Further, "Just as the models of family therapy are, unsurprisingly, isomorphically represented in their corresponding training models and methods, so the development of the clinical reality of family therapy can serve as a methaphor for the training and supervision area."
However, in 1988 MFT was truly in its earliest states and not much time had gone by since supervision and training was mostly something that was done and not giving forethought on the "how's." Training and supervision were taken for granted; supervisors and clinicians were placed in positions without much prior preparation; and assessment for clinicians, let alone their supervisors, was almost nil.
Yet why was there a need for such training? Liddle compared the beginning of therapy with that of training. Each had to start off on the right foot. Although supervision can easily be defined in a narrow sense -- as the process of teaching a clinician how to conduct therapy -- it has much broader ramifications. Effective supervision prepares trainees for their career as well as upgrades the profession and promotes the field. It can help therapists launch their professional lives toward the highest possible point of self-esteem in terms of maturity, training and experience (154).
Conversely, trainees who consistently have ineffective instructors are at considerable risk of providing inadequate service to their clients and tarnishing their own and profession's standing. Importantly, "supervision thus involves significantly more than the mere transmission of technical information or clinical skills: it challenges participants both personally and intellectually in a context in which the best and worst of a supervisor's or therapist's individual style can emerge" (154).
Even in 1988, despite Liddle's optimism for such supervisory techniques as live and video and individuals behind the mirror there was still "an uncertainty, a lack of standards and guidelines, and a lack of consensus on how best to train and supervise (5)."
Most of the MFT training and supervision in the 1980s was "top down." The supervisor would bestow his/her so far gained knowledge to the trainees. There would be little if any dialogue and two-way give-and-take.
According to Liddle, Bowen approached this inadequacy as he did his therapy. "One cannot attempt to convey the essence of the training regimen without first addressing the basic ideas themselves" (62). With Bowen's approach, noted Liddle, "training is seen essentially as a person-to-person effort, with the instructor having as much to learn as the learner. In a sense the training process becomes a dialogue between engaged minds..." (71). The instructor must be close enough to the student to have an impact, but separate enough not to interfere. "In short, the instructor, along with the learner, continually works on differentiation of self."
In recent years, the thrust for supervision and training has expanded on Bowen's underlying premise. Several studies in the '90s for example, (Bernard & Goodyear, 1992; Holloway, 1995; Holloway & Neufeldt, 1995) noted it is better to understand how supervisors can be trained to do supervision effectively rather than focusing only on how supervision is done and "in a review of the efficacy of supervision, (they) concluded that the effects of specific supervisory interventions to therapist and client change in behavior remained largely unknown."
Likewise, it may be more important to see what factors can limit the effectiveness of training than being concerned about the actual therapy approach. Goodyear et. al (1998) wrote that there are "three especially important barriers to drawing solid inferences from supervision research about the effectiveness of particular approaches: considering 'supervision' and 'training' as interchangeable interventions, an absence of efficacy research in supervision, and a reliance on satisfaction measures for outcomes."
The first challenge to comprehending the effectiveness of a specific supervision approach is that researchers often confuse supervision with training. In numerous reviews of the literature, authors have lumped supervision with training of this type as if they were the same. The second barrier is to determine the supervision approach that promotes more positive results than another necessitates comparative studies of supervisory models. However, supervision studies of this type have not been conducted.
Many psychotherapy researchers consider the 'gold standard' to be the randomized, control group experiment that is used in efficacy and effectiveness studies. Efficacy studies compare a particular treatment to a control group to answer the question 'Does this specific treatment work better than no treatment at all?' Effectiveness studies compare a treatment to one or more others and to answer the question 'How do the outcomes of this treatment compare to those in this other treatment?' (Goodyear 1998).
Goodyear continued that "There appears to be three reasons why supervision...
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