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A BAYOU VIEWVolume 3 Number 1 Spring 1998 |
A View of the Bayou
* From
the Editor
* From the Director
Janie Long
* Jay
Haley: "Learning & Teaching Therapy"
Interview with Jay Haley
by Kristen Lee
* "Using
the Therapists' Language in Supervision"
A Meeting with Insoo Kim Berg
* "The
Use of Reflecting Teams in Supervision"
A Meeting with Lynn Hoffman
* Supervisor Perspectives:
"Supervision and Isomorphism"
Lamar Woodham, Ed.D. Associate Professor
"Some Thoughts on Supervision
Wendel Ray, Ph.D. Associate Professor
"Reflections on Collaboration
in Supervision"
Harper Gaushell, Ed.D. Professor
" Using Ethnographic Interviews
in Supervision"
Charles Cole Ph.D; Hanna Spyker Endowed
Chair
* New
Supervisors-in-Training
* "Reflections of
Postmodern Supervision"
By: Charles Cole Ph.D; Hanna Spyker
Endowed Chair &
Erin Rockett, Doctoral Student
* Conferences
* Saying
Good-bye
From the 2nd Year Master's Students
From The Editor:
This edition of A Bayou View is dedicated to the topic of supervision. During graduate school, students are introduced to numerous theoretical frameworks from which they will usually adopt their own theory that will guide how they do therapy. Students are influenced by their readings, and watching videotapes. However, that which possibly influences an intern the most is their supervisor. Interns are often dependent on their supervisor in the beginning and look to the supervisor for help and direction in learning how to do therapy. Their experience as a therapist is shaped by the supervisor.
Although all therapists must undergo supervision before becoming licensed, no two supervisors conduct supervision in the exact same way. Because supervision is critical to a new therapist, we thought it would be interesting to explore this topic and the many different approaches supervisors are taking and students are learning. In this issue, the topic of supervision is presented from several different therapeutic approaches. Therapists, including Jay Haley, Insoo Kim Berg, and Lynn Hoffman offered their thoughts about the supervisory relationship. Supervisors from our program at Northeast Louisiana University offered their unique perspectives on supervision, as well as doctoral students who are new Supervisors-in-Training.
While not all supervisors agree on how therapy should be conducted, each supervisor offers a unique perspective to their interns. There are as many ways of conducting supervision as there are ways of doing therapy. The goal of this edition is not to decide which, if any approach is best, but to shed light on this topic and let students, supervisors, and practicing therapists know what is going on behind the mirror.
From The Director: Janie Long
Greetings to our many friends and alumni around the country. We are in the midst of celebrating Mardi Gras, and the students have been educating me about the different traditions. I am still not sure about the King cake with the plastic baby inside! I do like all of the bright beads that I caught at the parade, however.
Things are very busy in the program with interviews coming up. Our doctoral interviews will be on Monday, March 2, and the Master's interviews will occur on March 6. Sally Thigpen, Carla Nobles, and Marty Carroll have been busy contacting the interviewees and making plans for welcoming them to our campus.
Several of us traveled to Dallas two weeks ago to attend the TAMFT conference. We promoted the program with a display, and I received many comments from leaders of the field (Harlene Andersen, Susan McDaniel, Tony Jurich, and Lynn Hoffman) about the quality of our students. I was proud to be a part of such an outstanding program.
I am very excited about this edition of A Bayou View. It is not often that one has the opportunity to hear from our founding MFT parents, from our distinguished faculty, and the fresh perspective of our students on a topic that has had such a great influence on us all. Thanks to Kristen Lee for all of her hard work in making this edition of A Bayou View a reality.
Haley: " Learning and Teaching
Therapy"
By Kristen Lee
As one of the most important founding voices of Marriage and Family Therapy,
Jay Haley is among the most influential thinkers in the field. Founding
Editor of Family Process, his experience spans more than 45 years
and resulted in the publication of some of the most seminal contributions
to be found in the literature. In our Marriage and Family Therapy program
we study Haley and the strategic approach, and several students had questions
concerning the supervisor/trainee relationship. Haley recently wrote a book
on the topic of supervision, Learning and Teaching Therapy, in which
he discusses the many dynamics of the supervisory relationship. We were
fortunate enough to conduct a phone interview with Jay Haley and have many
of our questions answered. A partial transcript of our conversation with
Haley on supervision follows. Dr. Wendel Ray and myself conducted the interview
and students who attended the interview also asked several questions.
Lee: In your book, you recommend that a supervisor teach one theory,
or one approach very well, and then later, add other approaches. Why do
you feel it is so important for a supervisor to have one theory they ascribe
to and teach their trainees?
