Mental Health Professionals: $90
Seton Hall Alumni: $45
Graduate Students: $30
Current Primary Supervisors of Seton Hall Graduate Students: No Charge
Please note that you will receive a PayPal link in your email after your register so please double check your email address is correct. Also, PayPal now allows people to pay as a guest using a credit card without having a PayPal account. You will see that option on the main PayPal page when you click the link in your email.
A 50% refund is available for cancellations up to 7 days prior to the event.
Registration and continental breakfast begins at 8:30 a.m. Lunch will be provided for current primary supervisors of SHU graduate students at 12:00 pm.
This program will provide 5 hours of continuing education. This program is co-sponsored by NJPA and Seton Hall University. NJPA is approved by the American Psychological Association to sponsor continuing education for psychologists. NJPA maintains responsibility for this program and its content.
Program Narrative:
Despite the necessity for graduate students in training to be supervised by licensed clinical supervisors, and the abundant theory and science on the meaningfulness of this endeavor, little is known about how effective supervision is conducted, moment by moment. Only in the past 20 years have authors explored “good,” “effective,” or “competent” supervision practices as compared to “poor,” “harmful” or “inadequate” supervision (e.g., Ellis et al., 2014; Nelson & Friedlander, 2001). Moreover, there is little empirical research on what takes place in supervision that has a positive impact on graduate trainees as well as on their psychotherapy clients.
What is known is that the most effective supervisors move fluently between focusing on the therapeutic processes as described by the supervisee and the supervision process as experienced by the supervisee. In both contexts, the relationship is critical. Supervisees in training need specific guidance to navigate the two relationships – about how supervisors effectively move back and forth between the two relationships, focusing at times on a supervisee’s relationships with clients and at times on the supervisory relationship itself. How do supervisors decide which relationship to focus on at what moment? How can supervisors simultaneously be responsive to their supervisees and to the clients of these supervisees (Friedlander, 2012, 2015), particularly when problems arise in either relationship?
Compared to other theoretical models of supervision, the transtheoretical Critical Events (CE) model (Ladany, Friedlander, & Nelson, 2005, 2016) was designed to address these issues. Based on a task analytic, or event-based, model of psychotherapy process, the CE model provides a roadmap, so to speak, about how to address commonly occurring problematic events in supervision, such as when a supervisee has a crisis in confidence, reports feeling attracted to a client, or is having difficulty with countertransference.
This workshop will begin with a definition of responsive interpersonal supervision in the context of the CE model. Participants will first learn to identify supervision “tasks” and the conceptual basis of the model (i.e., its three components in addressing critical tasks in supervision). Next, participants will be introduced to the CE model’s 11 “interactional strategies” for resolving a critical event. To bring the material alive, students will have the opportunity to observe several of these strategies in video clips from the 11 supervision sessions in APA’s Master Video Series on Psychotherapy Supervision, which were conducted by experts in the field, including Nicholas Ladany, the first author of the CE model.
During the workshop, participants will have the opportunity to discuss dilemmas they have encountered in their own practice of supervision from the perspective of the CE model. Time permitting, role plays will enhance learning of the model.
Learning Objectives:
At the conclusion of the workshop, participants will be able to:
Program Agenda
9:00 – 10:30 : Introduction: What is responsive supervision?
Overview of the Critical Events Model of Psychotherapy Supervision
10:30 – 10:45 : Break
10:45 – 12:00 : Working with countertransference
12:00 – 1:00 : Lunch
1:00 – 2:00 : Working with gender and multicultural issues
2:15 – 2:30 : Break
2:30 – 3:00 : Working with the challenging supervisee; role conflict and skill deficits
3:00 – 3:30 : Putting the Model into Practice (open discussion)
Intended Audience and Level
This presentation at the intermediate level is appropriate for psychologists, counselors, and graduate students who have some familiarity with the content.
About the Presenter
Myrna L. Friedlander, Ph.D. is a Professor and previous Training Director in the University at Albany’s Counseling Psychology program. She has co-authored four books on family therapy and clinical supervision, as well as more than 150 publications, book chapters and empirical articles. Dr. Friedlander is a Fellow of the American Psychological Association (Divisions 17, 29, and 43). In 2001 she was elected Distinguished Psychologist of the Year by the Psychological Association of Northeastern New York, and in 1999 she was honored with the University at Albany’s Excellence in Research award. In 2010 Dr. Friedlander received a Lifetime Contribution Award from the Section for the Promotion of Psychotherapy Science (Div. 17, APA) and a Distinguished Family Systems Research Award from the American Family Therapy Academy.
Proprietary Information: NJPA ensures that permission to use proprietary information, and steps to safeguard such information, are discussed with presenters at NJPA co-sponsored programs. No materials (physical or electronic) provided to attendees at such programs may be shared.
Americans with Disabilities Act: Seton Hall University makes our CE programs accessible to individuals with disabilities, according to the requirements of the Americans with Disabilities Act. Please contact Peggy Farrelly, Ph.D., at [email protected] if special accommodation is required.
This program did not receive any commercial support, and there are no conflicts of interest to report.
This conference is supported in part through generous contributions from Dr. and Mrs. Raymond Hanbury and Dr. Mark Chae.