Reflections on the practice of clinical supervision in a social constructionist orientation
DOI:
https://doi.org/10.1590/0103-6564e220147Keywords:
professional education, clinical supervisión, narrative practices, narrative therapy, social constructionismAbstract
The scientific literature and several theoretical approaches in professional practices value supervision as part of therapists’ continued education. Still, understandings of supervision differ, ranging from its name to its goals are and forms of conduction. This study reflects on the practice of clinical supervision based on a social constructionist epistemology. By dialoguing with authors, we describe supervision as a practice of intervision and offer useful conversational resources for its development. We discuss how the construction of the conversational context and the adoption of some narrative practices may contribute to broadening clients’ stories and therapists’ selves. We hope to contribute to a systematization of the ideas in the field to collaborate with professionals who are involved in the continued education of therapists.
Downloads
References
Andersen, T. (2002). Processos reflexivos (2a ed.). Rio de Janeiro, RJ: Instituto Noos. (Trabalho original publicado em 1991)
Anderson, H. (2000). “Supervision” as a collaborative learning community. American Association for Marital and Family Therapy Supervision Bulletin, 7-10. Recuperado de https://higherlogicdownload.s3.amazonaws.com/AAMFT/ebc06b6c-aaf5-4c76-b41f-c59c4691665d/UploadedImages/anderson_2000_collaborative.pdf
Anderson, H. (2016). Commentary I: Reflection on `Dialogical Research in Therapy Supervision`: Doing Supervising as a Relational Event. Australian and New Zealand Journal of Family Therapy, 37(3), 297-298. doi: 10.1002/anzf.1162
Carlson, T. D., & Erickson, M. J. (2001). Honouring and privileging personal experience and knowledge: ideas for a narrative therapy approach to the training and supervision of new therapists. Contemporary Family Therapy, 23(2), 199-220. Recuperado de https://www.ndsu.edu/fileadmin/hdfs/TC_Honoring_and_Privileging_personal_experience.pdf
Copeland, P., Dean, R. G., & Wladkowski, S. P. (2011). The power dynamics of supervision: Ethical dilemmas. Smith College Studies in Social Work, 81(1), 26-40. doi: 10.1080/00377317.2011.543041
Cruz, H. M. (2011). Como ensinar a não saber? Nova Perspectiva Sistêmica, 20(41), 65-84. Recuperado de https://revistanps.com.br/nps/article/view/206
Doricci, G. C., Crovador, L. F., & Martins, P. P. S. (2017). O especialista relacional na terapia familiar de fundamentação epistemológica construcionista social. Nova Pespectiva Sistêmica, 26(59), 37-51. Recuperado de https://www.revistanps.com.br/nps/article/view/315
Flam, A. M. (2016). Dialogical research in supervision: practical guidelines from experienced supervisors in family therapy, child protection, and specialty mental health services. Australian and New Zealand Journal of Family Therapy, 37(3), 282-296. doi: 10.1002/anzf.1158
Gergen, K. J., & Ness, O. (2016). Therapeutic practice as social construction. In: M. O’Reilly, J. N. Lester (Eds), The Palgrave Handbook of Adult Mental Health (pp. 502-519). London: Palgrave MacMillan.
Houaiss. (2015). Pequeno dicionário Houaiss da Língua Portuguesa. São Paulo, SP: Moderna.
London, S., & Rodriguez-Jazcilevich, I. (2020). Supervisão: um encontro com a vulnerabilidade. In: A. Arnold et al. (Eds), Construção Social em Ação: Contribuições da Conferência de 25 anos de Aniversário do Taos Institute (pp. 164-169). Chagrin Falls: Taos Institute Publications.
McNamee, S. (2014). Construindo conhecimento/construindo investigação: coordenando mundos de pesquisa. In: C. Guanaes-Lorenzi, M. Moscheta, C. M. Corradi-Webster, L. V. Souza (Orgs.), Construcionismo social: discurso, pratica e produção de conhecimento (pp. 105-131). Rio de Janeiro, RJ: Instituto Noos.
McNamee, S., & Gergen, K. (2020). Introdução. In: S. McNamee & K. Gergen, A terapia como construção social (pp. 19-26, 2a. Ed). São Paulo, SP: Instituto Noos. (Texto original publicado em 1995).
Rasera, E. F., & Japur, M. (2018). Grupo como construção social: aproximações entre o construcionismo social e a terapia de grupo (2a. ed). São Paulo, SP: Instituto Noos. (Trabalho original publicado em 2007).
Reynolds, V. (2013). Centring ethics in group supervision: fostering cultures of critique and structuring safety. The international Journal of Narrative Therapy and Community Work, (1), 1-13. Recuperado de https://vikkireynolds.ca/wp-content/uploads/2017/12/2014reynoldscentering-ethics-in-group-supervision.pdf
Rosas, E., & Rapizo, R. (2011). Construcionismo social e a formação de terapeuta: Em busca de coerência. Nova Perspectiva Sistêmica, 20(41), 54-64. Recuperado de https://www.revistanps.com.br/nps/article/view/205
Vicente, A. T., Japur. M., Cesar, A. B. C., Ruffino, C. M. C., & Russo, R. (2015). The construction of the conversational context of the group. In: E. F. Rasera (Ed), Social Constructionist Perspectives on Group Work (pp. 61-71). Chagrin Falls: The Taos Institute Publication.
White, M. (1992). Training ad supervision in family therapy in a world of living and narrative. In: D. Epston & M. White, Experience, contradiction, narrative and imagination: Selected papers of David Epston & Michael White, 1989-1991. Adelaide: Dulwich Centre Publications.
White, M. (2012). Mapas da prática narrativa. Porto Alegre, RS: Pacartes. (Trabalho original publicado em 2006).
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Psicologia USP
This work is licensed under a Creative Commons Attribution 4.0 International License.
Todo o conteúdo de Psicologia USP está licenciado sob uma Licença Creative Commons BY-NC, exceto onde identificado diferentemente.
A aprovação dos textos para publicação implica a cessão imediata e sem ônus dos direitos de publicação para a revista Psicologia USP, que terá a exclusividade de publicá-los primeiramente.
A revista incentiva autores a divulgarem os pdfs com a versão final de seus artigos em seus sites pessoais e institucionais, desde que estes sejam sem fins lucrativos e/ou comerciais, mencionando a publicação original em Psicologia USP.