Haley: I think it is an apprenticed system, or can be. Where you watch a master work, then he or she watches you work and you learn that way. If you learn theories, since students tend to be intellectual, what you learn is the Bowen theory, and the Minuchin theory, and then you become eclectic as if all of them are of equal value, and I don't think it is good to be eclectic. I think it is better to have a way of working, developing yourself with someone guiding you in that way of working, and then you begin to find that it is more complicated than that and you need some of the other theories from people as you get into it. Then applying it as you're working, you're not learning the ideas and then six months from now, or a year from now doing an interview.
Lee: You talk about the fact that a trainee loses their status with the client when the supervisor enters the room to conduct therapy and take charge. I was wondering if you have always thought that way, or could you elaborate on the road you took coming to that position? Is there ever an instance when you feel like a supervisor should go in?
Haley: The only time I can remember going in is when I pulled a father off a daughter he was beating up, and I thought that was time to go in. I think generally, trainees work better if they know they are not going to be saved, that they're going to have to deal with this, maybe with some calls on the telephone. If they feel the supervisor is going to come in and take over, they get more tentative, but it varies with the supervisor. I prefer not to go in because I think better behind the mirror.
Lee: What are your thoughts about when a therapist is working with a supervisor-in-training, and the supervisor-in- training and the supervisor of supervision have different ideas about the direction therapy needs to take?
Haley: That was one of the earliest ideas that was taken from the family into supervision. That is, once we discovered that the kid was behaving in the way that they were because the parents were in conflict with the kid, or with each other about the kid, then we began to notice that if a trainee was having difficulties with the family, it wasn't necessarily the difficulties with the family, it was that the trainee was trying to work the way I was teaching and also coming from an institution with a different supervisor who works differently. The trainee is caught between the two, and it's formally the same as a kid caught between parents in a family. It is equally hard to resolve sometimes, partly because you don't have access to the outside supervisor. What we've done at times is just bring the other supervisor in behind the mirror, or into the family. You get them involved so that the two supervisors can communicate with each other, and if they resolve their differences, then usually the therapist can resolve the differences within the family. What you realize is that the social context is the cause of the trainee's behavior, just like it is the cause of a family member's behavior.
Ray: You've mentioned in your writings some things that have stuck with you since you were with Jackson in his supervision, years ago. One was that when talking with Jackson about some obscure or apparently senseless behavior displayed by a client during an interview, Jackson's question to the therapist would be "What did you do to bring that about?" Another was that Jackson argued that you are most likely to be successful with a schizophrenic if you believe that there is nothing wrong with them and that it's just the social situation. Now, do you take that view of clients generally, not just schizophrenics, that there is nothing wrong with the symptom bearer, but it's just the social situation?
Haley: One of the things about it is that it is absolutely Sullivanian. To have the idea that the patient is responding to you and what you are doing. Everybody up to that point thought the patient was responding to inner psychology and that it had nothing to do with the therapist; the therapist was a blank screen. It made quite a change, that the minimum unit was two really. It also made you think then that it could be just the relationship, and not something wrong in the person, and what he did with schizophrenics was assume that there was nothing wrong. It was interesting to see how positively everyone responded when he behaved that way. Another idea impressed me and that is that a symptom has a positive function, and is necessary in the social situation and if you want the symptom to change, you have to change the social situation.
Ray: In handling a supervisee or a therapist, do you use the same principles that you would use in trying to change a family?
Haley: The similarities between doing therapy and supervision? I think we are just adapting to that idea. There has always been the idea that the way you treat a patient and the way you treat a trainee should be the same, which is why analysts put their trainees in analysis, and had them go through what they were putting their clients through. I think it happens really in the way that you would want to observe a trainee from behind the mirror, that you would call them out respectfully and consult respectfully with them and send them in; if you do that, they will go back in respectfully with the family. The way you treat the trainee is the way they are going to behave in the room with the family, and if you don't educate them in their personal problems, then they won't do that with a family in a way that is not good. I just assume there is not a series of prescriptions that you can use. What you do is design your therapy for each person in the room. It has to be different for this client than for that client, and I think the same is true for trainees. Trainees are not a glob together, they are a set of individuals, each of whom has to be approached differently.
Using the Therapists' Language
in Supervision
At the recent conference for the Texas Association for Marriage and Family
Therapists in Dallas, Texas, I spoke with Insoo Kim Berg at a workshop she
was presenting on Solution Focused Therapy. She was generous enough to give
me a few minutes of her time to contribute her thoughts on the topic of
supervision. Berg told me she has thought about writing an article concerning
her views of supervision since it is such a widely debated topic. Insoo
Kim Berg is a solution-focused therapist and takes a similar approach when
conducting supervision. She explains that just as it is essential for a
therapist to use the client's language in order to be effective in therapy,
it is essential for a supervisor to use the therapist's language if supervision
is to be successful. Berg feels that supervision provides the supervisor
an opportunity to teach a new therapist the theories and techniques they
have found useful in therapy; however, if the supervisor is unable to communicate
their ideas in a way the therapist can understand, supervision will be unsuccessful.
