Theory of Therapy and Clinical Supervision
In my more than twenty years of working in the psychotherapy field, I have developed my own eclectic approach that was first based in the psychodynamic perspective, then transpersonal, then systems theory. Then there came years of working in hospitals fully immersed in the medical model utilizing the cognitive behavioral interventions favored there. In the last few years I have become increasingly enamored of Solution Focused and other brief therapies and have received additional training in these modalities.
The tenets of Solution Focused therapy that I agree with are that small changes will ultimately have major impact on the system, that minimal historic exploration is required in most cases, that the therapist helps by the encouragement and validation of small changes and by the identification and amplification of exceptions, the presupposition of good intentions, and the use of the client’s own language. I disagree with the strong stance against the importance of insight.
I believe that it takes a variety of viewpoints and skills to be a good therapist. Although I do not particularly ascribe to the medical model I find it useful, as I find CBT effective with some patients, postmodern interventions with others, and long term psychodynamic therapy with others. I believe that the more tools we have in our therapeutic toolbox, the more likely we are to be helpful, and just as a great painter such as Van Gogh studied all the artists who had come before him before he developed his own style, so must a future master therapist.
My theory of supervision is similarly eclectic. The supervisor inhabits a variety of roles: that of teacher, counselor, collegial peer, and gatekeeper of the profession. We also must think beyond teaching what we do, and focus on preparing supervisees for today’s world. It is a way to give back and to ensure that well trained people are entering the profession. My model of therapy differs from that of supervision in that I see myself as more of a teacher when acting as a supervisor than I do as a therapist.
For a novice stage supervisee, I see the task of the supervisor as to find the positive for the supervisee as she has greater narcissistic vulnerability, lower tolerance for ambiguity, and greater dependence needs than will a later stage student. It is good to point out what the supervisee is doing well, to compliment that and act as a cheerleader.
© 2010 Catherine Auman
Catherine Auman, MFT is a CAMFT Certified Supervisor and psychotherapist with over 25 years experience based in Los Angeles, Calfornia. She has advanced training in both traditional and alternative methodologies based on ancient traditions and wisdom teachings. Visit her online at http://www.catherineauman.com