Bibliography of Useful Resources
A Philosophy of Supervision paper is required as part of the 30-hour supervision fundamentals course. The length of the Philosophy of Supervision paper is generally three single-spaced, typewritten pages. The paper should be reviewed by the course instructor, and feedback should be given to the supervisor candidate. The supervisor candidate should also present the Philosophy of Supervision paper to her/his Approved Supervisor mentor for discussion and feedback. The paper does not need to be submitted to the AAMFT.
The paper will be looked at as one method of determining whether the supervisor candidate has integrated the nine learning objectives into his/her theory and practice of MFT supervision. The Approved Supervisor's Evaluation form includes specific questions about the Philosophy of Supervision paper.
The Philosophy of Supervision paper should demonstrate a connection between theory and practice. The supervisor candidate's philosophical and theoretical assumptions about supervision should be related to her/his practice of supervision. There should also be evidence that the supervisor candidate conceptualizes treatment and supervision within a systematic orientation.
In the paper, the supervisor candidate should describe his/her assumptions and guiding theoretical principles by specifically demonstrating:
. That he/she thinks about treatment and supervision in relational terms (for example, in terms of patterns, sequence, context).
. That he/she is are aware of patterns and sequences of replication at various systems levels (for example, interconnection and interrelationships of the individual, family, therapist, supervisor, and context of training).
. That she/he understands MFT supervision literature by citing recent articles, chapters, and/or books, and how his/her supervision philosophy and methods of supervision relate to the current MFT supervision literature.
. Her/his theoretical orientation by articulating philosophies of therapy and supervision as well as the connection between them.
. That he/she is sensitive to the multilevel implications of developmental, biological, socio-cultural, gender, and family-of-origin issues.
. The ways in which personal values, beliefs, life experiences, and theoretical assumptions impact upon his/her philosophy and practice of supervision.
. Her/his theoretical consistency, whether from one prominent model or from an integrative perspective. If the latter, demonstrate a logical integration of models.
. His/her rationale for the choice of supervisory methods and how the methods facilitate achievement of supervision goals.