“艺术治疗监督的基础:为监督者和监督者创造共同点”述评

IF 1.3 Q3 PSYCHOLOGY, CLINICAL
Danielle Moss
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The authors masterfully map out intricacies that stages of development pose for supervisors and supervisees, and layer reflexivity, cross-cultural awareness, and ethics. Having foundations from this viewpoint is critical because supervision is not just required in art therapy, it is highly influential for art therapy professional identity development. This book is a contemporary bedrock among art therapy supervision informational sources. The book is organized to guide the reader through what to expect from art therapy supervision. Authors clearly explore roles, personality, race, identity, and structural power in the art therapy supervisory relationship. Along the way they provide illustrative vignettes to give examples and complicate perspectives. Additionally, authors suggest applicable art therapy activities to process and reflect on the book’s content and practical strategies for use in supervision. Appendices include sample notes, sample case conceptualization formats, release forms, supervision disclosure worksheet and sample form, and an hour tracking sheet example. The reader is provided with approaches for a multitude of supervision arrangements and scenarios. Modeling the importance of and providing cultural context, the authors share their positionality and identities as those have impacted their professional development and learning, leadership, and relationships in supervision. Readers are invited and encouraged to cultivate their own cultural humility and awareness of how race, privilege, and power are crucial to discuss in supervision. For example, readers are invited to conduct a cultural self-assessment using a specific model which is included and explained. 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Awais and Blausey explain that the historical context helps to name the vital aspects of supervision and support art therapy’s cultural use of supervision. The authors provide a working definition of supervision and address variations of arrangements, settings, and working with differences to meet accreditation, professional development, and licensure. Workplaces and academic supervision are part of the complex landscape for art therapists and each have specific requirements, which are discussed in terms of professional organizations and credentialing. The book explains administrative, supportive, or educational focus of supervision and how supervisors and supervisees can adjust as needed. Part two highlights the importance of issues such as confidentiality and consent. This section weaves relational aspects into the business of supervision such as including professional identity development as a function of supervision. 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引用次数: 0