She also says that sometimes supervisors become so submerged in their way
of thinking and doing therapy that they can't convey their desires to the
therapist clearly. Therapists come from different backgrounds and may be
grounded in different ideologies and it is necessary for a supervisor to
be able to connect with the therapist if they want the therapist to understand
and carry out their directives correctly.
Supervisors serve as gatekeepers, determining which interns are capable of doing successful therapy and eventually entering the field as colleagues. Whether or not a supervisor uses a solution-focused approach to supervision, it is important for the supervisor to develop a good relationship with their intern. This approach seems useful and is respectful of the supervisees.
The Use of Reflecting Teams In
Supervision
Lynn Hoffman was also a presenter at the TAMFT conference. She explained
how she conducts supervision with her trainees. She uses a reflecting team
in supervision much the same way she does in therapy. She has found that
using a collaborative approach with therapist, supervisor, and team members
present is an effective way of conducting supervision. She meets with a
therapist to discuss a case they are working on while other Adi Granit and Lynn Hoffman therapists-in-training
observe passively. The therapist describes each individual family member
and discusses any personal feelings they have about the case. The goals
set for therapy are also clearly defined. She asks questions so that she
clearly understands the case and then allows the other therapists to serve
as a team and actively collaborate on the case. The team offers their ideas
and suggestions about the case and comments on the therapist's interventions.
She points out that often the team does not act as therapists but rather
as members of the family, making reference to how they might have felt if
they were that particular family member. She explains that conducting supervision
in this way provides the therapist with new insight into the case by having
them describe each family member, and also allows the therapist to receive
positive feedback on how they are conducting therapy.
Hoffman points out that new therapists are often scared and unsure about being left alone in the therapy room. She feels that trainees should never be left alone; whether in the therapy room or behind the mirror. She says a supervisor should always be present. She will often take the therapist by the hand and ask them if they feel comfortable leading the session or if she may join them. In session she takes turns with the therapist leading and pulling back whenever necessary. She has found this a successful way of conducting supervision and says she has found it gives the therapist confidence because they know if they get stuck, their supervisor will be there to help them out. As the therapist becomes more comfortable in session, the supervisor can let the therapist take the lead more often, however, Hoffman feels that using supervisors and other therapists-in-training as team members is useful for the therapist and the clients.
Supervisor Perspectives
"Supervision and Isomorphism"
Lamar Woodham, Ed.D.
Associate Professor
One of the strengths of the NLU Marriage and Family Therapy program has
always been the intense supervision experience. Whenever we have been reviewed
by accrediting bodies or committees, one of the areas noted as being
outstanding has been the amount of time spent by supervisors in individual
and group supervision. Our program requirement for faculty supervisors to
spend one night each week in the clinic doing live supervision, in addition
to the typical individual and group supervision hours, has enhanced this
experience for clients, interns, and supervisors.
I am often asked by interns to "tell me what I am doing wrong." While I understand the need for the learning therapist to have guidance, I resist the idea that it is my responsibility to say what is right or wrong. Since I view the relationship of supervisor/supervisee as being somewhat isomorphic to the therapist/client relationship, I find it difficult to talk in terms of "right or wrong," "good or bad." I prefer to talk with supervisees about what influences their point of view and clinical behaviors; what stories do they tell themselves about both the supervision and clinical experience? It seems to me that this gives room for growth and development in the profession without my imposing my own values about therapy or my preferred models on to the student. While I do not hesitate to address legal or ethical concerns, most issues covered in supervision are not related to the strict codes of conduct, but rather to the developing therapeutic relationship and growth of the therapist.
From my point of view the supervisor should be readily available for consultation, collaboration, and instruction, whenever needed. This may take place in individual or group supervision, with me doing co-therapy with the intern in the clinic, or by bringing the therapy team into the picture. By allowing growth through discovery during supervision, supervisees often find their own answers are of much greater benefit than me telling them what to do.
"Some Thoughts on Supervision "
Wendel Ray, Ph.D.
Associate Professor
Marriage and Family Therapy supervision, as well as clinical social work supervision, is a process by which a supervisee is guided in the development of the skills necessary to competently provide therapy to individuals, couples, and families. I agree with Haley (1996) that the ethical responsibilities of the supervisor are three-fold: 1. to have a clear understanding of the theoretical framework he believes is the most relevant to understanding human behavior; 2. to know how to help people change; and 3. to know how to teach therapists how to help people change.
