Page numbers printed in boldface type refer to tables or figures.
AADPRT Foundations of Psychodynamic Psychotherapy,70–71, 72–75, 76–77
AADPRT Milestone Assessment of Psychotherapy (A-MAP),69–70
Abandonment, of patient as legal issue,348
Accreditation Council for Graduate Medical Education (ACGME),5, 16, 17, 18, 35, 136, 145, 339, 340, 347
Acting outcountertransference and,192
loss of neutrality in listening and potential for,284–285
Acute care settings, supervision of psychotherapy in,232–243
Addiction, and changes in brain system,218
Adherence to treatmentcognitive-behavioral therapy and,252, 253, 255
monitoring of substance use disorders and,220
Adjustment disorder,239
Administrative supervisor,59
Advanced learners, and objectives for self-improvement,107, 108
Agender, use of term,204
Alcoholics Anonymous (AA),221, 227
American Academy of Psychoanalysis and Dynamic Psychiatry,4
American Association of Directors of Psychiatry Residency Training (AADPRT),17, 21, 69, 136.
See also AADPRT Foundations of Psychodynamic Psychotherapy; AADPRT Milestone Assessment of Psychotherapy
American Journal of Psychiatry,15–16
American Psychiatric Association,16, 61, 174, 340, 342.
See also Diagnostic and Statistical Manual of Mental DisordersAmerican Psychoanalytic Association,61, 174
American Psychological Association,61
American Society of Addiction Medicine (ASAM),220
Anger, and racial trauma,175
Anonymity, and ethics,53
Antisocial personality disorder,220
Anxiety.
See also Generalized anxiety disorder
in case examples of psychotherapy for LGBT patients,208, 213
difficult supervisees and,275–276
Assertiveness training, as intervention for burnout,355
Association of American Medical Colleges,169
Attention residue, and virtual psychotherapy supervision,125
Audiovisual recordings, use of in supervision,112, 114–118, 119, 259–260.
See also Telesupervision
Autonomy, and developmental model of supervision,14
Avoidant personality disorder,117
Basic trust,40
Biases, and issues of race, culture, and ethnicity in supervisory relationship,172–176, 177
BIPOC (Black, indigenous, and people of color).
See also Race
racial trauma and,175
training programs and,169–172
Bipolar I disorder,242
Black.
See also BIPOC; Race
female supervisees and sexual issues,305
history of racism and legacy of slavery,167
use of term,166
Borderline personality disorder,94–95, 220
Boundaries, and boundary violationsethics and,54, 56, 57, 60–62
responsibility of supervisor for,84–85
sexual issues and,297, 299–304
virtual psychotherapy supervision and,123–124, 126–127, 129–130
Breuer, J.,188, 189
Brief psychotherapeutic interventions, in emergency settings,241
Burnout, of psychiatrists,352–359
factors contributing to,352–353
interventions for preventing and mitigating,354–355
role of supervision in alleviation of in trainees,355–359
Case formulation, and cognitive-behavioral therapy,258
Case vignettesof anxiety in supervisee,275, 276–277
of audiovisual recordings,116–117, 118
of boundary violations,300
of burnout in physicians,352–353, 357–359
of contingency management for substance use disorders,225, 226
of cognitive-behavioral therapy for substance use disorders,223, 224
of curiosity in supervisee,274
of death of patient,311–312, 316, 317
of difficult conversations with supervisees,278
of emotional learning,90–93, 94–95
of eroticism in therapist–patient relationship,296–297
of ethical issues,54, 55–56, 58, 60
of gender issues,193–197
of goals,103, 105
of illness during supervision,287–288
of lateness of supervisees,269–271
of legal considerations,345, 346–347
of missteps in supervision,324
of motivational interviewing for substance use disorder,221–222
of natural disasters,292
of neutrality in listening,284–285
of nondisclosure by supervisee,271–272, 273
of parallel process and transference in supervisory relationship,97
of personal experiences of supervisees,22–31
of pregnancy during supervision,289, 290
of psychotherapy for LGBT patients,208–214
of race, culture, and ethnicity in supervisory relationship,171, 173, 178, 328–329
of remedial or disciplinary circumstances,343
of self-disclosure,331
of social media,332–333
of structured assessment instruments,71–72
of suicide or suicidal ideation,235–237, 309–310, 318–319
of supportive psychotherapy in inpatient units,235–237, 239, 242–243
of termination,149–150, 153–154, 157, 159
of twelve-step facilitation for substance use disorders,227–228
