Shaffer Katharine S, Friedlander Myrna L
a Department of Education, Division of Counseling Psychology , University at Albany/State University of New York , Albany , NY , USA.
Psychother Res. 2017 Mar;27(2):167-178. doi: 10.1080/10503307.2015.1080877. Epub 2015 Sep 14.
In two investigations, we identified explicitly relational supervision strategies and examined whether use of these strategies was associated with perceptions of the supervisory alliance and evaluations of the supervisor.
First, ratings by nine supervision researchers identified five clearly relational in-session strategies (focus on countertransference, exploration of feelings, attend to parallel process, focus on the therapeutic process, focus on the supervisory alliance) in the Critical Events model of supervision. Based on these expert ratings, we created and assessed the Relational Behavior Scale (RBS).
Analyses with two samples of supervisees at all levels of training supported the measure's reliability and factorial validity. The RBS's validity was further indicated by its unique association with the "interpersonally sensitive" style of supervision. In both studies, supervisees perceived more frequent use of relational behavior on the part of psychoanalytic/psychodynamic/humanistic supervisors than cognitive-behavioral supervisors. Moreover, as hypothesized, supervisors' use of relational behavior in a specific session mediated the association between trainees' alliance perceptions and evaluations of their supervisors in that session.
The identification of specific in-session supervision behaviors that explain one way in which a strong alliance contributes to trainees' positive experiences of their supervisors has implications for supervision theory, research, and practice.
在两项调查中，我们明确识别了关系性督导策略，并考察了这些策略的使用是否与督导联盟的认知以及对督导者的评价相关。
首先，九位督导研究人员的评分在督导关键事件模型中确定了五种明确的关系性会谈内策略（关注反移情、探索情感、关注平行过程、关注治疗过程、关注督导联盟）。基于这些专家评分，我们创建并评估了关系性行为量表（RBS）。
对处于不同培训水平的两个被督导者样本的分析支持了该量表的信度和因子效度。RBS的效度还通过其与“人际敏感型”督导风格的独特关联得到进一步体现。在两项研究中，被督导者都认为精神分析/心理动力/人本主义督导者比认知行为督导者更频繁地使用关系性行为。此外，正如假设所示，督导者在特定会谈中对关系性行为的使用介导了学员在该会谈中对联盟的认知与其对督导者评价之间的关联。
识别出特定的会谈内督导行为，这些行为解释了强大的联盟有助于学员对督导者产生积极体验的一种方式，这对督导理论、研究和实践具有启示意义。
