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Vol 20, No 3, Article 5: PDF

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Supervisees’ assessing their supervisors: what to learn and how to see them
Juhani Antero Tiuraniemi

Abstract: This study explores how persons undergoing supervisor training, based on their previous supervision experience, describe what supervisor behaviours they found to be most helpful for stimulating their therapist/supervisee growth. Seventeen psychotherapists in educator training assessed their earlier 117 supervisors, wherein 46 % were cognitive and 54 % were non-cognitive. Cognitive supervisors were evaluated as being more active than non-cognitive supervisors. Supervisor activity, and an appreciative and sensitive attitude, were estimated to be the more important to emulate. During the supervision sessions, conceptual knowledge, therapist schema, and strategic procedures were mainly learned and were especially those characteristics of cognitive supervision. Interpersonal perceptual and relational skills were mentioned relatively rarely in regards to both cognitive and non-cognitive supervision. However, supervisees indicated they learned more interpersonal skills from non-cognitive supervisors. e use of self-assessment of earlier supervision was also a useful practice in supervisor training.
Key Words: Supervision, CBT training, self-reection, supervisory skills 

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