How do supervisee's learn during supervision? A Grounded Theory study of the perceived developmental process

• Published in: Cognitive behaviour therapist 2012-03, Vol.5 (1), p.1-23
• Main Authors: Johnston, Lynne H., Milne, Derek L.
• Format: Article
• Language: English
• Subjects: Clinical psychology; Collaboration; Data collection; Experiential learning; Goal setting; Grounded theory; Interviews; Skills; Supervision; Supervisors; Therapists; Therapy
• ISSN: 1754-470X; 1754-470X
• DOI: 10.1017/S1754470X12000013

To contribute to a model of CBT supervision, we interpreted supervisees' understanding of the processes involved in their receipt of supervision. Second, we assessed the utility of a Grounded Theory Methodology (GTM) to study supervision. Supervisees were interviewed about their experiences of supervision, within a cross-sectional, qualitative design. In-depth, face-to-face individual interviews were conducted with seven trainee clinical psychologists. Their perceptions of supervision were analysed by means of a constructivist revision of GTM. A conceptual model is presented, to show the learning process from the perspective of the supervisees. This suggests that the receipt of supervision was experienced against a developmental backdrop involving a progression along two continua: competency and awareness. A set of core processes (Reflection, Socratic Information Exchange, Scaffolding, Supervisory Alliance) were thought to interact, enabling appropriate learning across developmental stages. This was thought to facilitate movement through individualized Zones of Proximal Development (ZPD). The fidelity construct of ‘receipt’ is complex and does not lend itself to quantification and measurement using a positivistic approach. By contrast, GTM was a useful methodology to use in this context. Further research using a similar methodology may further contribute to a model of CBT supervision.