions of different supervisor behaviours were investigated as well as contracts, conflicts of roles, ethics, transfer of learning from theory to practice, supervision of supervision, gender or cultural issues and parallel process. Information gained from the questionnaires highlights differences between supervisors and students in perceptions of supervisory behaviours. In addition, the responses to the second questionnaire indicate considerable discrepancies within the supervisors' group and within the students' group, as well as between the two groups. The implications for the training of clinical psychologists and for the training of supervisors are stated. The findings suggest that the national minimum and ideal standards, incorporating the defined and specific purposes and objectives of the training and practice component of the programmes for clinical psychology are in need of clarification and justification.

Background and aims In the context of historical tensions from different epistemologies and traditions, and contemporary needs for guidance and clarity, the DCP has noted `an emerging consensus' on the desirability for career long engagement in clinical supervision for clinical psychologists. The study attempts to measure this consensus and investigate current practices and beliefs. Design and participants A three-round Delphi survey was used, initially gathering semi-structured accounts of panelists' views and subsequently inviting more precise responses to a questionnaire derived from those accounts. The participants were 53 clinical psychologists, selected on the basis of their presumed interest or expertise in supervision. Measures Materials were developed for the study: - PPI collected personal and professional information, - DQI collected semi-structured accounts of opinions concerning various aspects of supervision, - DQ2 was a 62-item questionnaire derived from DQI material. Results Most panelists were both giving and receiving supervision. There was broad agreement on most issues, including the desirability of universal engagement in supervision for clinicians, the primacy of the supervisory relationship, the need for preparation for the roles of both supervisor and supervisee, and the necessity to identify supervision as an activity distinct from both management and therapy. In contrast there was little agreement on how supervision is most appropriately related to either management or therapy, nor on the relative importance of personal therapy and supervision in the training of competent therapists. Implications Most panelists were deeply engaged in both the provision and the receipt of supervision, which supports current DCP policies, but the culture is not yet strong enough to guarantee that all clinicians will he offered it routinely. More theoretical research is needed to develop models of supervision which will not assume that psychotherapy is its only legitimate focus, but will pay due heed to the wide range of tasks undertaken by both clinical psychologists and their supervisees.

Abstract Clinical supervision serves essential clinical governance functions within the profession of UK clinical psychology, and so its effectiveness is of critical importance. Despite this, there is limited research that is specific to this particular context. Furthermore, the research that does exist has tended to focus on the supervision of trainee clinical psychologists. Thus, little is known about the supervision of qualified clinical psychologists. The first section of this thesis details a narrative literature review which argues that the effectiveness of clinical psychology supervision could be improved by supervisory dyads adopting a metacommunicative stance in relation to the supervisory relationship (i.e. having an open dialogue about the relational dynamics between supervisors and supervisees). The effectiveness of clinical supervision often relies on supervisees disclosing salient information to their supervisors. To date, no studies on supervisee self-disclosure have been , conducted within the field ofUK clinical psychology. With this in mind, the second section of this thesis presents a grounded theory study of qualified clinical psychologists' conceptualisation and use of supervisee self-disclosure across the career span. The findings of this study suggest that participants perceived the professional culture within UK clinical psychology to pose barriers to their effective self-disclosure in supervision. Their accounts suggest that self-disclosure decisions are mediated by the quality of their supervisory relationships with their supervisors. Furthermore, participants reported that they developed proficiency in their ability to monitor and manage issues independently across their career span. This skill was reported to often negate participants' need to self-disclose in supervision. Clinical and research implications for these findings are considered. Lastly, the final section of this thesis contains a critical review of the process involved in conducting the grounded theory study detailed above.

Supervision in clinical psychology is a vital component of graduate training, enhancing the professional and clinical skills of trainees. The current literature indicates that in order to be a competent supervisor, one must obtain training in supervision. One highly recommended method of supervision training is through graduate coursework. Available literature indicates that approximately 40% of licensed clinical psychologists have received formal training in supervision (e.g., formal course or practicum) in their graduate training program. However, these prevalence rates were obtained over a decade ago and may not be an accurate representation of current supervisory training practices in clinical graduate programs. Therefore, this study aimed to examine current supervision training experiences obtained by trainees in their graduate doctoral training programs for clinical psychology and how their training experiences relate to their own supervisory style or theoretical approach.Comprehensive training in providing supervision improves trainees’ beliefs in their ability to competently provide supervision, or rather, their self-efficacy in supervision. Self-efficacy is an integral part of supervision, as supervisors who have sufficient self-efficacy are likely to supervise more effectively compared to those who do not feel as efficacious. While supervisor self-efficacy has been researched in other areas of psychology, there is less research exploring supervisor self-efficacy within clinical psychology relative to other areas of ii professional psychology and counselor education. Thus, this study also endeavored to explore the relationship among supervision training, supervision knowledge and self-efficacy. For the current study 106 clinical psychology interns participated in completing questionnaires assessing supervisory training experiences, supervision knowledge, and supervisor self-efficacy. Results were that 81% of participants reported receiving formal training in supervision in graduate school, a significantly larger amount than prior reported rates. Additionally, amount of training and certain components of supervision training (i.e., organization and documentation of supervision training) significantly predicted supervision knowledge. Components of supervision knowledge (e.g., theories and models, ethical issues) and supervision self-efficacy (e.g., ethical and legal issues, theories and techniques) were highly correlated. Finally, supervision knowledge overall predicted supervision self-efficacy. This study provided an updated view into the type of training graduate students commonly receive in graduate programs in clinical psychology and supported the connection among supervision training, supervision knowledge, and supervisor self-efficacy. Clinical implications and future directions for training and related factors are discussed.

Clinical supervision serves as the centerpiece in clinical training in which client welfare is assured and professional development is facilitated (Falender & Shafranske, 2004). While it is expected that clinical training be of high quality, some events or experiences may occur in clinical supervision that strain the supervisory alliance, hinder supervisees' growth, and contribute to a poor experience of supervision, adversely affecting its effectiveness. These events or experiences are considered to be counterproductive experiences (CEs). This study explored the beliefs of 8 experts in clinical supervision regarding CEs in supervision. The study employed Q-sort methodology and completed the first four steps necessary for the development of a preliminary scale of CEs. The results of this study suggest that each of the counterproductive experiences identified in the literature negatively impact supervision in the opinions of the experts. While specific items pertaining to ethical lapses and boundary crossings were found to have the greatest impact on supervision, events involving a mismatch between the supervisor's and supervisee's approach to learning were also believed to significantly impact the process of supervision.

