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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Research has highlighted several critical factors that influence the effectiveness of psychotherapy, such as the therapeutic alliance, the therapist, and the client.
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Diana Baumrind's four parenting styles — authoritarian, authoritative, neglectful, and permissive — each influence children's socio-emotional development differently.
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Does the supervisor's teaching style influence the supervisee's learning prescribed techniques?

Timothy Anderson1, Maryellen J Crowley2, Jeffrey L Binder3

  • 1a Department of Psychology , Ohio University , Athens , OH , USA.

Psychotherapy Research : Journal of the Society for Psychotherapy Research
|March 8, 2016
PubMed
Summary

Directive supervision styles enhance the learning of specific psychotherapy techniques. More structured supervision leads to better adherence to manual-prescribed methods in clinical practice.

Keywords:
brief psychotherapypsychoanalytic/psychodynamic therapypsychotherapist training/supervision/development

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Area of Science:

  • Psychotherapy research
  • Clinical psychology training

Background:

  • Supervision is crucial for therapist development.
  • Understanding supervisor instructional styles is key to effective training.

Purpose of the Study:

  • To examine the impact of directive vs. non-directive supervision on therapist learning.
  • To analyze supervisee communication patterns in supervision.
  • To assess the effectiveness of learning specific psychotherapy techniques.

Main Methods:

  • 16 therapists trained in Time-Limited Dynamic Psychotherapy (TLDP).
  • Supervision sessions rated for adherence and supervisor/supervisee speech patterns (initiation/response).
  • Therapy sessions before and after supervision analyzed for TLDP adherence.

Main Results:

  • Supervisor A (more directive) had supervisees with higher TLDP adherence.
  • Supervisee initiation speech in supervision correlated with less technique use post-supervision.
  • Supervisor interactive style did not directly correlate with therapy adherence.

Conclusions:

  • Directive and structured supervision may improve the adoption of manual-prescribed techniques.
  • Supervision structure influences the acquisition of specific therapeutic skills.