2012 Utilizing attachment theory in clinical supervision, integrating theory and practice
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This is a copy of the presentation of the same name from the 2012 International Supervision Conference.
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2012 Utilizing attachment theory in clinical supervision, integrating theory and practice
- 1. Utilizing Attachment Theory in Clinical Supervision: Integrating Theory and Practice Edina L. Renfro-Michel, Ph.D., LPC, ACS Montclair State University
- 2. Agenda • Adult Attachment Orientations o Bartholomew & Horowitz’s Model • Working Alliance in Counselor Supervision • Attachment Behaviors in Counseling Supervisees • Implications of Attachment and the Working Alliance in Counselor Supervision • Discussion
- 3. Attachment Bio-behavioral process affecting the ability to form relationships from infancy through adulthood.
- 4. Model of Self and Others (Bartholemew & Horowitz, 1991) Trust Others Mistrust Others Worth Loving/High Secure Dismissing Self-Esteem Not Worth Loving/Low Self-Esteem Preoccupied Fearful
- 5. The Supervision Working Alliance Relationship between supervisor and counselor-in-training. Working alliance is a mutual collaboration for change.
- 6. Supervisee Attachments • Securely Attached • Dismissive Attached • Preoccupied Attached • Fearful Attached
- 7. Changing Attachment Chart 4.1 Supervisee Working Alliance Rapport Scores by Attachment Relationship Orientation Secure 7 Dismissing Preoccupied 6 Fearful Mean SWAI Rapport Scores 5 4 3 2 1 0 Midterm Final Relationship Questionnaire Administration
- 8. Change in Attachment Orientations Over Time Chart 4.2 Supervisee Self Perception of Change in Attachment Secure Relationship to Supervisor Over Semester 80 Dismissing Preoccupied Fearful 70 60 Repporting Each Orientation Number of Supervisees 50 40 30 20 10 0 Beginning Midterm Final Relationship Questionnaire
- 9. Implications • Understanding the dynamics of the supervisory relationship via attachment theory can be helpful • Working alliance and trust are interrelated • Developing a supervisee’s self-efficacy is important at any level of supervision
- 11. An Example • Supervision Session
- 12. Audience Participation • Let’s talk about some of your supervisees.
- 13. Vignette Natasha is a 25 year old single woman of Indian descent. She is currently in a Master’s program in Counseling at a mid-sized University with a diverse population of students and instructors. She is a bright student and excels in her Counseling classes. This semester, she is taking Practicum and her placement is in a neighboring clinic. Her supervisor is a junior lever faculty member in his late 30s and Caucasian. During her sessions with her supervisor, she speaks quickly and answers the questions that the supervisor poses in short, succinct answers and rarely elaborates. When they work through strategies to try with clients, Natasha seems agreeing to try these strategies but at their next sessions, the supervisor realizes that she has not tried or implemented anything they have discussed. When the supervisor asks Natasha why she had not tried their discussed strategies and asks her about her treatment plan, Natasha gets very defensive and upset and seems on the verge of tears. Later in the session, Natasha becomes very apologetic and almost seems to plead with the supervisor for his guidance asking him directly “please tell me what to do.”
- 14. Questions?
- 15. Contact Information Edina L. Renfro-Michel, Ph.D., LPC renfromichee@mail.montclair.edu PowerPoint Available at:
Editor's Notes
- Attachment behaviors can change with life circumstances.
- Briefly explain attachment styles: Secure Combination of a positive model of self and a positive model of others indicates a sense of worthiness or lovability as well as an expectation that others are also accepting and responsive. Comfortable with intimacy in close relationships. Preoccupied Combination of a negative model of self and a positive model of others. Indicates a sense of unworthiness or unlovability combined with a positive evaluation of others. Tend to strive for self-acceptance by gaining approval from others. Dismissing Positive model of self and negative model of others. Negative expectations Shield themselves by avoiding close relationships and developing a sense of independence and invulnerability. Maintain a sense of self worth by denying the importance of intimate relationships. Achieve autonomy and feelings of self-worth at the expense of intimacy. Fearful Negative model of both self and others. Indicates a sense of unworthiness or unlovability combined with an expectation that others would be untrustworthy and rejecting. Avoid intimacy to protect themselves against anticipated rejection.
- - This working alliance is a mutual collaboration for change, both personal and technical, based on perceptions of mutual connections. - Trust is an important component in the supervision relationship, and must be developed to ensure a smooth working alliance. Attachment behaviors triggered by stress. Trust lessened when attachment behaviors are triggered. Supervision bonds are akin to personal relationships. Bonds may trigger personal issues and attachment behaviors. Supervision bonds may trigger personal issues and attachment behaviors relating to those issues.
- Securely Attached Enhance working alliance Develop trust in supervisor and supervision process Disclose appropriately Genuine Open to feedback Open to making changes it facilitate counseling and supervision processes Dismissive Attached Often compulsively self-reliant High self esteem – do not need help Low trust of others – challenge supervisor ’s comments Resistant (directly or indirectly) Ignore supervisor instructions Difficult to relinquish their autonomy and trust others Preoccupied Attached Can be overly concerned with supervisor ’s perceived needs, try to help supervisor Often deflect supervision to others or supervisor Feel anxious and uncomfortable about receiving supervision Unable to receive comments, not worthy Give clients advice, rescue clients Fearful Attached Request feedback and become despondent about perceived failure Not trusting of supervisor, elicit feedback from others Clingy and demanding of attention Highly dependent on supervisor Want to be the favorite supervisee May become angry with supervisor
- Preoccupied lower than fearful
- Relationship wise – you treat all supervisees the same Working alliance is important Supervision may have activated anxiety aspects of attachment for these beginning counselors. The supervision relationship did not activate anxiety or avoidance aspects of attachment for supervisors. Behavioral implications of an anxiety dominant attachment style are expected of beginning counselors. The supervisory working alliance was not affected by attachment style although counselors maintained anxiety dominant attachment styles throughout the supervision process.