The purpose of this study was to examine the relationship between the bond component of the supervisory alliance and trainee disclosure of clinically relevant events in supervision. This is a procedural replication of Okek’s 2013 study using a novel analog-based survey assessing for willingness and likelihood of disclosure provided scenarios in psychotherapy practice, as well as bond, degree of collaboration in the supervisory relationship, and degree of hierarchy within the respondents’ respective internship training sites. One hundred, eighty-nine predoctoral psychology interns ( N = 189) completed the web-based self-report questionnaires assessing willingness and likelihood of disclosure provided scenarios in psychotherapy practice, as well as alliance bond, degree of collaboration in the supervisory relationship, and degree of hierarchy within the respondents’ respective internship training sites, and demographic items. Analyses revealed statistically significant positive correlations between (a) the supervisory alliance and comfort with and likelihood of disclosure, (b) supervisory alliance and participants’ perception of collaboration within their supervisory relationships. No relationship was found between supervisory alliance and perceived degree of hierarchy at respondents’ training sites. This study supports and expands on previous research on disclosure and supervisory alliance. Implications for supervision and clinical practice are explored.

Many forms of distance clinical supervision (DCS) have been used in the last decade, but a sparse amount of research addressing (DCS) in counselor education exists to date. The author used random and snowball sampling to survey American Counseling Association members, with a analytic sample total of 96 participants. In the sample, 54.2% of participants were licensed counseling professionals and 39.6% were student or post-masters level interns. The average participant age was 43, ranging from 23 to 74 years. Participants had a mean of 8.1 years of experience. A total of 37.5% of participants had used DCS at some point for supervision sessions. Overall, participants have a positive attitude toward DCS, agreeing most that DCS is a valid form of supervision and that they are interested in learning about DCS. Overall, participants are being minimally exposed to DCS (x¯ = 1.61). A moderate, negative relationship (r = -.39, p < .001) exists between individuals whom have used DCS and attitudes toward DCS (Cohen, Cohen, West, & Aiken, 2003, p. 52). Also, a weak, negative relationship (r = -.23, p < .05) was found between individuals who have used DCS and their level of exposure to DCS. There is a limited amount of literature related to DCS and counseling professionals are being minimally exposed to distance clinical supervision. Despite limited exposure and literature, professionals are still using DCS to conduct supervision sessions. Therefore, it would seem important to increase research focused on DCS and develop relevant practices in order for DCS to be an effective form of supervision.

The purpose of this qualitative, autoethnographic study was to identify and explore the values that promoted personal growth and that emerged out of the clinical training and supervision experience of novice clinicians within one clinical psychology doctoral program. Participants included three first-year doctoral students in clinical psychology, one of whom was the primary researcher. Participants completed journal entries approximately twice monthly for seven months, resulting in a total of 54 entries that were examined using a content analysis approach. Content analysis, conducted by the primary researcher, involved coding data for themes and patterns that were representative of values, as well as indications that these values oriented the participant toward personal growth. Journal entries were first analyzed and coded based on whether they fit the definitional criteria of a value and then coded secondarily for the value itself. Specifically, cited in descending order, content analysis identified the following values: (a) awareness; (b) knowledge; (c) bravery; (d) competence; (e) learning; (f) humility; (g) community; (h) acceptance; (i) openness; and (j) curiosity. Awareness, as it related to self-regulation and to skill development was the most highly identified value. Future researchers may consider expanding on these results with a larger and more heterogeneous sample of novice clinicians.

Theoretical research demonstrates that shame is inevitable in supervision as a consequence of exposing one’s clinical errors and personal limitations whilst being evaluated. Despite this, shame in supervision has been inadequately addressed in the past. Previous research on the subject has also been mainly quantitative in nature. The present study employs a qualitative approach and a narrative research design in order to capture the experiences of the participants. This approach, which is more open and meaning-oriented than quantitative research, seemed best suited to investigating a concept that is both elusive and difficult to define. Semistructured interviews with six qualified psychologists (four clinical psychologists and two counselling psychologists; five females, one male) were conducted to gather narrative data. Results of the analysis are presented individually to represent the distinctive features of participants’ experiences and narratives. In addition, a content analysis identified three overarching themes common to all participants: unwanted identities, power dynamics and narcissistic vulnerabilities. Discussion focus on these themes all of which contribute to the emergence of shame. The analysis suggests that shame arises in interaction as a sudden, debilitating force when there is perceived or actual negative judgement of the self by others. The narratives highlight that the participants’ stories remain unresolved, primarily as a consequence of the difficulty of speaking about shame. Implications for supervisory practice are discussed.

This research has drawn on poststructuralist thinking to posit that assertions of supervision being a benign and necessary process or activity rely on modernist assumptions. Utilising Foucault’s work on discourses and power, this study conceptualised supervision as a social construction that has implications for practice and subjectivity, and that this process, within the context of counselling psychology, with its particular epistemological underpinnings, is worthy of further exploration. This study makes an original contribution through extending the work by Crocket (2004, 2007), who has investigated supervision’s shaping effects on professional identity, to apply it to the particular epistemological and theoretical context of counselling psychology, a profession said to value postmodern ideas such as pluralism and ambiguity (Rizq, 2006). Semi-structured interviews with six women counselling psychology trainees were analysed using Foucauldian discourse analysis, a social constructionist methodology, and found a number of discourses implicated in trainees’ subjectivity and practice. Whilst expert, developmental and gender discourses were found to be implicated in constructions of supervision as hierarchical, which was seen as a key aspect of constructions of power in supervision, other discourses were identified that offered positions from which to resist this. The researcher acknowledges that the discursive resources identified are based on this particular sample, could have been read in other ways and does not assume they can be applied to all trainee counselling psychologists. Rather, it is hoped this study may contribute to debate around supervision and it’s shaping effects and consequently be useful in enhancing counselling psychology’s reflexivity in research and practice.