of virtual psychotherapy supervision,124, 125–127, 129
Centers for Disease Control and Prevention,282
Central nervous system (CNS), and gender identity,205
Co-clinicians, supervisor and trainee as,46
Coding procedures, and integrated psychotherapy,137
Cognitive-behavioral therapy (CBT)in case vignette of supervisee’s experience,23
distinctive features of supervision for,256–262
evidence for efficacy of supervision of,252–256
focus on goals and objectives of,102
LGBT patients and,207
for substance use disorders,221, 223–225
Cognitive Therapy Scale—Revised,253, 254, 255
Collaborative empiricism, and cognitive-behavioral therapy,252
Competence.See also Cultural competence; Relational competencecognitive-behavioral therapy and,252, 253, 255, 256
supervisors of psychotherapy with LGBT patients and clinical,207–208
supervisory relationship and clinical,41, 43
Confidentiality, and ethics,53, 55–56, 58–59
Conflict, and supervisory termination,157–159
Consent, and sharing of confidential material during supervision,58, 59.
See also Informed consent
Consultation-liaison service, and supportive psychotherapy supervision,237–241
Contemplation stage, of motivational interviewing,222
Contingency management (CM), for substance use disorders,221, 225–227
Contracts, and legal considerations,341
Conversion therapies,201
Cooper-Norcross Inventory of Preferences,78
Counterdependency, and pharmacotherapy,140
Countertransferenceemotional learning and,90, 91–94
erotic forms of,298–299, 305
ethics and management of,53–54
gender and,189–192
inpatient units and,235
loss of neutrality in listening and,284
pharmacotherapy adherence and,144
sudden death of supervisee’s patient and,314–315
unconscious relationship and,39, 40
COVID-19 pandemic,122, 131, 170, 341–342, 352
Cultural competence, and training programs,176
Cultural humility, development of,174–175, 181
Culture.
See also Social identity
“blind spots” of supervisors and,176–180
effects of stereotypes, biases, and prejudice on supervisory relationship,172–176, 180, 181
issues of in training programs,168–172
Curiosity, lack of in supervisee,274–275
Death.
See also Suicide
additional resources on,320
physicians and fear of patient’s,310
psychotherapy patients and sudden,311–315
supporting of supervisee after patient’s,315–316
supervisory relationship and personal experience of,316–318
treatment of patient in process of,316
Defensesidentification and interpretation of,87
pharmacotherapy and,142
Depersonalization, and physician burnout,352
Depression.See Major depressive disorderDevelopment, and LGBT individuals,203–204
Developmental model, of supervision,13–14
Diagnostic and Statistical Manual of Mental Disorders (DSM)absence of racial trauma in,170
definition of substance use disorders in,217
LGBT patients and definitions of disorders,201, 202
Difference, LGBT patients and mechanisms of,205
Direct liability, and legal considerations,340, 344
Direct observation, and supervision in acute care setting,233
Disengagement, and virtual psychotherapy supervision,127–128
Disguise, and sharing of confidential material with supervisor,58–59
Distress, and gender dysphoria,202
Distrust, use of term,41.
See also Trust
Diversity, equity, and inclusion training,347
Divorce, and supervision during life transitions,282–285
Documentation.
See also Process notes
of patient progress with outcome measures,78
of remedial or disciplinary actions,344
of trainee improvement in supervision,69
Dual agency, and ethics,54–55
Dual relationships, and legal considerations,345
Duty to warn, and ethical or legal considerations,55–56, 345
Dysthymic disorder,117
Early learners, and objectives for self-improvement,107, 108
Education. See Learning; Training programsEducational supervisor,59
Emergency settings, and supportive psychotherapy supervision,241–243
Emotional exhaustion, and physician burnout,352
Emotional learning, and role of supervisor,90–96
Emotional responsequestions and prompts for inviting discussion of,327
supervision during divorce and,283
supervisory relationship and,40
termination of supervision and,153–155
virtual psychotherapy supervision and,125
Empathydevelopment of curiosity in supervisee and,275
psychotherapy for substance use disorders,228
Enactments, and countertransference,192
Engagementof patient in motivational interviewing for substance use disorders,223
real relationship and,39
virtual psychotherapy supervision and maintaining of,124–125
Epistemic trust,41
Eroticism.
