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Reflecting team supervision (RTS): reflexivity in therapy, supervision and research

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dc.contributor.authorScott, William R.en
dc.contributor.committeechairFu, Victoriaen
dc.contributor.committeememberAllen, Katherine R.en
dc.contributor.committeememberBenson, Marken
dc.contributor.committeememberKeller, James F.en
dc.contributor.committeememberMolumphy, Susan D.en
dc.contributor.departmentFamily and Child Developmenten
dc.date.accessioned2014-03-14T21:19:30Zen
dc.date.adate2007-10-02en
dc.date.available2014-03-14T21:19:30Zen
dc.date.issued1993en
dc.date.rdate2007-10-02en
dc.date.sdate2007-10-02en
dc.description.abstractInformed by constructivist and social constructionist theory, a qualitative research study was conducted applying Andersen’s (1991) reflecting team model to explore use of self themes in the supervision process. A male and female Supervisor were paired with a male and female therapist to form two person supervision and reflecting teams. Four RTS sessions were conducted. Each RTS session involved three phases: 1) supervision of a case with the reflecting team observing, 2) reflecting team discussion of their observations with the supervision team observing, and 3) supervision follow-up by the supervision team with the reflecting team observing. The three phases of the RTS process led to three derivations of the original therapist story. The RTS process was discussed after each session in the post-session discussion. Utilizing the reflections of the reflecting team from Phase 2, a difference that makes a difference was introduced into the supervision story. In Phase 3, the supervision follow-up, the supervisor helped the therapist explore previously non-conscious use of self themes in the supervision narrative and construct a different narrative about him/herself and the case brought for supervision. The nature of the points of connection established in the socially constructed conversation between the therapist and client(s) was pertinent to the establishment of a "relational distance" between the client and the therapist that was too close or too distant. The supervisor not only helped the therapist become aware of the points of connection but also helped introduce a difference that allowed the therapist to be more maneuverable. All three phases of RTS are important to a supervision process. The role of the reflecting team in uncovering the "unsaid," and the supervisor in creating a difference possibly become less critical as supervisors develop reflexivity and incorporate these two phases into their typical supervision process.en
dc.description.degreePh. D.en
dc.format.extentix, 262 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10022007-145326en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10022007-145326/en
dc.identifier.urihttp://hdl.handle.net/10919/39526en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1993.S268.pdfen
dc.relation.isformatofOCLC# 29968660en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1993.S268en
dc.subject.lcshCommunication in psychologyen
dc.subject.lcshFamily psychotherapyen
dc.subject.lcshFamily therapists -- Family relationshipsen
dc.subject.lcshFamily therapists -- Supervision ofen
dc.subject.lcshMental health care teamsen
dc.titleReflecting team supervision (RTS): reflexivity in therapy, supervision and researchen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineFamily and Child Developmenten
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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