Clinical supervision is now recognized as a distinct professional competency in the field of psychology (APA, 2015). It is a primary method for training new clinicians, providing quality assurance, and ensuring client welfare (Falender & Shafranske, 2004). However, even within the most well-intentioned supervision, counterproductive experiences (CEs) are known to sometimes occur. These can significantly interfere with the supervisory process and often result in a strained supervisory alliance, interfere with clinical training, contribute to a negative training experience, and decrease a supervisor’s ability to monitor client welfare and supervisee’s ethical behavior. The purpose of this study was to contribute to ongoing research aimed at developing an empirically-validated scale for use in assessing the frequency, effects, and causes of CEs that occur within clinical supervision. A national sample of 188 predoctoral psychology interns anonymously completed an online survey which presented them with 60 CEs (derived from the theoretical and empirical literature) and organized by into 7 supervisory domains (APA, 2015). The interns were asked to rate, and rank order, short lists of CEs based on anticipated negative supervisory impact. Results indicated that all CEs were expected to have at least a minimal adverse impact, consistent with the results of previous studies involving the opinions of supervision experts, doctoral students, and clinical training directors. Further, when the results are viewed by APA supervisory domain, one finds that every domain contains between 2 to 8 of the most highly rated CEs. Many of the most highly-rated CEs related to negative interpersonal interactions (e.g., insensitivity, disrespect, misused power). Areas considered most impactful (e.g., boundary violations) and most potentially harmful (e.g., ethical lapses) are discussed. These results contribute to the development of a preliminary scale of counterproductive experiences in supervision. An argument is made for organizing the final scale by APA supervisory domain to improve content validity and ensure applicability to future supervision training efforts. Recommended research directions are also explored.

This autoethnographic study, from the perspective of novice clinicians, used a directed, or deductive, qualitative content analysis to explore the presence of transcendent experiences, as one aspect of personal growth for three first year clinical psychology doctoral students. A total of fifty-three journal entries describing critical moments during their first-year clinical training and supervision experience were used for this study. Coding categories for transcendence that reflected the quality of “being more” were drawn from existing literature. In descending order of frequency, results from this exploratory study found that transcendence was experienced by these trainees, centered first and predominantly on capacity (or competence), followed by themes involving: the pursuit of truth, the emergence of altruism, the development of self-identity, reflections beyond the self, awe and spirituality and finally, growth through peak experiences. The findings are discussed as they relate to current literature, along with limitations, implications and recommendations, and this author’s personal reflections.

The purpose of this study was to examine the relationship between the supervisory alliance and trainee disclosure of clinically relevant events in supervision (events related to the supervisory functions of enhancing trainee competence and ensuring client welfare). Three hundred and six predoctoral psychology interns (N = 306; 79.1% female, 19.0% male; 79.7% white, 6.2% Asian/Pacific Islander, 3.9% African American/Black, 3.9% Hispanic/Latino, and 3.6% biracial/multiracial) completed a web-based self-report questionnaire assessing comfort with and likelihood of disclosure of clinically relevant events in supervision, supervisory alliance bond, and demographic items. A novel self-report questionnaire was created for the purposes of this investigation in order to assess the disclosure of clinical events related to functions of supervision. Analyses revealed statistically significant positive correlations between (a) the supervisory alliance and comfort with disclosure and (b) the supervisory alliance and likelihood of disclosure of clinically relevant events. These results build on past findings regarding the salience of the supervisory alliance and more explicitly connect disclosure in supervision to the dimension of bond. These results have implications for trainee competence and client care. Implications for clinical supervision practice and directions for future research are explored.

This study examined the effect of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts in Florida. The theory of work adjustment, Maslach and Jackson’s three-dimensional model of burnout, and Atkinson and Woods’s triadic model of supervision were the theoretical foundations and/or conceptual frameworks used in this study. The two research questions that guided this study addressed the effect of the receipt of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts. The study was conducted with a convenient sample of 75 school psychologists from a target population of 330 who were primarily working as practitioners within the school districts. An online survey was created with demographic questions, the short-form Minnesota Satisfaction Questionnaire (MSQ-sf), and the Maslach Burnout Inventory–Educators Survey (MBI-ES). The MSQ-sf has an overall scale of job satisfaction that was computed. The MBI-ES is comprised of three subscales: emotional exhaustion, depersonalization, and personal accomplishment. The subscale total scores were calculated for each MBI-ES dimension. The Mann-Whitney U test revealed no statistically significant difference in job satisfaction between the two groups (U = 736, z = 1.783, p = .075). The MANOVA did not reflect a significant difference in burnout between the two groups, F(3,71) = .657, p = .581; Pillai’s Trace = .027; partial η² = .027.

This study focuses on the current issues regarding the provision of clinical supervision for palliative care nurses. NICE (2004) recommendations stated that the task of supervision should be undertaken by „Level 4‟ practitioners such as clinical psychologists or psychiatrists. Palliative care nurses are recognised to experience high levels of stress due to the emotionality of their role. However there appears to be little understanding of how they cope with this aspect of their role. Self care is promoted as a useful strategy; however this is thought to have limitations due to the questionable ability for an individual to objectively and accurately assess their own mental and emotional state. Clinical supervision has been attempted with palliative care nurses but this appears to focus on the internal world of the nurse rather than the interaction between nurse and patient. This study employed a staff survey, including a demographic questionnaire, the Copenhagen Burnout Inventory and the General Health Questionnaire, followed by individual interviews and focus groups analysed using thematic content analysis. Participants were recruited from two teams within one cancer network. Results showed that there was an incidence of both high stress and psychiatric morbidity within the sample. Provision of clinical supervision was shown to be inconsistent across the two teams. Although there was recognition that clinical supervision would be beneficial, there was a certain amount of confusion regarding the concept as well as suspicion about the „real‟ agenda. These factors appeared to work together to produce a situation in which clinical supervision was not being provided or accepted in a way that would maximise its efficacy as its application was inconsistent with the theoretical basis. In conclusion, in order to better support palliative care nurses with the difficult aspects of their role, it was suggested that a more structured and consistent picture of clinical supervision was provided. This would enhance their practice, support their emotional needs and protect the patients under their care.