See also Sexual issues
in supervisor–supervisee relationship,302–303
in therapist–patient relationship,296–299
Ethicsadditional resources on,62–63
definition of terms and concepts,52–56
responsibilities of supervisor and,56–62
teaching of,52
Ethnicity.
See also Social identity
“blind spots” of supervisors and,176–180
effects of stereotypes, biases, and prejudice on supervisory relationship,172–176, 181
issues of in training programs,168–172
sexuality or gender issues and,206
Evaluation, of superviseescognitive-behavioral therapy and,258
supervisory relationship and,35, 47
Evidence-based treatment, of substance use disorders,220–228
Experience, and qualifications of prospective supervisors,6, 7
Eye contact, and engagement,124, 125
Family, and treatment of substance use disorders,219
Federation of State Medical Boards,342
Feedbackcognitive-behavioral therapy and,260–261
ethical issues and,62
structured assessment forms and,76
supervisor growth and,66–68
termination and,155–156, 158
Feminism, and binary distinctions of gender,192–193
Floyd, George,170
Forced termination,155
Free association,84
Freud, S.,12, 141, 168, 169, 188, 190–191
Functional analysis, and cognitive-behavioral therapy,224
Gabbard’s Textbook of Psychotherapeutic Treatments (Crisp and Gabbard 2023),167
Gender.See also Gender identity; LBGT patients; Social identitybinary distinctions and,192–193
history relevant to interactions in psychotherapy and supervision,188–189
implications of flexibilities in for therapist–patient interaction,193–197
pronouns and,188, 196–197
sexual issues in supervision and,304–305
time factor in evolving transferences or countertransferences and,189–192
Gender dysphoria,202, 204
Gender identity, and psychotherapy for LGBT patients,203, 205, 210, 211–213
Gender identity disorder,202
Gender incongruence,202
Gender mosaicism,205
Gender roles,205
Generalized anxiety disorder,221
Goals, of supervisionin acute care setting,233, 234
dual forms of,83–84
identifying stage-appropriate objectives for self-improvement,107–109
learning of psychotherapy skills as,104–105
middle phase of supervisory relationship and,46
growth as supervisor and shared,66
process of setting,102–104
psychotherapy with LGBT patients and,209
requirements of training programs and,105–106
termination and,150, 156
Graduation, and termination,155
“Harmful supervision,” and sexual issues,303
Harm reduction approach, to treatment of substance use disorders,219
Health care.See also Acute care settings; Emergency settings; Illness; Medical teamphysician wellness, exhaustion, and burnout,352
race and access to,170
Health Insurance Portability and Accountability Act (HIPAA),342, 343
“Hidden curriculum,” in psychiatric education,327
Homicidal ideation, and duty to warn,345–346
Hope, and supervision during divorce,283–284
Humility, and supervisory relationship,41, 43
Idealization, of supervisor by supervisee,96
Identity, of supervisee as therapist,96
Illness, and supervision during life transitions,285–288.
See also Health care
Indigenous peoples. See BIPOCInformed consentethics and,54
supervision contracts and,341
virtual psychotherapy supervision and,129
Inpatient units, and supportive psychotherapy supervision,234–237
Institutional racism,180
Integrated psychotherapy,136–139.
See also Pharmacotherapy
Integrative developmental model (IDM),13–14
Integrative models, of supervision,13–14, 15–17
Integrity, and supervisory relationship,41, 43
Intellectual learning, and emotional learning,94–96
Intermediate learners, and stage-appropriate objectives for self-improvement,107, 108
Internal objects, and parallel process,96–97
International Classification of Diseases (ICD),201, 202
Internet-based CBT,254
Interpersonal therapy, for LGBT patients,207
Intersectional perspective, and LGBT patients,206
Intoxication, and substance use disorders,218–219
Involuntary hospitalization or treatment,55
Kernberg, Otto,174
Klein, M.,191
Latenessin case vignette of supervisee’s experience,28–29
frequently absent or tardy supervisees and,269–271
Latinx, and case study of racial and cultural issues in supervision,178.
