Ex­pe­ri­en­ti­al­ly Alig­ning Su­per­vi­si­on with Ex­pe­ri­en­ti­al The­ra­py Prac­ti­ce

Cur­rent re­se­arch in­di­ca­tes that re­ly­ing only on trai­ning is in­suf­fi­ci­ent. The­re needs to be or­ga­niza­tio­nal buy-in, on­go­ing ex­pert con­sul­ta­ti­on, and ti­me­ly tech­ni­cal as­sis­tance to ch­an­ge pro­vi­der be­ha­vi­or and main­tain qua­li­ty prac­ti­ces (Franks & Bory, 2015). We in­cor­po­ra­te ex­pe­ri­en­ti­al me­tho­do­lo­gies, qua­li­fied per­son­nel, and a high­ly re­spon­si­ve ap­proach. It is ali­gned with a ty­pi­cal ses­si­on flow (e.g., check-in­/­ga­the­ring, know­ledge or skill the­me, ex­pe­ri­en­ti­al in­ter­ven­ti­ons groun­ded in case con­cep­tua­liza­ti­on, and tre­at­ment plan­ning. This style de­ve­lo­ps col­la­bo­ra­ti­ve re­la­ti­onships, as­ses­ses com­pe­ten­ci­es and needs for im­ple­men­ta­ti­on, and ac­com­plishes im­me­dia­te skill buil­ding with no­vice prac­ti­tio­ners. Re­se­arch has de­mons­tra­ted that ex­ter­nal sup­port af­ter trai­ning, in­clu­ding spe­ci­fic feed­back in a ti­me­ly man­ner, pre­dicts the­ra­pist fi­de­li­ty (Bei­das et al. 2012).
This work­shop cla­ri­fied su­per­vi­si­on pur­po­se, deepe­ned po­ten­ti­al ex­pe­ri­en­ti­al ro­les, hel­ped ali­gn prac­ti­tio­ner su­per­vi­si­on ex­pec­ta­ti­ons with prac­ti­tio­ner skills and know­ledge, crea­ted su­per­vi­si­on lear­ning plans, in­te­gra­ted ad­ven­ture-ba­sed prac­ti­tio­ner as­sess­ment, and pro­vi­ded an op­por­tu­ni­ty to ex­pe­ri­ence a sam­ple su­per­vi­si­on ses­si­on.