Watkins C E
Psychology Department, University of North Texas, Denton 76203-3587.
Am J Psychother. 1994 Summer;48(3):417-31. doi: 10.1176/appi.psychotherapy.1994.48.3.417.
Corresponding to the four stages of the SCM, supervision environments/behaviors--which could be used to guide thinking about the supervision of psychotherapy supervisor trainees--have been proposed and described. The supervision environments are designed to match the particular needs of psychotherapy supervisors at the four SCM stages. From this presented conceptualization, the reader can see that the supervision of psychotherapy supervisor trainees proceeds through (1) an initial period where a strong, secure "hold" and direct instruction, teaching, and structure are needed, to (2) a period where a continued but loosened "hold" and continued but lessened instruction, teaching, and structure are needed, to (3) a period where an even greater loosening occurs and a shift to more of a collegiate/collaborative stance evolves, to (4) a period where a collegiate/collaborative stance totally predominates.
对应于督导胜任力模型（SCM）的四个阶段，已经提出并描述了督导环境/行为，这些可用于指导对心理治疗督导学员的督导工作的思考。督导环境旨在满足督导胜任力模型四个阶段中心理治疗督导的特定需求。从这个呈现的概念化内容中，读者可以看到，对心理治疗督导学员的督导过程经历：（1）初始阶段，需要强有力、可靠的“掌控”以及直接指导、教学和架构；（2）一个需要持续但宽松的“掌控”以及持续但减少的指导、教学和架构的阶段；（3）一个进一步放松且转向更多的 collegiate/collaborative 立场的阶段；（4）一个 collegiate/collaborative 立场完全占主导的阶段。 （注：collegiate/collaborative 直译为“学院式/协作式”，这里保留英文以便读者理解其特定含义）