Counseling psychology doctoral trainees’ satisfaction with their clinical methods training is an important predictor of their self-efficacy as counselors, persistence in graduate programs, and probability of practicing psychotherapy in their careers (Fernando &Hulse-Killacky, 2005; Hadjipavlou &Ogrodniczuk, 2007; Morton &;Worthley, 1995). Much of the extant literature related to assessing psychology graduate students’ satisfaction with their training has focused on supervision processes and has not adequately assessed other elements of training such as coursework, clinical experiences, and the learning contexts of practicum sites and program settings. Additionally, the available research is largely quantitative data based on geographically restricted samples that does not adequately explain reasons for trainees’ satisfaction or dissatisfaction. The purpose of the present study was to broadly identify factors that contribute to counseling psychology doctoral students’ satisfaction with their clinical methods training in coursework, clinical experiences, supervision, and practicum and program contexts. Eight advanced doctoral trainees from APA-accredited programs in counseling psychology were interviewed about their satisfaction with their training experiences. Data was analyzed using Consensual Qualitative Research (Hill, 2012). Results indicated that trainees generally entered programs with broad/unclear expectations, but some identified preferences for practicum settings, developing clinical skills, learning approaches to psychotherapy, and training in multicultural competence. Participants expressed higher satisfaction with courses that included multicultural content, training in theoretical approaches to therapy, and clinically-applicable content using teaching methods that included combining lecture with dialogue and experiential exercises. Diversity in clients’ demographics, presenting concerns, therapeutic modalities, and distress levels contributed to higher satisfaction with clinical experiences. Additionally, participants expressed their value for the opportunity to accrue client contact towards internship requirements. Strong supervisory relationships were most frequently identified as contributing to participants’ satisfaction with supervision. Participants expressed highest satisfaction with supervisors who conveyed care and support; were respectful, invested, competent, and experienced; provided new learning and feedback; and demonstrated multicultural competence. Practicum sites which provided an appropriate balance of training and clinical work, met trainees’ expectations for developmentally-appropriate training and clinical experiences, and fostered positive relationships between trainees and competent, invested staff members were described to produce highest satisfaction. Participants also expressed highest satisfaction when they had open, safe interpersonal relationships with faculty and felt secure in their ability to secure practicum placements in a range of settings. All participants stated they would feel more satisfied with their programs if more courses were available, but opinions varied as to the type of additional training desired. Findings are considered from the perspective of experiential learning theory (Kolb, 1984) and situated learning theory (Lave &Wenger, 1991). Implications for program faculty, practicum staff, and future research are discussed.

The current study examined the way that personal identities influenced psychology trainees’ experiences during clinical supervision and how these trainees engaged in multicultural conversations during this process. Researchers have identified the ways that systemic andinterpersonal marginalization are pervasive across contexts and affect one’s well-being. This is present both in general graduate school experiences as well as the clinical supervision process. Few researchers have explored the experiences of multiracial women in graduate school and supervision. Further, there is a dearth of literature exploring how supervisees promote justice through resistance during the supervision process. This study filled that gap by exploring the way that multiracial trainees engaged in intersectional resistance during the supervision process. A consensual qualitative paradigm was used to highlight participant voices and providean exploratory examination of these experiences. Core domains identified included: community, participant identity, graduate programexperiences, positive experiences in clinical supervision, challenges in clinical supervision, experiences of multiracial identity, multicultural considerations, resistance, and recommendations. Participants defined resistance as speaking out about injustice, advocating for clients, and helping others to see new perspectives. Identity and resistance were best conceptualized from an ecological framework that examined the impact of graduate school context (e.g., peers, supervision). The supervisory relationship was a particularly important factor that impacted participants’ ability to engage in resistance. Implications for supervisorsand trainees are explored.

Psychotherapy interns often report feeling traumatized by the process that attempts to match them with an internship site. Once placed, feeling unsupported in one's supervisory relationship may lead to burnout, which contributes to high rates of attrition. A supportive relationship between supervisors and interns appears significant to the development of their early professional resilience. This integrative literature review asks, "How do therapists at all stages of their career achieve and maintain professional resilience?" and "What is inherent in the supervisory relationship that influences such growth and resilience in interns?"

Literature on psychotherapy supervision, professional trauma, compassion fatigue, and resilience was selected from the psychodynamic, psychoanalytic, and existential-humanistic traditions as well as from relational neuroscience. This literature was integrated in such a way as to define, compare and contrast these concepts.

Psychotherapists report a variety of historic traumas that contribute to their choice of psychotherapy as a profession. Therapists also identify as falling on a dynamic spectrum of resilience, reporting both personal and professional protective and risk factors. Psychodynamic, psychoanalytic, and existential-humanistic training and professional models continue to highlight the value of the supervisory and consultant relationship in support of recovery from professional overwhelm toward lasting personal and professional resilience. Therapists at all stages of their career report achieving and maintaining professional resilience by practicing individualized self-care, engaging in dynamic personal psychotherapy, and through supportive relationships in supervision and consultation. The primary element in the supervisory relationship that promotes growth and resilience in interns is the ability of the empathic supervisor to privilege the supervisee's experience in the supervisory relationship as well as with their mutual clients.

A supervisory model emerged that (a) elevates personal history and awareness of an intern's preexisting risk and protective factors, (b) promotes in-session self-awareness, and (c) draws on existential-humanistic theory, leading to the development of resilience. This model serves to support the humanity of the intern and supervisor as evolving professionals while respecting and perhaps enhancing the orientation of the training site.

Clinical supervision serves as the indispensable heart of clinical training and professional development (Falender & Shafranske, 2004). While it is expected that clinical supervision be of high quality, some events or experiences may occur in clinical supervision that strain the supervisory alliance, hinder the supervisee's growth, and contribute to a poor experience of supervision, adversely affecting its effectiveness. A Q-sort methodology was used in this study to examine the opinions of five directors of clinical training regarding the impact of 50 counterproductive experiences (CEs) in supervision. The results suggested that each of the CEs drawn from the literature was believed to have an impact on supervision; however, events involving a failure to address the needs of the supervisee were opined to have the greatest potential for significant negative effects on the process of supervision. The findings of this study point to the significant role counterproductive experiences play in clinical supervision; the findings additionally contribute to the development of the Counterproductive Experiences in Supervision scale (CES).

Stress and fatigue experienced in the workplace are commonly referred to as ‘burnout’. Burnout is a widely recognised psychological syndrome that can have a negative impact for organisations, employees and service users alike. Both individual and organisational interventions have been suggested as strategies through which burnout can be managed. One organisational strategy for preventing and alleviating the symptoms associated with burnout is clinical supervision. While clinical supervision is often cited as an effective intervention for preventing and mitigating the symptoms of burnout, comparatively little evaluative research has explored this relationship in mental health Nurses and Healthcare Assistants, particularly in forensic settings. This thesis aims to explore burnout in mental health settings, with a particular focus on the role of clinical supervision as a leverage point in the prevention and alleviation of burnout. A systematic literature review examining the current evidence base concerning the relationship between burnout and clinical supervision in mental health settings demonstrates the paucity of research available. Salient methodological limitations impact on the ability to draw definitive conclusions regarding this relationship. Chapter Three presents a critique of a widely used psychometric measure employed to assess the level of burnout amongst workers, the Maslach Burnout Inventory. The critique of this inventory highlighted a number of strengths and limitations of the measure. Finally, Chapter Four presents an investigation into the relationship between clinical supervision and burnout across Medium Secure Units. Results demonstrate some support for the use of clinical supervision as a leverage point in managing burnout within mental health nursing populations, particularly with regard to increased feelings of competence and successful achievement in one’s job. Recommendations for future practice and research are also presented.

