Typical supervision

1. Creating a Context to Provide ACT-based Contextual Behavioral Supervision: Fundamentals andPracticeSonja V. Batten, Ph.D. & Robyn D. Walser, Ph.D.

2. Typical supervision • Supervisee conceptualizes case (a little) • Supervisee reports on that case every week, commenting on what happened in session • Supervisor gives suggestions about what the supervisee should do in the following session • It is generally topical in nature

3. ACT Training • A process through which trainees learn to apply behavioral principles flexibly to client problems • Certainly, even in ACT, there is a general didactic component, but there is a simultaneous focus on working through principles, and dealing with emotions in session

4. ACT Training • There are some skills that cannot be directly instructed – they are better learned through experience • Supervision is a unique opportunity to model working with difficult emotions and still moving forward with values • Anxiety • Shame

5. Informed Consent • If you’re going to do this type of supervision, you have to make sure that the trainee has really signed on for it • Cannot force trainees to disclose personal information during the course of supervision • Power differential • Provide an appropriate, sound rationale for working with emotions in supervision

6. So, does this mean that the goal is to make my supervisees cry???

7. NO!!!

8. In fact, humor and irreverance for the purpose of defusion are equally (if not more) likely to occur than crying in ACT-based supervision!

9. Additional Considerations • Effective training in this model can focus on: • What has been going on in the session • Working through specific protocols • Emotional reactions that show up in supervision when discussing the client/session • Role plays or exercises with the supervisor • Issues that come up in the supervisory relationship

10. Additional Considerations • How to decide whether certain emotional topics are appropriate for supervision vs. for the trainees own therapy • When is it time to refer your trainee to therapy?

11. Obvious forms of avoidance • Carrying protocol into session • Reading metaphors/exercises • Sticking to an agenda no matter what • One metaphor after another • Poor eye contact • Obvious body language • Ignoring emotion • Eating/drinking

12. Subtle forms of avoidance • Continuous talk • Moving quickly to problem solve • Moving quickly to provide comfort • Excessive talking during session • Leaving a topic too quickly • Describing and intellectualizing • Being rule-bound • What else?

13. So, does this mean avoidance is bad? • No! • This is something we see frequently in those initially learning ACT • The goal is to learn to flexibly identify whether avoidance is or is not workable for a given individual in a given circumstance

14. Special Considerations • Group supervison • Supervision via remote technology

15. Supervisory Posture • Nonjudgmental • Work on instilling faith, hope • Modeling of not being perfect • Solid and reliable

16. robyn.walser@sbcglobal.net sonjavbatten@gmail.com