With regard to theory, more and more I find myself adopting as pure an interactional/cybernetic theoretical understanding of human behavior as I am capable of maintaining. The Interactional Approach is grounded in the work of four people: Harry Stack Sullivan, Gregory Bateson, Don D. Jackson, and Milton Erickson. Regarding how one goes about helping people change, I find myself gravitating to the brief therapy orientation of the Mental Research Institute, in combination with three other related interactionally oriented models- Haley's strategic, de Shazer & Berg's Solution-Focused, and the Milan Systemic Family Therapy orientation. With regard to teaching a supervisee how to help people change, more and more I find myself believing the supervisor is the most responsible party involved with regard to whether therapy goes well or poorly. As the supervisor models responsibility and competency, the supervisee is able to do the same.
With these basic ideas in mind, the process of supervision changes over time. Initially, when the supervisee is just beginning to gain experience, the supervisor must closely monitor all aspects of the supervisee's involvement with clients. As the supervisee gains experience and skill, the supervisor must be able to change his behavior such that the supervisee is free to act with more confidence and independence.
Haley, J. (1996). Teaching and Learning Therapy. NY: Guilford
"Reflections on Collaboration
in Supervision"
Harper Gaushell, Ed.D.
Professor
My current way of thinking about supervision has been most recently influenced
by postmodern philosophy. That is, I am tending toward now seeing supervision
as a collaborative process in which the participants create meaning with
each other through their language and stories. This process of mixing meaning
and language often produces something different and new for each participant.
These differences and new perspectives represent learning and change for
each member of the system.
Since each supervisor brings a unique agenda and understanding to supervision, it is important that the supervisor understand the supervisee's story and allow them to become an active participant in their own learning goals and process. Therefore, a supervisee-centered and directed context is ideally created so that they may have greater responsibility for learning and clinical practice. An ideal form of this collaborative process is found in team interaction and dialogue. The more diverse the participants' personal experience, background, and clinical experience, the greater the potential for new meaning. An ideal team is one in which membership changes across time but all participants have a common commitment to support openness, flexibility, and sharing. A vital quality of group contribution is that of difference. Differing views are encouraged as a source of exploration and beginnings of newness/change. The supervisor and supervisee both gain practice in holding multiple contradictory viewpoints simultaneously. This skill allows for exploration of each view and the development of creative viewpoints. The telling and exploration of their narratives provides a powerful context for learning/change.
In actual supervision practice, the roles of the
supervisee and supervisor are flexible and may give rise to contexts in
which roles change. For example, in some contexts, the therapists may use
the supervisor as a "consultant" that temporarily enters the therapy
setting. Other examples of variations of the supervision process might also
see team members "reflecting" with clients, phone calls, by team
members and therapist, both into and out of the therapy setting, co-therapy,
and use of video playback with clients and supervisees.
The supervisee's language is seen as the best point from which to gain understanding
. In order to shift that
language, the supervisor must give up the position of a "knowing"
or certainty to one of accepting the language and story of the supervisee.
The benefit of such a viewpoint is the development of a context in which
the supervisee more fully establishes his/her own authority and clinical
voice. Thus, the shift is one from certainty of a single view to a multiple
way of understanding. The supervisor can foster the supervisee's moving
away from a story of certainty by modeling a position of "not knowing".
This position is based upon the view that the supervisor can never fully
understand another person and always needs to learn more about the supervisee's
self and interactional stories. The supervisor does not have knowledge/expertise
but the critical process is how the supervisor thinks about this knowledge
and how it is shared. The supervisor
assumes a position of continuing curiosity and openness to the supervisee's
view. This position becomes a model for the therapist's interaction with
the client.
My story is that a supervisor has a responsibility to help create a context
in which the supervisee can tell her/his story in a manner that allows it
to include other ways of thinking about their interaction with clients.
" Using Ethnographic Interviews in Supervision"
Charles Cole; Hanna Spyker Endowed
Chair
Several years ago, I conducted a study using ethnographic interviews to
determine how clients perceived the therapy process. Ethnographic interviews
come out of the anthropological and clinical sociological tradition of having
respondents describe their experience and the culture in which they live
(Spradley, 1979). In an ethnographic interview, a person or persons other
than the therapists in a particular case have a conversation with the clients
about the clients' perceptions of the session at the end of the session,
examining what they liked and didn't like about the process that had occurred.
From the client's perspective, being asked to give feedback in ethnographic
interviews helps them feel a co-ownership of the therapy process and sends
a powerful message that their opinions are valued. The study I did examined
the differences in having the therapists become informed versus not informed
about what the clients said about the session. Experience levels of therapists
ranged from beginnings therapists in their first practicum to therapists
with over fifteen years of experience.
