Abstract

Supervision is a cross-disciplinary practice among various professional groups. This study focuses on clinical supervision as a practice linked to psychology and psychotherapy. The literature highlights the need to expand and consolidate knowledge in this area. Specifically, in the few existing approaches to research on existential supervision, the need for the systematization of knowledge is clear. The use of qualitative methods is recognized as an approach that is likely to enrich knowledge of supervision. Objective: The aim of this study was to explore the theme of clinical supervision, particularly as it relates to existential psychotherapy, from the supervisor’s perspective to assess insights from the experience of each participant. Method: The three participants are both existential psychotherapists and supervisors that apply the same approach, in group mode, in the context of psychotherapist training. The data were collected using phenomenological interviews. A comprehensive analysis of the transcripts of the interviews was performed using the phenomenological method. Results: Emerging themes presented a general meaning structure that represents eidetic dimensions and how they are related. The eidetic dimensions, relationship and responsiveness, arise in the existential approach as the foundational and promotional aspects of successful supervision.

Highlights

  • Supervision is an international and multidisciplinary phenomenon (Cutcliffe, Hyrkäs, & Fowler, 2011) with evaluative, formative, and regulatory aspects; is based on a collaborative relationship over time; and aims to advance the professional development of the supervisee (American Psychological Association [APA], 2014)

  • The existential–phenomenological approach to supervision is based on the centrality of the relationship and the responsiveness the supervisor offers to the unique features and needs of each supervisee

  • Supervision in the existential–phenomenological approach is a collaborative process of coreflection, in which the contribution of supervisees is valuable for discussion and the supervisees are encouraged to broaden their perspectives in a working partnership

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Summary

Introduction

Supervision is an international and multidisciplinary phenomenon (Cutcliffe, Hyrkäs, & Fowler, 2011) with evaluative, formative, and regulatory aspects; is based on a collaborative relationship over time; and aims to advance the professional development of the supervisee (American Psychological Association [APA], 2014). Supervision includes the personal development of the supervisee/therapist (Watkins, 2012). The need for an evidence-based practice has been emphasized in the literature and is stressed in the APA (2014) Guidelines for Clinical Supervision in Health Psychology Service. In a literature reviews of publications from the past decade, the main approaches considered included the following: (a) the supervisor’s education/training, (b) the supervisor’s personal development, (c) alliance; and (d) process. One of the arguments that supports the relevance of researching the supervisor’s education/training is based on the challenge presented by Worthington in 1987 (reissued in 2006) that supervisors do not become competent only by the accumulation of supervisory experience (Watkins, 2012; Worthington, 2006) or clinical practice (Keegan & Hunsley, 2013). Knowledge of supervision does not imply that one knows how to supervise, much less how to supervise well (du Plock, 2009)

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