Humanistic Clinical Supervision

1. Chapter Two
• Supervision Models
– Theory Driven
• Humanistic-Relationship Oriented
– Developmental
• Integrated Developmental Model
– Process
• Discrimination Model

2. Psychotherapy Based Models
• We all have an implicit theory of human nature
– Analogous to “theory of mind”
– Influences how we construe reality
– The “assumptive” world of the therapist
• The Implicit Theory is consistent across situations
– Manifest in therapy AND supervision
• Therefore:
– “Person Centered therapists, when they do
supervision, will create new person centered
therapists.”

3. But hold on to that thought…
• Rogers (1957) on Clinical Supervision
– “I believe that the goal of training in the therapeutic
process is that the student should de4velop his own
orientation to psychotherapy out of his own
experience. In my estimation every effective therapist
has built his own orientation within himself and out of
his own experience with his clients or patients.”
• Is this statement consistent with Person Centered
Counseling?

4. Humanistic-Relationship Oriented
Supervision
• Central Features:
– Increasing experiential awareness
– Using the therapeutic relationship to promote
change
– Capacity for self exploration
– Skill in supervisees’ “use of self”
• e.g. being fully present, transparent, genuine, and
accepting
– Emphasizes use of recording and transcription

5. Humanistic-Relationship Oriented
Supervision
• Rogers and Supervision
– “Leans toward therapy” to help the therapist grow
in
• Self confidence
• Self understanding
• Understanding of the process of therapy
– Activities of Supervision include
• Exploration of difficulties working with clients
• Modified form of the therapeutic interview

6. Humanistic-Relationship Oriented
Supervision
• Rogers and Supervision
– Similarities with Therapy
• Facilitative Conditions (genuineness, empathy, warmth)
• Relies on the process in context of the relationship
• Deep respect for the supervisee as a person (not “only”
a student)
– Differences from Therapy
• VERY similar, but with emphasis on the problems of the
client and relationship issues in supervision; plus
• “I might feel more free to express how I might have
done it”

7. Humanistic-Relationship Oriented
Supervision
• Final thoughts…
– Most often integrated with other theoretical
orientations
– Most other theories regard the facilitative
conditions as “necessary,” though not sufficient
(Rogers argued this point!)
– The development of basic interviewing skills is the
most essential part of the early stages of clinical
supervision of interns
• Basic Interviewing Skills = Rogers’ facilitative conditions