See also Social identity
Learningfacilitation of in supervision,86–96
habit of lifelong,262
of psychotherapy skills as goal,104–105
substance use disorders and theories of,218
Legal considerationsexamples of risks requiring mitigation,344–348
integration of into supervision,338–339
negligent administration and,340
process notes and,342–343
remedial or disciplinary circumstances,343–344
supervision contracts and,341
telesupervision and,341–342
termination and,348
LGBT (lesbian, gay, bisexual, and transgender) patientsbasic skills for supervisors of psychotherapy for,201–208
case vignettes of treatment principles and key psychotherapy skills,208–214
unique mental health needs of and skills required of psychotherapists for,200–201
Lies or lying, and nondisclosure by supervisee,271, 273–274
Life transitions, supervision duringdivorce and,282–285
illness and,285–288
natural disasters and,291–292
pregnancy and,288–291
Limitations, of supervisors,30
Lossas central to divorce,282
processing of by supervisee after death of patient,312–313
Major depressive disorder,210, 235
Malpractice, and patient abandonment,348
Massachusetts General Hospital,340
Meaning, of medications,139–140, 141, 144–145
Medical team, and supportive psychotherapy in consultation-liaison setting,238–239
Microaggressionslegal considerations and,347
misidentification or avoidance of race as topic in supervision,328
training programs and,170
Microaggressions Triangle Model,359
Mind–body interactions, in pharmacotherapy,143
Mindfulness exercises, and burnout prevention,355
Minority stress hypothesis, and LGBT patients,200, 206
Mistakes, and case vignette of supervisee’s experience,29
Mistrust, use of term,41
Modeling, and supervisory relationship,47, 48.
See also Role modeling; Role-play
Moral dilemma, as distinct from ethical dilemma,53
Motivation, and developmental model of supervision,14
Motivational enhancement therapy (MET),221–223
Motivational interviewing (MI),221–223
Narcissistic personality disorder,91
Natural disasters, supervision during,291–292
Negative affects, and emotional learning,92
Negligent administration, and legal considerations,340
Negligent supervision, as legal issue,344
Neutralityethical principles and,53
loss of in listening during supervision,284–285
OARS (mnemonic), for substance use disorders,222
Object, divorce and use of patient as,285
Objective data, review of,67
Object relations, and pharmacotherapy,140
Openness, and supervisory relationship,41, 43
Outcome measures, and documentation of patient progress,78
Outcome Questionnaire–45 (OQ-45),78
Outcome Rating Scale,78
Oversharing, by supervisee,276–277
Panic disorder,208
Pansexual, use of term,204
Parallel processin case example of emotional learning,91
eroticism in supervisory relationship and,302–303
supervisory relationship and,47, 96–98
termination of supervision and,155
withholding of information by supervisee and,273
Parallel structure, of cognitive-behavioral therapy and supervision,256–257
Parental leave, and supervision during pregnancy,289, 290
Patientscontracts with supervisees and,341
incorporating preferences of into supervision,77–78
informing about supervision as ethical issue,57–58
list of contacts in case of emergency,286
objections to use of video in supervision,115, 116
oversharing by supervisee and,277
psychotherapy for during process of dying,316
responses of to pregnancy of therapist,290
sexual issues and boundary violations between therapist and,299–302
sudden death of,311–315
suicide and suicide attempts by,235–237, 309–310, 318–319
Personal accomplishment, physician burnout and reduced sense of,352
Personality disorders, co-occurrence of with substance use disorders,220
Pharmacotherapy.