Volume One. Volume one comprises of three chapters. The first chapter is a systematic review of research into the utility of group format clinical supervision in the clinical practice of therapists. The second chapter is an empirical paper which explores the phenomenological experience of clinical supervision from the perspective of clinical psychologists. The final chapter is a public dissemination document which provides an accessible summary of the above documents. Volume Two: Volume two consists of five clinical reports. The first report presents the case of a woman with a moderate learning disability and low mood, formulated using behavioural and psychodynamic theory. The second report is a service evaluation exploring the utility of a set of easy read, adapted maternity notes for expectant mothers with learning disabilities. The third report presents an analogue assessment completed to aid a staff team in the support of a service user with agitation in the context of dementia. The fourth report presents a behavioural approach in the support of a female who experiences compulsive hair pulling. The final report is the abstract of an oral presentation describing how acceptance and commitment therapy was used to support a male with cystic fibrosis and low mood.

Sport psychology professionals (SPPs), like psychologists in general, may cross therapeutic boundaries (e.g., hug a client) and even become sexually attracted to their athlete-clients (ACs). I examined the prevalence of these issues, as well as SPPs' ethical training and use of supervision in relation to them. Participants were 181 SPPs; 92 (50.8%) reported being sexually attracted to one or more of their ACs. In regards to specific behaviors, approximately half (49.4%) reported discussing personal matters unrelated to their (n = 87), whereas far fewer had engaged in sexual behaviors with their ACs, such as discussing sexual matters unrelated to their work (n = 4), and caressing or intimately touching an AC (n = 1). No SPP reported kissing, dating, having sexual intercourse, or engaging in other sexual activities with their ACs. The three most common nonsexual boundary crossings were (a) consulting with an AC in public places (e.g., hotel lobby or practice field; 87.8%), (b) working with an AC at practice (86.2%), (c) working with an AC at a competition (75.0%). Interestingly, few SPPs sought supervision/consultation regarding the attraction, though 83.7% said they would do so if they were attracted in the future. I also examined differences across gender, mental health licensure, and years since graduation in relation to the outcome. Sexual attractions appear to exist between SPPs and their AC and should be discussed during training to normalize the experience and increase the likelihood of them discussing such attractions when they occur. Further, self-reflection and supervision are recommended approaches to managing such feelings and to minimize the chances of harming ACs.

Attachment theory has established itself as applicable to many types of relationships, encompassing caregiver-child, romantic, interpersonal, and psychotherapeutic interactions. This project sought to investigate the application of attachment theory to clinical supervision. Using suggestions put forth in previous work by Watkins and Riggs, this study examined the dyadic interactions inherent in both supervision and attachment. Using the working alliance as determination of the quality of supervision, attachment styles, leader-follower attachment, and attachment-based expectations were explored as predictors for supervisor-trainee dyad outcome in a training clinic for doctoral psychology students. The study design is longitudinal and prospective. Findings indicate the necessity of measurement of supervisory-specific attachment rather than general attachment, the stability of working alliance over time, and the large contribution of the leader-member attachment framework to the understanding of supervisory attachment. Implications include the importance of maintaining hierarchical, evaluative boundaries within supervisory relationship, consistent with a leader-follower dynamic.

Clinical supervision is viewed as being an essential and integral part of both trainee and experienced therapists’ development. The cultural shift towards Evidence Based Practice has led to increased practitioner accountability and a requirement to ensure that patients gain access to the best-available mental health care. Supervision is heralded as the vehicle through which best practice can be obtained and, as a result, a strong demand for more research to support supervision practice has emerged. Most of the existing research is based on trainees with very little attention given to the views of more experienced or ‘expert’ practitioners. This study aimed to explore ways in which clinical supervision impacts the practice of experienced Counselling Psychologists by asking seven experienced practitioners (with 7-31 years of post-accreditation experience) to describe how they see their lived experience of supervision as having helped or hindered their practice. Data were collected using open-ended semi-structured interviews and were analysed using Interpretative Phenomenological Analysis (IPA). Participants’ experiences clustered into three superordinate themes: a) Factors which Help Supervisee; b) Factors which Hinder Supervisee; and c) Impact on Working with Clients. The empirical findings suggest that clinical supervision can have both a helpful and hindering impact on practice and that experience-levels play a significant role in determining the way in which learning in supervision is viewed and experienced, the attitude with which supervision is approached, and the expectations of the supervisory alliance. In particular, these experienced practitioners adopted an open, flexible, curious and sometimes humorous attitude towards learning in supervision, valuing supervisor flexibility and insight whilst deploring supervisor rigidity. Furthermore, these experienced practitioners did not express a need or desire for a mutually strong supervisory alliance in supervision. Rather, the analysis revealed a one-way need to be able to trust and respect the supervisor for his/her insight and expertise. Findings are discussed in relation to existing literature and research. In addition, questions are raised about the positivist approach to knowledge which underpins most supervision research and it is argued that a broader conceptualization of knowledge might serve to expand our understanding of this important phenomenon. Implications for counselling psychology and for further research are explored.

This study explored the empirical and theoretical evidence on the therapeutic alliance (TA) which is currently said to be the best predictor of therapeutic outcome irrespective of the therapeutic approach. Despite the fact that many TA studies have been undertaken on clients’ perspectives, therapists, and observers on behalf of clients, for over 30 years, there is still a lack of clarity and agreement on a precise TA definition. At a time when therapists face some politically-driven changes that requires evidence on practice, this means on the therapist’s part, there is an even greater need for increased understanding on what intricacies are involved in the TA, including therapists’ perspectives on how the TA is measured to support evidence. Accounts are drawn from participants from various schools of training (psychology, psychotherapy, and counselling). Collectively, these views helped in the construction of a new ‘therapist awareness therapeutic alliance scale’ tested through exploratory factor analysis (EFA). A mixed qualitative and quantitative methodology was employed. The study is discussed within the context of counselling psychology philosophy and an integrative theoretical framework on practice. Results: The TA factor structure reflected many relational elements attributed to a well known working alliance model on shared goals, tasks and an attachment bond. However, in this study, three latent factors were identified, attributed to therapists’ skills: 1) relationship-building, 2) managing the process, and 3) the relational bond. Relationship-building and managing the process featured significantly higher than the relational bond in developing and maintaining the TA, indicating the TA to be more task-related. Significant findings suggest the new measure could assist practice. Conclusion: As the driving force in therapy, the TA has implications in training (prepractice) throughout the therapeutic process, and for reflective purposes in clinical supervision regarding best practice and continued professional development (CPD). This study has shown that more emphasis is needed on therapists’ skills, in relationship building and managing how they develop and maintain the TA to protect clients, prior to, and at all points of therapy. Implications on practice are addressed and future suggestions on TA research to support practice are recommended.

