On Principles of Educational Change and Principled Action in Psychotherapy Supervision
Change strategies/principles, a well recognized and accepted component of therapeutic practice, have yet to be comparably considered in psychotherapy supervision. Can there be educational change strategies/principles for psychotherapy supervision? I take up that question subsequently. I contend that supervision is forever a principle driven activity, that supervisors practice in a principle driven manner, and that a common core of guiding supervision strategies/principles can be identified. Reasoning by analogy from the seminal works of Goldfried (Am Psychol 35:991 999, 1980; How people change: inside and outside therapy, Springer, New York, 1991; Clin Psychol Rev 33, 862 869, 2013) and Castonguay and Beutler (Principles of therapeutic change that work, Oxford University Press, New York, 2006a; J Clin Psychol 62:631 638, 2006b; Principles of therapeutic change that work, Oxford University Press, New York, 2006c) I propose one such common core: 20 educational strategies/principles that cut across any and all forms of supervision. What follows is foremost a stimulus paper, a starting point, designed to provoke further dialogue about this crucial but unconsidered aspect of supervision practice.
Journal of Contemporary Psychotherapy