Perhaps the most important serendipitous finding of the study was that regardless
of the level of training, therapists perceived feedback they received from
ethnographic interviews to be the most meaningful supervision they received
throughout the experience. The therapists felt that feedback helped inform
and direct their clinical work to meet the clients' needs from the clients'
frame of reference. The feedback helped shape the therapy process in a more
respectful, inclusive manner, inviting the clients into the process as supervising
agents directing the conversation in subsequent sessions. It also provided
valuable information on what the clients like, found useful, and wanted
more of from the therapists, as well as sensitizing therapists to things
clients perceived as not helpful, or even harmful and not therapeutic. This
feedback directly from the clients to the therapists removed one of the
layers in the message system that could be used to filter the observed experiences
from divergent lens sitting behind the mirror.
There are several formats for using ethnographic interviews in the supervision
process. 1) Supervisors play the role of ethnographers and conduct the ethnographic
interview at the end of the therapy session; 2) Supervisors remain meta
to the ethnographic interview process by having someone else conduct the
ethnographic interview. The clearest advantage of having supervisors conduct
the interview is that supervisors enter the dialogue directly and have the
advantage of experiencing what it is like to be physically in the room with
the clients where they can gain alternate perspectives that may not be identifiable
behind the mirror. The biggest disadvantage is supervisors can not be simultaneously
present with the therapists who are observing the interview from behind
the mirror. After the ethnographic interview is concluded, therapists and
supervisors debrief the experience. This debriefing can be done from a collaborative
stance and serves the purpose of extending the not knowing perspective.
The ethnographic interview moves the supervision dialogue to a meta level,
utilizing clients as resources for
directing the conversation. As clients are more fully utilized in the therapy
process, supervision takes on a new meaning and the dialogue between therapists
and supervisors also goes meta to the system at another level that expands
the supervisory dialogue and increases curiosity and a mutual search for
possibilities. This type of supervision puts the supervision process in
a context of a three-way partnership between therapists-clients-supervisors.
Spradley, J. (1979). The Ethnographic Interview. New York: Holt,
Rineheart & Winston.
On Being a First-Time Supervisor
With the inception of our Marriage and Family Therapy Doctoral Program last
year we now have 2nd year Ph.D. students that are beginning the training
necessary to become supervisors. Three doctoral students wrote about their
experiences as new supervisors-in-training.
My recollections as a first-time supervisor form a collage of diverse imagery, mostly revolving around mental images of myself in a complex tangle of new relationships. Overnight I have magically evolved from a therapist-in-training to a supervisor-in-training. Oddly enough, I don't feel any different. Yet my new title adds another dimension to the supervisor-therapist-client relationship system, and I have spent considerable time musing over these differences. For me, the main difference is that now I have more opportunities to learn about myself. That may seem odd, because traditionally a supervisor's role is to dispense knowledge and expertise. Certainly my experience gives me a knowledge base to share with my supervisees, but I have so much to learn from them. Ultimately I think my supervisees, who have generally volunteered their time and a small portion of their case load, will offer me invaluably constructive feedback on my collaboration with them. This feedback, combined with the reflections of my supervisor of supervision, will enrich my perspective so that I can strive toward being a better supervisor, and ultimately, a better therapist and a better person. I haven't often had the chance to see myself reflected simultaneously through so many people's eyes, so while I am on this journey of becoming a supervisor, and hopefully helping interns and clients to use their resources, I intend to fully enjoy the trip.
Erin Rockett
It has been as much a learning experience for me as it has for those I am
supervising. I am just glad to have this opportunity to experience what
it is like to supervise. I truly enjoy getting to work with my supervisees.
I have found that it is much easier to conduct live supervision than it
is to supervise in individual case report. In live supervision, I can see
what is going on from behind the mirror, and it is much easier to think
and come up with ideas than it is just hearing about a case.
Galen Tanner
Two observations come to mind as I consider my first experience as a supervisor.
First, I am impressed with the quality of my supervisees. The depth of their
dedication to our discipline is evident as I watch them work in session
with their clients and in our meetings together. Our program in Marriage
and Family Therapy at NLU is only as strong as the people who are a part
of it. If my supervisees are an indication of that strength then our program
is on a firm foundation.
Secondly, I have enjoyed the collaborative learning process I share with
my supervisees. Just as I hope that I have been able to convey certain aspects
of the paradigms I find most useful in the therapy room (MRI brief therapy
and Solution Focused therapy), I appreciate the paradigms utilized by my
supervisees. My respect for the usefulness of other paradigms has continually
increased as I watch these therapists put them to use.
In conclusion, our former endowed chair, Dr. Ray Becvar used to say, "Your
journey will be exciting. You will never arrive, all there is is the journey."
With this in mind, learning supervision is an enjoyable stop along the way.
Mark Finton
"Reflections of Postmodern
Supervision"
By: Erin Rockett, Doctoral Student
and Charles Cole, Hanna Spyker Endowed Chair
The Texas Association for Marriage and Family Therapy held its 25th Anniversary
Conference on January 28-31 in Dallas, Texas. Two of the workshops, "How
Can Clients Teach us to be Better Therapists," by Tom Andersen, and
"What Every Postmodern Trainer Should Know," by Harlene Anderson
and Sylvia London, fit this issue's focus on supervision and training, so
we thought we would share our reflections on those workshops.
