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MFT Supervision - Coggle Diagram
MFT Supervision
Involving Diverse Roles and Responsibilities (Lee & Nelson, 2013; Storm et al., 2001)
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Observer of the differences between assumed, perceived, and appropriate functions and responsibilities
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With Multiple Goals (Lee & Nelson, 2013)
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Must include the development of the skills, identity, ethics, and professional approaches that make a supervisee into a fully formed MFT
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Assessing the strengths, weaknesses, and readiness of the supervisee
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Relationship (Lee & Nelson, 2013)
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Where culture and unique elements of identity are relevant to the process of supervision as they are to therapy
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With Multiple Stakeholders (Storm et al., 2001)
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Invoking and Integrating Diverse Intersections of Power, Culture, and Identity into the Supervision Process (Gutierrez, 2018)
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Exhibiting and modeling self reflection on bias, values, attitudes, and privilege that may affect therapy and supervision
Demonstrating curiosity and humility, as well as building consciousness of issues of culture and power
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Actively recognizing systems of marginalization and oppression and addressing them with openness and interest
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Performed in Diverse Formats (Lee & Nelson, 2013)
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Live Supervision
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Mid-, Pre-, or Post-Session Interventions
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Where We Evaluate Outcomes (Lee & Nelson, 2013)
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Based on a Contract between Supervisor and Supervisee (Rigazio-DiGillio, 2015)
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Recording mutual agreement on tasks, goals, processes, goals, and practical nuts and bolts of supervision
With A Defined System of Ethics and Procedures (AAMFT, 2022)
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Involving Dynamic Interactions between Multiple System and Subsystems (Lee & Nelson, 2013)
Presupposing Varied and Divergent Values, Attitudes, and Approaches (Lee & Nelson, 2013)