摘要

艺术治疗督导的基础:为督导人员和督导人员创造共同基础是艺术治疗专业知识体系的一个受欢迎的补充。作者Yasmine J.Awais和Daniel Blausey提出了一个及时、全面的艺术治疗监督维度复杂性地图(他们的概念术语),主要来自受美国影响的帮助和培训系统。因为这本书是由艺术治疗师从艺术治疗师的角度撰写的,他们在实践网络中游刃有余,所以这张地图专门针对北美艺术治疗师的监督需求。艺术治疗监督定位于中心,与社会工作和咨询的姐妹职业有着有效的联系。作者巧妙地描绘了主管和被主管的发展阶段所带来的复杂性,并将反思性、跨文化意识和道德分层。从这个角度建立基础是至关重要的,因为监督不仅是艺术治疗所必需的,它对艺术治疗专业身份的发展也有很大影响。这本书是当代艺术治疗监督信息来源的基石。本书旨在引导读者了解对艺术治疗监督的期望。作者明确探讨了艺术治疗监督关系中的角色、个性、种族、身份和结构权力。一路上,他们提供了说明性的小插曲,给出了例子和复杂的视角。此外,作者还提出了适用的艺术治疗活动,以处理和反思本书的内容和在监督中使用的实用策略。附录包括示例说明、示例案例概念化格式、发布表格、监督披露工作表和示例表格,以及小时跟踪表示例。为读者提供了多种监督安排和场景的方法。对文化背景的重要性进行建模并提供文化背景,作者分享了他们的立场和身份,因为这些立场和身份影响了他们的专业发展和学习、领导力以及监督关系。我们邀请并鼓励读者培养自己的文化谦逊,并意识到种族、特权和权力在监督中的讨论至关重要。例如,邀请读者使用包含并解释的特定模型进行文化自我评估。监督的理论框架被描述为:发展模型、基于能力的、定向特定的模型、综合模型、心理动力学模型、认知行为模型和女权主义多元文化监督,以使读者了解构成这些作者方法框架的监督模型。读者了解如何给予和接受反馈,包括冲突管理、观察和案例材料,如笔记和案例概念。作者为成为一名艺术治疗主管提供了指导,并注意到执业专业人员所扮演的多重角色。受试者阅读如何使用监督,如何管理和应对以加深他们的临床知识,以及如何在不同的专业发展阶段参与监督。第一部分首先描述监管者和被监管者的期望。对监督进行了界定,并探讨了监督的起源。Awais和Blausey解释说,历史背景有助于命名监督的重要方面,并支持艺术疗法对监督的文化使用。作者提供了监督的工作定义,并解决了安排、设置和工作差异的变化,以满足认证、专业发展和许可。工作场所和学术监督是艺术治疗师复杂环境的一部分,每一个都有特定的要求,这些要求在专业组织和资格认证方面进行了讨论。这本书解释了监管的行政、支持或教育重点,以及监管人员和被监管人员如何根据需要进行调整。第二部分强调了保密和同意等问题的重要性。本节将关系方面编织到监督业务中,例如将职业身份发展作为监督的功能。第三部分“是本书的基石”(第119页)命名和处理差异。本节试图以女权主义和批判性种族理论的框架为基础,对权力和差异进行讨论。当读者到达第四部分时,作者描述了一种有目的的、女权主义的多元文化监督,在个人、二元和群体的安排中,就像监督地图的整合一样。在我准备写这篇评论的时候,我把第三部分和第四部分的章节读了好几遍,每次都有新的见解。当我把它们应用到自己身上时
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Review of “Foundations of Art Therapy Supervision: Creating Common Ground for Supervisees and Supervisors”
Foundations of Art Therapy Supervision: Creating Common Ground for Supervisees and Supervisors is a welcomed addition to the professional body of knowledge in art therapy. Authors Yasmine J. Awais and Daniel Blausey present a timely, comprehensive map (their conceptual term) of the dimensional complexity of art therapy supervision primarily from within a United States-influenced system of helping and training. Because the book is written by art therapists from the perspective of art therapists who have navigated webs of practice, the map is specific to North American art therapists’ supervisory needs. Art therapy supervision is positioned at the center, in valid relation to sister professions of social work and counseling. The authors masterfully map out intricacies that stages of development pose for supervisors and supervisees, and layer reflexivity, cross-cultural awareness, and ethics. Having foundations from this viewpoint is critical because supervision is not just required in art therapy, it is highly influential for art therapy professional identity development. This book is a contemporary bedrock among art therapy supervision informational sources. The book is organized to guide the reader through what to expect from art therapy supervision. Authors clearly explore roles, personality, race, identity, and structural power in the art therapy supervisory relationship. Along the way they provide illustrative vignettes to give examples and complicate perspectives. Additionally, authors suggest applicable art therapy activities to process and reflect on the book’s content and practical strategies for use in supervision. Appendices include sample notes, sample case conceptualization formats, release forms, supervision disclosure worksheet and sample form, and an hour tracking sheet example. The reader is provided with approaches for a multitude of supervision arrangements and scenarios. Modeling the importance of and providing cultural context, the authors share their positionality and identities as those have impacted their professional development and learning, leadership, and relationships in supervision. Readers are invited and encouraged to cultivate their own cultural humility and awareness of how race, privilege, and power are crucial to discuss in supervision. For example, readers are invited to conduct a cultural self-assessment using a specific model which is included and explained. Theoretical frameworks of supervision are described: developmental models, competency-based, orientation-specific models, integrated models, psychodynamic models, cognitive behavioral models, and feminist multicultural supervision to expose the reader to models of supervision that make up the framework for these authors’ approaches. Readers learn about giving and receiving feedback, including conflict management, observation, and case materials like notes and case conceptualizations. The authors offer guidance for becoming an art therapy supervisor, with attention to the multiple roles garnered by practicing professionals. Supervisees read how to use supervision, how to manage up and respond to deepen their clinical knowledge, and how to engage with supervision at different professional developmental stages. Part one begins by describing what supervisors and supervisees can expect. Supervision is defined and the origins of supervision are explored. Awais and Blausey explain that the historical context helps to name the vital aspects of supervision and support art therapy’s cultural use of supervision. The authors provide a working definition of supervision and address variations of arrangements, settings, and working with differences to meet accreditation, professional development, and licensure. Workplaces and academic supervision are part of the complex landscape for art therapists and each have specific requirements, which are discussed in terms of professional organizations and credentialing. The book explains administrative, supportive, or educational focus of supervision and how supervisors and supervisees can adjust as needed. Part two highlights the importance of issues such as confidentiality and consent. This section weaves relational aspects into the business of supervision such as including professional identity development as a function of supervision. Part three “is the cornerstone of this book” (p. 119) naming and navigating differences. This section seeks to ground the supervisor/see with a frame of feminist and critical race theories to have discussions about power and differences. When the reader arrives at part four, the authors describe a purposeful and feminist multicultural supervision in individual, dyadic, and group arrangements like an integration of the supervision map. As I prepared to write this review, I read through the chapters of parts three and four several times, taking new insights away each time. As I applied them to my own
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来源期刊
Art Therapy
Art Therapy PSYCHOLOGY, CLINICAL-
CiteScore
2.90
自引率
23.10%
发文量
27
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