This non-experimental quantitative study investigated the relationship between supervisory style, satisfaction with supervision, and the level of self-efficacy reported by the study participants. The study was based on counselor supervision theories found in the literature. The study investigated whether there was a difference between traditional and non-traditional students' perceived satisfaction with supervision and their level of reported self-efficacy. The Supervisory Style Inventory (SSI), The Satisfaction Questionnaire (SSQ), and Counseling Self-Estimate Inventory (COSE) were the instruments used in this study. The study sample consisted of 72 female doctoral level graduate students who were completing, and post-doc fellows, who had previously completed, their internship training and clinical supervision at various Association of Psychology Postdoctoral & Internship Center training sites in the United States. Correlational and regression analysis was used to investigate the questions and hypotheses one, two and three. Research question four used an Independent Sample t Test to test the difference between the variables. The results showed that there was not a significant correlation between supervisory style and satisfaction with supervision. However, there was a significant correlation between supervisory style, and level of self-efficacy reported by participants. Additional findings showed that there was not a significant correlation among traditional and non-traditional students' perceived satisfaction with supervision and level(s) of reported self-efficacy. Lastly, the research concluded that satisfaction with supervision and the level of self-efficacy reported by the study's participants, did have a significant relationship for both groups when comparing the traditional and non-traditional students who participated in this study.

Esta pesquisa investigou a prática clínica de Supervisão de Supervisão, espaço de discussão entre supervisores clínicos de diferentes projetos de atenção psicológica em instituições e comunidades. Utilizando uma abordagem fenomenológica, a investigação se baseou numa cartografia clínica desta prática, abrangendo a historicidade de sua constituição e o contexto no qual se mostra seu desenrolar, apresentado em cenas de supervisão de supervisão relativas a diferentes cenários sociais em que se desenvolveram modalidades de prática psicológica. O diálogo dos supervisores desvelou alguns eixos teóricos de discussão atinentes à práxis desenvolvida, que foram abordados por meio de ensaios, buscando dialogar com o modo como tais temas emergentes foram apresentados nas supervisões de supervisão e refletir sobre seu sentido. O primeiro eixo abordado foi a cartografia, em relação à qual se buscou contemplar aproximações e diferenças entre a prática realizada e outros autores que discutem o tema, em especial aqueles utilizados como referência pelos supervisores na compreensão de suas práticas, delineando-se uma cartografia clínica de orientação fenomenológica. O segundo tema apresentado refere-se às relações entre psicologia e fenomenologia, quanto ao qual o ensaio procura demonstrar a pertinência do olhar fenomenológico na psicologia a partir da historicidade destes campos. Em relação ao terceiro eixo temático a práxis psicológica realizada nos contextos institucionais e comunitários o ensaio aborda duas vertentes interligadas. Discute-se, por um lado, a origem de um entrelaçamento entre sujeito e contexto social a partir das interdisciplinaridades, pluridisciplinaridades e transdisciplinaridades originadas no questionamento do papel da ciência e da universidade a partir do pós-guerra. Por outro lado, o ensaio trata da inserção da clínica em cenários externos ao consultório particular enquanto articulada à falência do modelo de clínica liberal e aos movimentos políticos pela construção de direitos de cidadania, no panorama brasileiro ocorridos em especial na saúde pública e na saúde mental. No tocante ao quarto tema, o lugar do aconselhamento psicológico a partir da fenomenologia existencial, o ensaio versa sobre a compreensão da atenção psicológica como possibilidade de designação pertinente à práxis, abrangendo o olhar sobre a experiência enquanto modo de habitar o mundo. Finalmente, quanto ao quinto tema, as relações entre clínica e política são discutidas no intuito de designar o espaço clínico enquanto pré-político. A partir destas discussões, a supervisão de supervisão é compreendida como uma grande angular, em que se interpenetram cinco dimensões: investigativo-cartográfica (relacionada à compreensão/interpretação dos espaços internos e externos em que ocorre a prática), prático-teórica (movimento de compreensão da experiência e sua interpretação pela palavra), clínica (diálogo que permite o entrelaçamento de significações e experiências), pedagógica (a aprendizagem que se realiza no nomear a experiência, na atribuição de sentido, na multiplicação dos sentidos possíveis e na compreensão do processo de aprendizagem clínica) e ético-política (na construção de referenciais a partir dos quais é possível compreender o mundo e agir sobre ele)
This work intended to investigate Supervision of Supervision as a clinical practice for discussion between clinical supervisors from psychological attention institutions and communities different projects. By using a existential phenomenological approach, the investigation was based upon a clinical cartography that shows the history of its constitution and contexts where it happens: Supervision of Supervisions different scenes concerning to different social scenarios where the psychological practice took place. The supervisors conversation allowed disclosing five theoretical axes for reflexions about the praxis. Such axes were explored by essays that dialogue with the mode by which they were presented at the supervisions. The first axe presents the cartography, relating it to the practice developed and some thoughts by authors reffered by the supervisors to comprehend their action in supervision: a clinical cartography in a existential phenomenological perspective was revealed. The second theme refers to relations between psychology and phenomenology, to demonstrate the property of the phenomenological optics for psychology when the historicity of those practical fields is taken into account. The third axe deals with the psychological practice in institutional and communitarian contexts, approaching to interconnected trends. By one side, it discusses the original interconnection between subject and social context, concerning interdisciplinary, multidisciplinary and transdisciplinary and their post-war role as in science as at the university. On the other hand, the third essay deals with the clinics insertion in scenarios, others than the traditional private practice, model inspired by the Brazilian political liberal movements for citizens rights specially for Public Health and Mental Health. Yet, the fourth axe explores counseling psychology by the existential phenomenology, in respect to the comprehension of psychological attention as a proper designation for that kind of praxis, encompassing experience as a human mode to dwell in the world. Finally, the fifth theme discusses the relations between clinic and politics in other to designate the clinical context as pre-political. The conclusion points to supervision of supervision as a great angular lens, where five dimensions interrelate themselves: the investigative-cartographic one (comprehension/interpretation of internal and external practice spaces); the practicaltheoretical one (movement for experience comprehension and interpretation by the speech); the clinical one (dialogue that propitiates interrelations between experience and meaning); the pedagogic one (learning by sense attribution while nominating experience, expanding possible meanings to the clinical learning); and the ethical-political dimension (referential construction that provides the comprehension of the world and to act upon it)