In our opinion, the theme linking these workshops was an examination of
the perspective from which we gather information from our clients and supervisees.
All of the presenters have been associated with the postmodern philosophy
particularly emphasizing a subjective view of knowledge acquisition and
the construction of reality. Tom Andersen's emphasis was the use of client
in-session cues and post-therapy feedback to inform us how to be more helpful,
more curious, and consequently more responsive therapists. Harlene Anderson's
workshop emphasized this collaborative spirit in the context of the supervisor-supervisee
relationship. Naturally, conversation in both workshops gravitated toward
the somewhat controversial postmodern principle of not-knowing.
Not knowing is not a lack of knowledge by the therapist, but an acknowledgement
that the client and therapist, or supervisor and supervisee have different
realms of knowledge. The therapist knows interaction, family development,
and relational processes, and the client knows the context, and the facts
of their situation as constructed by him/herself. Supervisors bring their
experience and technical expertise to contribute to this process, along
with their ultimate responsibility to promote competency, responsibility,
and ethical behavior in their supervisees, and to protect clients from harm.
This not-knowing stance involves a curiousness and hesitancy of the supervisor/therapist,
because premature assumptions of understanding limits conversational and
therapeutic possibilities.
Harlene Andersen stated that she felt postmodernism was not so much a set
of therapeutic techniques, but an attitude and a stance that guided one's
supervision and therapy practice. Here are a few suggestions for working
toward a collaborative or postmodern stance in supervision, although these
ideas could easily be used to guide therapeutic style. Supervisors should
approach each session as unique, exploring within their supervisee's framework,
using cooperative, collaborative language. Conversing in the language of
the supervisee, the supervisor is a respectful, active listener whose responsibility
is to create a conversational context that allows for "mutual collaboration
in the problem-defining, problem dissolving process." During this conversation,
the supervisor maintains a dialogue with him or herself, allowing time for
thought, so one does not assume understanding too quickly.
In the days following the workshops, Dr. Cole and I have casually conversed
numerous times around this collaborative theme. We felt sharing some of
this talk to reflect the curious might be interesting, in the evolving nature
of the postmodern philosophical stance, and to share some of our questions
as we seek new ways of knowing and helping our clients and supervisees,
and consequently, enriching our personal experience.
Therapists come to supervision with preformed ideas, and these ideas filter
through the postmodern lenses, rather than dissipate. For example, Erin
leans toward MRI brief therapy and solution-focused orientation, yet she
views the postmodern stance as an opportunity to remain flexible and open
to her clients' and supervisees' needs within this orientation. First and
second-order systemic/cybernetic practices influenced Dr. Cole, but he personally
feels the postmodern stance means that one would not rigidly impose interventions
on clients and supervisees if they don't seem to fit the needs and context
of the client, therapist, supervisor-in-training, and the supervisor of
supervision system.
Are these ideas of flexibility, contextual awareness, and client resourcefulness
completely incompatible with the practice of systemic therapies? We don't
think so. Other may disagree, but we think the two perspectives could learn
a lot from each other. One element of systems theory is that of equifinality,
that two chains of circumstance with divergent beginnings could evolve into
similar endings, After all, second-order systems and postmodern approaches
both seek client improvement in respect to each unique relational, social,
and linguistic context. We propose that in spirit these perspectives are
more alike than different.
Dr. Cole and I realize that our ideas may not coincide with those of our
readers. In the spirit of collaboration and respect for multiple perspectives,
we invite dialogue with our readers. They may send correspondence regarding
this article in care of the address for A Bayou View.
Conference Time
The Texas Association for Marriage and Family Therapy Conference in Dallas,
Texas, boasted a wide variety of presentations by such well known presenters
as Insoo Kim Berg, Scott Miller, and Gianfranco Cecchin. Overall, I thought
the conference was quite useful. I was able to gain something from each
of the presentations I attended. However, I must admit a little disappointment
in what seems to be a drift away from our roots. I realize I am a novice
in the field, not even out of graduate school. I haven't experienced what
it's like trying to maintain a systemic view and approach in a workplace
that doesn't support that way of thinking and doing therapy. Perhaps it's
simply a matter of adjusting our language to the workplace in which we find
ourselves. Yet it seems that what I witnessed was more than word manipulation,
but systems dilution. More and more I am impressed with the necessity of
staying current in the field without losing sight of that front from which
I came, actively bending my mind and therapy to systemic ways. I realize
that this will likely be a challenge for me as it has for many of those
already working in the field. But I believe it is a challenge worth undertaking
and what is more, a challenge that should be undertaken.
