Table of Contents
Preface ix
Chapter 1 The first supervision session-Preparing the way 1
1.1 Introduction 1
1.2 The first supervision session as event 1
1.3 The first supervision session-the crucial triad of learning difficulties 5
Summary 5
Reflection themes 6
References 6
Chapter 2 The competencies standard for the therapist and the clinical supervisor: the competencies Schema 7
2.1 Introduction 7
2.2 Reference frame: the bologna declaration and the transversal competencies proposed by the quebec secondary school 8
2.2.1 Training programs of the quebec secondary school 8
2.3 The concepts of competency and transversal competency: the competency standard for the therapist and the clinical supervisor 9
2.3.1 Intellectual competencies 13
2.3.2 The supervisor's attitudes derived from intellectual transversal competencies 13
2.3.3 Evaluation criteria for supervisor-specific competencies 14
2.3.4 Methodological competencies 16
2.3.5 The supervisor's attitudes derived from methodological transversal competencies 16
2.3.6 Evaluation criteria for supervisor-specific competencies 17
2.3.7 Personal and social transversal competencies 20
2.3.8 The supervisor's attitudes derived from personal and social transversal competencies 20
2.3.9 Evaluation criteria for supervisor-specific competencies 21
2.3.10 Communication transversal competencies 22
2.3.11 The supervisor's attitudes derived from communication transversal competencies 22
2.3.12 Evaluation criteria for supervisor-specific competencies derived from communication transversal competencies 22
2.4 The importance of presenting competencies of the competencies schema (Fig. 2.2); practical implications 23
Summary 23
Reflection themes 24
References 24
Chapter 3 The Supervision Pyramid-A tool for supervision 25
3.1 Introduction 25
3.2 Reasons for building the Supervision Pyramid 25
3.3 Instrument description: the Supervision Pyramid 28
3.3.1 Event/issue identification and clarification 28
3.3.2 Exploration and elaboration 28
3.3.3 Experimentation and consolidation 29
3.3.4 Review and resolution 29
3.4 The Supervision Pyramid and the competencies schema 29
Summary 31
Reflection themes 31
References 32
Chapter 4 Strategies used for every level of the Supervision Pyramid 33
4.1 Introduction 33
4.2 Preparing the supervision session 33
4.2.1 Level 1: event/issue identification and clarification 34
4.2.2 Level 2: issue exploration and elaboration 35
4.2.3 Level 3: issue experimentation and consolidation 36
4.2.4 Level 4: issue review and resolution 37
Summary 38
Reflection themes 38
Reference 38
Chapter 5 Constructivism in clinical supervision. The Supervision Pyramid and the constructivist Paradigm of learning 39
5.1 Introduction 39
5.2 Constructivism and constructivist learning environments in supervision 39
5.3 Cognitive constructivism and social constructivism in supervision 42
5.3.1 Cognitive constructivism in clinical supervision 42
5.3.2 Social constructivism in clinical supervision 43
5.4 The Supervision Pyramid-Constructivist learning Paradigm 44
Summary 47
Reflection themes 48
References 49
Chapter 6 Benefits and difficulties in using the Supervision Pyramid: the supervisee's point of view 51
6.1 Introduction 51
6.2 The Supervision Pyramid as instrument in individual/group supervision and intervision: presentation, proper supervision, and feedback 52
6.2.1 The Supervision Pyramid as instrument in supervision 52
6.2.2 Advantages of the Supervision Pyramid for the supervisor and supervisee 54
Summary 58
Reflection themes 58
Chapter 7 The rupture and repair of the supervision alliance 59
7.1 Introduction 59
7.2 The supervision alliance: what is it? why it matters? 59
7.3 Supervision ruptures: what are they? why do they matter? 60
7.4 Supervision repairs: what are they? why do they matter? how do we make them happen? 62
7.5 The pyramid structure and rupture repair 63
7.5.1 Step I: identifying and clarifying the rupture event 63
7.5.2 Step II: exploration and elaboration of the rupture event 63
7.5.3 Step III: experimentation and consolidation with regard to the rupture event 64
7.5.4 Step IV: review and resolution 64
Summary 64
Reflection themes 65
References 65
Chapter 8 Clinical supervision as pedagogy for adults 67
8.1 Introduction 67
8.2 Reflection as competence in supervision 67
8.3 Pedagogical evaluation methods also used in clinical supervision 70
8.3.1 Working methods 71
8.3.2 Feedback and evaluation methods. The portfolio 73
Summary 76
Reflections themes 76
References 76
Appendix 1 77
Sheet No. 1 77
Appendix 2 81
Sheet No. 2 81
Appendix 3 83
Sheet No. 3 83
Appendix 4 85
Sheet No. 4 85
Chapter 9 Supervision during the Coronavirus (COVID-19) pandemic situation 87
9.1 Introduction 87
9.2 Specific intervision/supervision webinars during pandemic times 88
9.2.1 Intervision/supervision webinar or workshop 88
9.2.2 Specific thematic webinar 90
9.3 Difficulties identified by trainees and supervisees in the online environment 91
9.4 Difficulties and efficiency proposals for online supervision 93
9.5 Reframing of issues/difficulties in online supervision and after the isolation period 95
Summary 96
Reflections themes 96
Endnote 97
Index 99