O levantamento das características da população a quem os serviços de atendimento de certa instituição se destinam, é importante para determinar quando, onde e como atender os que procuram por ajuda, sendo possível tornar este atendimento mais adequado às reais necessidades regionais. No Brasil, a Psicologia da Saúde é um campo recente de atuação do psicólogo. Para consolidar a Psicologia da Saúde como uma opção de pós-graduação e estágio para os psicólogos, é importante caracterizar melhor a clientela, descrever e avaliar as intervenções psicológicas realizadas. Há poucos estudos sobre o perfil da população atendida em serviços de psicologia da saúde, sendo que grande parte deles refere-se à clientela infantil. O objetivo do presente estudo é caracterizar a população atendida pelo serviço-escola de Psicologia do Hospital de Base (SPHB) de São José do Rio Preto/SP. Instrumentos utilizados: Termo de Consentimento Livre e Esclarecido; Ficha de registro dos pacientes atendidos; Inventários: - Levantamento em Serviços-Escola; - Levantamento de atividades de supervisão (um para supervisor/outro para estagiário). A coleta de dados foi executada em duas etapas: 1- Caracterização do processo de supervisão, em que foram participantes 21 supervisores e 21 supervisionandos que aceitaram participar da pesquisa, respondendo aos inventários. 2- Caracterização da população atendida: - registro de dados sócio-demográficos e clínicos dos pacientes atendidos pelo SPHB durante um mês de atividades institucionais; - análise de prontuários dos pacientes assistidos pelo ambulatório de psicologia no ano de 2007. Os resultados obtidos na caracterização da população atendida indicaram a prevalência dos seguintes perfis: 1 - Ambulatório de Psicologia no ano de 2007 (843 registros): crianças e adolescentes (73): sexo feminino, 11 a 18 anos, escolaridade ensino fundamental incompleto, receberam como tratamento avaliação psicológica, apresentando queixa de ansiedade/depressão; entre os adultos (770): sexo feminino, 30 a 39 anos, casada, ensino fundamental incompleto, profissionais de trabalhos diversos, avaliada pela psicologia para realizar procedimentos médicos contraceptivos; 2 Registro dos psicólogos durante um mês de atividades (1550 atendimentos): crianças e adolescentes (320): sexo masculino, cor branca, 6 a 10 anos, ensino fundamental incompleto, recebeu a orientação específica como tratamento para dificuldades em manejar problema de saúde; entre os adultos (1230): mulheres, 40 a 49 anos, casadas, ensino fundamental incompleto, trabalhadoras de serviços diversos, receberam como tratamento grupo psicoeducacional às dificuldades de entendimento da doença e tratamento médico. A partir da análise das respostas dos inventários de atividades de supervisão, observou-se que a avaliação do processo de supervisão disponibilizado pelo SPHB é positiva para os supervisores e seus aprimorandos. O presente estudo produziu dados relevantes para o SPHB, que podem sinalizar mudanças em seu funcionamento, destacando-se: necessidade de programar um modo mais sistematizado de registrar atendimentos realizados; aumento da oferta de intervenções preventivas para amenizar conseqüências de condições de saúde adversas; construção de um diálogo permanente entre supervisores e aprimorandos, a fim de superar divergências na supervisão. O SPHB apresenta-se como um centro de atendimento psicológico de grande porte, que atende uma demanda significativa de clientes e um centro formador qualificado na área da saúde
To survey the characteristics of the population for whom care services in a certain institution is intended is important to determine when, where and how to serve these people, and can make this service more appropriate to the real regional needs. In Brazil, Health Psychology is a new area for the psychologist. Therefore is important to better characterize the clientele, describe and evaluate psychological interventions undertaken to consolidate Health Psychology as an option for undergraduate and graduate psychology students. There are only a few studies on the population that is assisted by health psychology services, and much of it refers to children. The aim of this study is to characterize the clinical population from the school of Psychology, Hospital de Base (SPHB) of Sao Jose do Rio Preto / SP. Instruments: Informed Consent; seen patients record; Inventories: - Survey on School Services - Survey of supervision activities (to a supervisor / trainee to another). Data was collected in two steps: 1 - Characterization of the supervisory process, in which 21 trainees and 21 supervisors who agreed to participate in the research answered to the surveys. 2 - Characterization of the population - registration of socio-demographic and clinical data of patients treated at SPHB during a month of institutional activities - analysis of the files of patients assisted by a psychology clinic in 2007. The results obtained in the characterization of the population served indicate the prevalence of the following profiles: 1 - Psychological Clinic in 2007 (843 records): children and adolescents (73): female, 11-18 years, elementary school education, received psychological evaluation and treatment, complaining of anxiety / depression; among adults (770): female, 30-39 years old, married, elementary education, varied works professionals, assessed by psychologists to perform medical procedures contraceptives; 2- Psychologists records for activities during a month (1550 calls): children and adolescents (320): male, white, 6-10 years, elementary education, received specific counseling as a treatment for difficulties in coping with health problems; among adults (1230): women 40-49 years old, married, grade school, varied works professionals, under treatment group for psychoeducational difficulties in understanding the disease and medical treatment. From the analysis of the responses in the inventories of supervision activities, we found that the process of supervision provided by SPHB is positive for students and their supervisors. This study produced data relevant to the SPHB, which can signal changes in its operation, including: the need to plan a more systematic record of care provided, increase the supply of preventive interventions to mitigate the consequences of adverse health conditions, construction of a continuing dialogue between supervisors and trainees in order to overcome differences in supervision. The SPHB presents itself as a large center of psychological care, which meets a significant demand from clients and provides qualified training in healthcare

The purpose of this dissertation was to explore whether training and clinical supervision were predictive of compassion fatigue when controlling for burnout and personal history of trauma. The study used quantitative methodology to analyze the relationships among the predictor variables training, clinical supervision, burnout, and personal history of trauma and the criterion variable, compassion fatigue as measured by compassion satisfaction and secondary traumatic stress. The sample was 217 mental health care providers serving traumatized persons in Washington State, Wisconsin, Michigan, New York, and Maryland. Participants completed the ProQol and endorsed one of three levels of training (no trauma-specific training, some trauma-specific training or trauma certificate training), whether or not they receive clinical supervision, and whether or not they have a personal history of trauma. Sequential multiple linear regression analyses were used to assess whether the predictor variables predicted compassion fatigue. A multiple regression with interaction terms was performed to assess whether clinical supervision moderated the association between training and compassion satisfaction. The results show that, burnout was the best predictor of both secondary traumatic stress (t(215) = 13.60, p < .001) and compassion satisfaction (t(215) = -15.51, p < .001). Neither training nor clinical supervision were significant predictors of secondary traumatic stress when controlling for burnout and personal history of trauma. Training was a significant predictor of compassion satisfaction. However, clinical supervision was not a unique predictor of compassion satisfaction. None of the interaction terms were significant predictors of either secondary traumatic stress or compassion satisfaction.