Julie Mertens, Master's Student
One of the presenters at the conference was Insoo
Kim Berg. I attended her six-hour workshop on Solution-Focused Therapy.
Insoo was a fascinating presenter who uses humor quite a bit in her presentation.
I enjoyed the presentation but found that I had heard most of the ideas
before.
Overall, I enjoyed the conference. It was a great opportunity to network
with well-known therapists in the field. Most presenters were available
and willing to talk and answer questions. I do have to admit, I was expecting
a little more. Many of the presentations were not new material but rather
things I had heard before. I did enjoy the chance to get out of Monroe and
they also had good food at their anniversary dinner!
Adi Granit, Master's Student
Saying Good-bye is Never Easy
As the school year draws to an end, another class of Master's students prepare to graduate and head off in all directions in search of work. The program at NLU is not only an experience in classroom and clinical work; throughout the last two years our class has been through a lot but we have done it together. Each of us have special memories of people that have made an impact on our lives that we will hold close to our hearts. Several students wanted the chance to say thank you and good-bye to the people with whom they have grown so close.
When making major decisions we sometimes wonder if we have made the right choices. Before coming to Northeast, I lived in Wisconsin. It certainly wasn't easy moving my wife and three kids from a 3,000 square foot home on the top of a hill overlooking rolling hills dotted with plush dairy farms. I kept thinking, "My, what am I doing? I must be nuts." Thank God I seized the day and chose to move to Louisiana and attend the Marriage and Family Therapy Program at NLU. This has been the richest educational experience of my life. I'm so thankful for the unique gifts and experiences of my professors and colleagues. You have challenged and encouraged me. For the rest of my life I will stand on your shoulders. With many fond memories, thank you for enriching my life.
Craig Moorman
It is hard to believe that shortly and hopefully we will all graduate from
the program. It is impossible to summarize almost two years in just a few
words, especially when we have experienced and learned so much during this
time. We were exposed to "A Whole New World" which became our
new way of thinking. I would like to take this opportunity to thank the
many people who invested so much in us and influenced our development: Our
professors who were always available and more than willing to help; the
secretaries, the staff at the clinic, the second-year students who introduced
the clinic to us, the Ph.D. students who are always nice and helpful, and
the entire MFT family. I want to thank the people in our group for making
our class so special and unique and for the opportunity to share this time
in our lives together.
Adi Granit
It is difficult to believe that our time has come! What does one say to people who have shared so much of one's life for the past two years? It has been a great ride. I think that I will simply state that I am grateful for the friendships I have made. I have mixed emotions about the next phase of my life. There is excitement about the prospects each of us will face and the challenges we will meet. There is some sadness at the closing of this chapter of my life. I will miss each of you for different reasons. You each have become dear to me as I have gotten to know you. I would like to say a special thanks to my wife, Julie for always standing by me. I want to wish you all the best as you travel down whatever road you choose. Thanks for the memories! Love, Your friend,
Marc Barney
"Two roads diverged in a wood, and I took
the one less traveled by, and that has made all the difference." (Robert
Frost) I would like to thank the faculty and staff of the MFT program at
NLU for the opportunity to take the road less traveled. As I took this journey
over the past two years I knew that I had the best guides in the world.
For you all have shown me something special and unique throughout this systemic
journey of life and I just want to say "thank you."
To my colleagues of the class of `98', "The future stretches out before
you, like a white canvas ready to be painted with the bright colors of your
life. Don't fear the days to come, but look forward in faith and anticipate
the blessings God has for you right around the corner." Love ya all,
Janice Horton
I would like to take this opportunity to extend my eternal thanks and gratitude to all those who have helped shape my "epistemology" and for their ongoing support, encouragement, and friendship: Dr.'s Ray Becvar, Wendel Ray, Alan Hovestadt, Lamar Woodham, Brian Canfield, Sally Thigpen, Harper Gaushell, Janie Long, and Chuck Cole. To all other faculty in our Department who have also contributed, and Madelaine, Latonka, Sarai, Marybeth, and Stephanie (We could not have asked for better secretaries and friends). Y'all will forever be in my heart and in my thoughts.
Kelly Theonnes
Where do I start??!! First of all, I thank my closest friends who I have come to know and love since I came to the program. My two years here would have been a lot more difficult if not impossible if not for you. Thank you so much for putting me up on your couches! Your friendship means so very much to me. I am constantly amazed at the number of people who will put up with my weirdness and off the wall sense of humor (for lack of a better way of saying it)! As you already know this is one of my ways of dealing with stress. It keeps me from stressing out, and I thank you for putting up with that, plus my bad days when I don't seem to find much humor in anything. There are things I want to say to each one of you, but I will do that separately. I also want to thank the NLU MFT faculty for allowing me to be a part of the program. You have given me the opportunity to fulfill a lifelong dream of mine of earning a graduate degree. You have all been so helpful. Thank you all. Lastly, I want to wish all of the best to the first-year students and to the doctoral students. It is a difficult road, but you will find that you can do it if you just keep on trying one day at a time.
