FAP group supervision: Reporting educational experiences at the University of São Paulo, Brazil.

Abstract

Two FAP based educational experiences at the University of Sao Paulo in Brazil will be described here. The results clearly illustrate and suggest that FAP can be converted into a significant experience of personal and professional growth for therapists. These reports are based on qualitative data and serve the goal of illustrating the FAP informed supervisory process and lay the groundwork for future studies that involve gathering systematic data about the supervision of future groups of psychology and psychiatry students. GROUP SUPERVISION AT THE UNIVERSITY OF SAO PAULO: TEACHING FAP FOR PSYCHOLOGY GRADUATE STUDENTS FAP is an interpersonally-oriented psychotherapy based on analytic behavior principles. It focuses on client change through contingent shaping of target behaviors and the application of natural reinforcement during a therapy session. The therapeutic relationship is the primary vehicle for client growth (Kohlenberg and Tsai, 1991). The same assumptions guide FAP group supervision that aims to teach to the supervisee: 1) essential therapeutic skills, for example, to know when and how to respond to clinically relevant behaviors (CRB1, in-session occurrences of client repertoires that have been specified as problems according to the client's goals for therapy and the case conceptualization; and CRB2, in-session improvements in CRB1 repertoires and should increase in frequency over the course of successful FAP) emitted in the context of the therapeutic relationship and, 2) to be sensitive to the interpersonal contingencies while in session with the client, responding in an effective way to promote behavior change. However, how is it possible to guarantee that the supervisees will follow the rules emitted in supervision without becoming insensitive while in session? Considering the assumption that the interactions that occur in the supervision (as well as in therapy) happen in an interpersonal context, the interaction between the supervisees and others members of the group (including the supervisor) will evoke some supervisees' behaviors problems, giving the supervisor the opportunity to respond to the student's behavior, shaping more effective interpersonal behaviors. This article describes the process of FAP group supervision that occurred at the University of Sao Paulo in 2010, including examples of the process of shaping the supervisees' behaviors during the process of supervision, the changes observed in the supervisees' repertories and the impact in the way they would conduct therapy. STRUCTURE OF THE COURSE AND GROUP SUPERVISION FOR PSYCHOLOGISTS The Institute of Psychology at the University of Sao Paulo offers a one-year course entitled Behavior and Cognitive Therapy: theory and practice to psychologists who have completed an accredited undergraduate Psychology program. The course occurs once a week and it is divided into three activities: two hours of clinical supervision, one hour of clinical practicing (therapy) and four hours of theoretical classes (total duration of 540 hours). The course has established a partnership with the University's Hospital (UH) and the Department of Psychiatry who was responsible to refer clients for therapy with course enrollees. This partnership had a great impact on the therapists' training because they could work inside a hospital and learn how to communicate with others professionals. Every year the course has about 60 students and they are divided into four clinical supervision groups. The sessions are conducted by pairs to facilitate training needs within limited resources available; each client has two therapists at the same time. During the year of 2010, one of the groups, conducted by Claudia Oshiro, had 14 psychologists with different levels of clinical experience and theoretical knowledge (with 0-10 years of experience). The supervisees knew a little bit of FAP but none of them had a FAP supervision experience. …