Journal of Contemporary Psychotherapy

, Volume 47, Issue 3, pp 163–172 | Cite as

On Principles of Educational Change and Principled Action in Psychotherapy Supervision

  • C. Edward WatkinsJr.
Original Paper


Change strategies/principles, a well-recognized and accepted component of therapeutic practice, have yet to be comparably considered in psychotherapy supervision. Can there be educational change strategies/principles for psychotherapy supervision? I take up that question subsequently. I contend that supervision is forever a principle-driven activity, that supervisors practice in a principle-driven manner, and that a common core of guiding supervision strategies/principles can be identified. Reasoning by analogy from the seminal works of Goldfried (Am Psychol 35:991–999, 1980; How people change: inside and outside therapy, Springer, New York, 1991; Clin Psychol Rev 33, 862–869, 2013) and Castonguay and Beutler (Principles of therapeutic change that work, Oxford University Press, New York, 2006a; J Clin Psychol 62:631–638, 2006b; Principles of therapeutic change that work, Oxford University Press, New York, 2006c), I propose one such common core: 20 educational strategies/principles that cut across any and all forms of supervision. What follows is foremost a stimulus paper, a starting point, designed to provoke further dialogue about this crucial but unconsidered aspect of supervision practice.


Supervision Trans-theoretical Integration Change strategies Change principles 


Compliance with Ethical Standards

Conflict of interest

The author declares that he has no conflicts of interest.


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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  1. 1.Department of PsychologyUniversity of North TexasDentonUSA

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