Lori Berry
All I had with me when I entered the studio was a bunch of lyrics and some melodies that I had been working on at that time in my life. I had composed and performed a lot of songs in my life, but it was time for a new one. I was looking for a writing partner to help me fill in the gaps. What I found was numerous writing partners in the forms of professors, colleagues, friends, and clients. What began as a song became a symphony. It had high parts and low parts. In places the tempo raced, while in other places the tempo allowed for a chance to catch one's breath. At times there was chaos, but it always gave way to order. My eternal thanks to those of you who played the roles of musicians, singers, conductors, and producers. Thank You for a new "magical mystery tour" of what I punctuate as living life by the drop.
Marty Carroll
I didn't realize how hard it was going to be to
say good-bye until I sat typing your good-byes for the newsletter. With
everyone I typed, I felt a little sadder but at the same time so blessed
to have been able to spend the time I have with each of you. I have been
through a difficult year, as you all know, and I just want you each to know
how much your support has meant to me. You have all shown such love and
concern, and I could not begin to express how deeply you have touched me.
I need to thank a few people for just being there when I needed them most:
Kevin Chapman, you were truly my life saver, Adi Granit and Marty Carroll
for knowing just what to say, and Allison Kirby, my roomie, you were there
just when I needed you; I don't think it was just a coincidence. I love
you all so much and will miss each of you deeply.
I want to also thank the professors for giving me such a wonderful opportunity.
I have learned so much from each of you in class, but also personally. Your
never-ending support and encouragement kept me going and I thank you so
very much. I want to also let the secretaries; Sarai, Marybeth, Madelaine,
Latonka, and Stephanie--know how much you are truly appreciated. I wish
the first-year students the best of luck and hope you find as much love
and support in your class as I found in mine.
Kristen Lee
The Beginnings of a New Chapter
The NLU Marriage and Family Therapy Program is
on its way to adding a new and exciting aspect to the program and to the
Marriage and Family Therapy "World." With the direction and foresight
of Endowed Chair, Dr. Cole, the steps to address the need to develop a National
Honor Society for Marriage and Family Therapy have already been initiated.
Students in the NLU MFT program have met for the first time and have elected
officers for the new organization. They are currently writing the by-laws
and the constitution for the new Honor Society. Dr. Cole is organizing the
board of trustees, as well as researching the name of the organization.
The vision of this Society includes expanding the MFT National Honor Society
to qualified chapters at different universities across the nation. The Honor
Society is envisioned to act as a forum for ideas and issues to be discussed
and developed for rising professionals in the field of Marriage and Family
Therapy. As approval of this MFT National Honor Society is finalized, details
will be given in the fall edition of A Bayou View.
The following are the newly elected officers of this emerging MFT National Honor Society:
President Bonnie Gant Vice President (Executive) Craig Moorman Vice President (Membership) Adi Granit 3rd President (Program Development) Trevin Campbell Secretary Kelly Theonnes Treasurer Galen Tanner Historian Anna Markovich Curt Singleton Back To Top
Study in England and Scotland/Summer 1998
Northeast Louisiana University-United
Kingdom Program
London-Edinburgh-Northampton
Summer Term I-June 10 to June 30, 1998
Summer Term II-July 5 to July 24, 1998
For additional information, or to receive program prospectus and application, contact:
Dr. Brian Canfield, Director
1998 United Kingdom Program
Northeast Louisiana University
NLU BOX 5041
Monroe, Louisiana 71212
Telephone (318) 342-8197 or e-mail: edcanfield@alpha.nlu.edu
A Special Thanks
I would like to extend a warm thank you to all
of the faculty and students who contributed
articles to this edition of A Bayou View.
Special gratitude to Jay Haley for the
interview and Insoo Kim Berg and Lynn Hoffman for adding their thoughts
on supervision.
Thank you Craig Moorman for all of your help !
Questions or Comments
If you have questions, comments, or
suggestions for A Bayou View, please contact:
Kristen Lee
Department of ELC
Northeast Louisiana University
Monroe, Louisiana 71209
(318) 362-3005 or e-mail: Jedi@ bayou.com
Get a Ph.D. in Marriage and Family Therapy
at
Northeast Louisiana University
For more information contact:
Northeast Louisiana University
Marriage and Family Therapy Program
306 Strauss Hall
Monroe, Louisiana 71209
or call
(318) 342-1248
(318) 362-3005
"It's a Systemic Experience"
NLU Marriage and Family Therapy Program on the Web
http://www.nlu.edu
select: Academics, Education, Department of Educational Leadership
Questions and comments should be directed to: edgaushell@alpha.nlu.edu