Training Beginning Supervisors Working with New Trauma Therapists

Abstract

While graduate training in treating childhood trauma survivors has been limited, formal training in how to supervise beginning therapists working with these populations has remained practically nonexistent. This article introduces beginning supervisors and new trauma therapists to an individualized, relational model of supervision that centers upon empowering the supervisor to help the therapist further the therapeutic process with the client. Beginning supervisors are empowered by developing a working model of supervision and strategically addressing developmental needs, including: (1) level of skill building and specialized knowledge, (2) self-care, (3) self-awareness, (4) use of self as instrument, (5) their ability to work with parallel processes and (6) integration of multicultural and individualized perspectives into their work. Examples illustrate major points.