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Core competencies in social constructionist supervision?

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This article bridges social constructionist supervision with family therapist training. It proposes a new competency model for supervisors, emphasizing reflexivity, collaboration, and client strengths for effective evidence-based practice.

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Area of Science:

  • Family Therapy
  • Clinical Supervision
  • Psychotherapy Training

Background:

  • Family therapy training is shifting towards evidence-based practice and competency-based education.
  • There is a perceived tension between fluid, dialogic social constructionist supervision and discrete core competencies.
  • This highlights a need to integrate theoretical approaches with practical training requirements.

Purpose of the Study:

  • To explore the connection between social constructionist supervision and competency-based training in family therapy.
  • To propose an alternative competency framework for supervising family therapists in training.
  • To offer practical guidance for supervisors and trainees.

Main Methods:

  • Conceptual exploration of social constructionist supervision principles.
  • Development of a proposed competency framework based on specific orientations.
  • Articulation of reflective questions and ideas for supervisors and trainees.

Main Results:

  • An alternative competency model for family therapy supervision is presented.
  • The model integrates social constructionist principles like reflexivity, polyphony, and collaborative stances.
  • It aims to enhance accountability and provide evaluative tools within supervision.

Conclusions:

  • Social constructionist supervision can be effectively integrated into competency-based family therapy training.
  • The proposed orientations offer a framework for supervisors to foster reflexive and collaborative practice.
  • This approach supports the development of skilled and ethically grounded family therapists.