Características de la supervisión clínica en las terapias conductuales: un análisis del proceso de supervisión clínica

espanolSe presentan las caracteristicas de la supervision clinica conductual abstraidas de un analisis de tipo etnografico de entrevistas realizadas a 18 supervisores de la primera, segunda y tercera generacion de terapias conductuales. Los entrevistados contaban con experiencia de 17 anos en promedio (DE = 9.85) como clinicos y 16 anos en promedio (DE =10.51) como supervisores. Se utilizo el software Altlas.ti 6.2 para analizar y relacionar las caracteristicas centrales de la supervision. Los resultados mostraron la supervision conductual como categoria central con dos subcategorias axiales: factores que afectan la supervision y proceso de supervision. Los procedimientos de ensenanza con mayor fundamentacion fueron: la formulacion de caso, la discusion teorica, la retroalimentacion, el modelamiento y el moldeamiento. Se concluye que la supervision clinica se conceptualiza como un proceso y no como un resultado, y se discuten las implicaciones para los programas psicologia clinica en la formacion de futuros terapeutas. EnglishThe characteristics of behaviorally based clinical supervision are presented. Eighteen open-ended interviews were conducted to supervisors from first, second, and third-wave behavioral therapies. These were analyzed based on an ethnographic approach. Participants reported an average of 17-years (SD=9.85) practicing as clinicians and 16-years (SD=10.51) as supervisors. The Altlas.ti 6.2 software was employed to analyze and synthesize the central processes embedded in supervision. Results found behavioral oriented supervision as the core category which encloses the following two axial subcategories: factors influencing supervision and supervision process. Case conceptualization, theoretical discussion, verbal feedback, shaping, and modeling were the most utilized teaching methods by the experts interviewed. We concluded that clinical supervision would be conceptualized as a process rather than an outcome. We discussed implications for clinical psychology programs when training future clinicians.