Abstract
Although there has been a proliferation of models of supervision in the marriage and family therapy literature recently, most tend to focus on methods rather than on the process of supervision. The model presented here is grounded in developmental concepts and focuses on student learning through a dialectical process of cognitive and emotional growth and incorporates three stages: 1) developing relationships; 2) breaking impasses, and 3) orchestrating changes. Students discover that supervision becomes isomorphic with relationship issues that arise in their therapy sessions. Dialectical in nature in that each stage is characterized by the resolution of contradictory emotions, the supervision process helps supervisees experience emotional shifts in their interactions with others, referred to as “emotional restructuring.”
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Roberts, T.W., Winek, J. & Mulgrew, J. A Systems/Dialectical Model of Supervision: A Symbolic Process. Contemporary Family Therapy 21, 291–302 (1999). https://doi.org/10.1023/A:1021952013686
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DOI: https://doi.org/10.1023/A:1021952013686