All clinical psychology trainees engage in supervision with their placement supervisors throughout training. We know much about the function of supervision, the supervisory relationship and that a great deal of learning and development takes place within the four walls of supervision. But what is less clear is how this process of learning and development takes place. This study focuses on key moments of learning in supervision for the trainee (from both the trainee and supervisor perspective). A qualitative design using Grounded Theory (GT) was adopted to develop a theory as to how such a shift occurs. Participants recorded a supervision session and Interpersonal Process Recall (IPR) was then used as the method of data collection, to capture the participants’ experiences. Six core themes emerged from the analysis – anxiety context: drivers behind trainee perspective, developmental context: drivers behind supervisor perspective, competency capability, developmental enactments, supervisory enactments and shift in perspective. The findings suggest that the overtly evaluative nature of the supervisory relationship, the trainees’ anxiety and their reassurance/guidance seeking influences the learning and development that takes place. Supervisory enactments based on collaboration lead to a more profound shift in perspective. Enactments based on rupture still lead to a shift in perspective, but it takes longer to get there. The findings are discussed in relation to relevant theory and research. The implications for future research, theory and training are highlighted.

This study examined the influence of multicultural training, multicultural discussions in supervision, and the supervisory working alliance on multicultural counseling competence. The sample consisted of 57 doctoral counseling interns, doctoral graduate students and post-doctoral students in counseling and clinical psychology. Participants completed several instruments including a demographic questionnaire, the Supervisory Working Alliance Inventory - Trainee, and the Multicultural Counseling Inventory. They filled out two questionnaires created for this study, one assessing multicultural discussions in supervision and another quantifying their multicultural training experience. Data analyses included multiple hierarchical regression, utilizing the Hayes PROCESS macro. Multicultural discussions in supervision moderated the relationship between the supervisory working alliance and multicultural counseling competence, but did not significantly moderate the relationship between multicultural training and multicultural counseling competence. Findings suggest that when multicultural discussions in supervision are positive, they significantly increases the strength of the relationship between good supervisory working alliance and multicultural counseling competence in psychology trainees. The findings may inform supervision practices and improve multicultural counseling competence in psychology graduate student trainees.

O presente estudo percorre questões que envolvem o homem no trabalho: práticas de desenvolvimento humano em Recursos Humanos, Gestão de Pessoas e Psicologia. Aponta para a necessidade de pesquisar aqueles que se submetem ao coaching, o que foi possibilitado por narrativas de executivos em situação de internacionalização de suas carreiras, permitindo pensar coaching no âmbito da globalização atual. Lança luzes, ainda a compreender a prática do coaching através da experiência do ser humano/trabalhador, pelas percepções reveladas pelos próprios executivos durante entrevistas de coaching com eles realizadas. Interessa poder resgatá-la como um meio pelo qual os executivo/trabalhadores possam estar encontrando modos outros de ação ao nível gerencial. Nessa direção, estaria sendo proposta uma leitura de coaching numa perspectiva fenomenológica existencial. Ao buscar a historicidade do coaching, via etimologia, aflorou-se a necessidade de direcionar o coaching para dirigir-se como cuidado ao trabalhador, considerado factível via Psicologia Social Clínica. Pela análise das narrativas foi possível compreender o coaching como prática psicológica, via Aconselhamento, possibilitando aos trabalhadores ressignificar sua experiência no trabalho, percebendo-se humanos afetados, contextualizados e demandantes por atenção e cuidado, para dirigem-se ao desenvolvimento profissional e coletivo em organizações. Assim, coaching se apresentaria como facilitação para o sujeito social repensar sua carreira, autorizando-se a encontrar sentido ao projeto profissional por demanda própria e não da organização ou empresa: uma prática para gestão de carreira mais eticamente orientada.
The present study deals with questions concerning the man in his work: human development practice in Human Resources, Management of Persons and Psychology. It points to a need to research how coaching is perceived by those who were submitted to it during a situation for internationalizations of their careers at the globalization world. Executives\' narratives allowed thinking coaching as a practice through the human worker\'s experience. Executives\' perceptions were revealed during coaching interviews and process realized with them. The purpose is to re-signify it as a means by which the executives/workers may find other ways for management actions. It is proposed other comprehension for coaching, base on a phenomenological existential perspective. By etymologically re-visiting the historicity of coaching, it appeared to direct coaching practice as care toward the worker, factitive through the Social Clinical Psychology. The narrative analysis allows to comprehend coaching as a Counseling Psychology practice, by which the workers could re-signify their experience at work. Perceived as affected human beings, contextualized and demanding for attention and care, they may direct themselves to a professional and collective development in organizations. Thus, coaching would present itself as facilitation for the social subject to reflect about his careers, authorizing himself to find a sense for his professional project by his proper demand and not by the organization: a more ethical oriented practice for career management.

Clinical supervision is an essential component in a social work student’s education and development in the field. Social work students should feel comfortable with their clinical supervisors in order to appropriately self-disclose during supervision and gain the ability to recognize countertransference when working with clients. The significance of this is that students should be aware of their feelings and learn how to process these reactions during supervision. A mixed methods approach was utilized, surveying and interviewing students and clinical supervisors affiliated with California State University, San Bernardino. A Pearson correlation coefficient was conducted to determine the relationship between the strength of the supervisory relationship and the ability of social work students to recognize countertransference. The findings of this study suggested that there are significant relationships between the supervisory relationship and perceptions of self-disclosure and countertransference. Based on the qualitative analyses, eight central themes emerged regarding supervision practices and the relationships between students and supervisors. The implications of this study should impact how clinical supervisors foster the development of strong relationships with student interns. This should allow students to gain skills to succeed and provide better services to clients.