See also Integrated psychotherapy
integrative perspective on supervision of,138–139
meanings of medications,139–140
supervising psychotherapy of,141–145
Physical contact, and boundary violations,301
Posttraumatic stress disorder (PTSD)in case example of psychotherapy for LGBT patient,211
co-occurrence of with substance use disorders,220
racial trauma and,170
Powerboundary crossing and violations between supervisor and supervisee,303–304
in case vignette of supervisee’s experience,24–25
differential of in supervisory relationship,35–36
example of missteps in supervision involving,325
issues of race and ethnicity in supervisory relationship,175
mistrust in supervisory relationship and,41
social media and imbalance of,333
social-role model of supervision and,15
Precontemplation stage, of motivational interviewing,222
Preferences, of patients,77–78
Pregnancy, supervision during,288–291
Process noteslegal considerations and,342–343
use of in supervision,112–114, 119
Projective identificationgender and,191
pharmacotherapy and,144
Pronouns, and gender,188, 196–197
Protected health information (PHI),342
Psychiatrists.
See also Psychotherapy
exhaustion and burnout in,354
trends in practice of psychotherapy by,4–5
Psychoanalysis,12
Psychotherapy.
See also Cognitive-behavioral therapy; Patients; Integrated psychotherapy; Psychiatrists; Supervision; Supportive psychotherapy; Training programs
adaptations of for LGBT patients,206–207, 208–214
analogy between supervision and,268
attrition rates for BIPOC patients,171
gender interaction in,188–189, 193–197
pharmacotherapy and combination treatment,139, 141–145
for supervisees,60, 315–316, 332
training in as essential part of psychiatric residency,5
trends in practice of by psychiatrists,4–5
Race.
See also Black; Microaggressions; Social identity
“blind spots” of supervisors and,176–180
in case vignette of supervisee’s experience,27–28
clinical concept of “racial enactments,”328
effects of stereotypes, biases, and prejudice on supervisory relationship,172–176, 180, 181
issues of in training programs,168–172
sexual issues in supervision and,304–305
Real relationship,37–39
Rejection sensitivity hypothesis, and LGBT patients,206
Relapse prevention, and psychotherapy for substance use disorders,219, 224
Relational competence,96
Reliability, and supervisory relationship,41, 43
Religion, and twelve-step facilitation,228
Remote psychotherapy. See Virtual psychotherapy supervisionResistance, and substance use disorders,219
Resources, additionalon death and suicide,320
on difficult supervisees,279
on ethics,62–63
on substance use disorders,228–229
on termination,161
Rewards, and contingency management for substance use disorders,225–226
Risk management strategies. See Legal considerationsRole conflict, and social-role model of supervision,15
Role-modeling, of self-care by supervisor,56.
See also Modeling
Role-play, and supervision of cognitive-behavioral therapy,257, 259, 260
Routine outcome monitoring (ROM),78
Safety, and supportive psychotherapy in emergency room,241
Selection hypothesis, and LGBT patients,206
Self-assessmentgrowth as supervisor and,66–67
use of structured assessment tools by trainees and,71
Self-awareness, and developmental model of supervision,14
Self-carerole-modeling of by supervisor,56
self-monitoring by supervisors and,359
Self-directed learning,66–67
Self-disclosure.
See also Nondisclosure; Oversharing
boundary crossings and,301
illness during supervision and,286–287
psychotherapy for LGBT patients and,208
sudden death of supervisee’s patient and,314
supervisory relationship and,38–39, 331–332
virtual psychotherapy supervision and,124
Self-image, and divorce,282
Self-improvement, identification of stage-appropriate objectives for,107–109
Self-medication hypothesis, and substance use disorders,218
Self-monitoring, and self-care of supervisors,359
Self-Practice/Self-Reflection (training program),262
Self-report method, of supervision,345
Session Rating Scale,78
Sexual experiences, and modeling of vulnerability by supervisor,25
Sexual harassment, between supervisors and supervisees,296
Sexual issuesboundary violations and,57, 61, 299–302
eroticism in therapist–patient relationship,296–299
gender, sexual orientation, and race,304–305
legal considerations and,345
Sexual orientationgender identity and,203, 205
intersection of gender and race with sexual issues in supervision,304–305
Sexual scripts,205, 206
Shame, and difficult supervisees,273, 275
Skills training, and cognitive-behavioral therapy,224
Slavery, history of racism and legacy of,167
SMART mnemonic, and goals of supervision,107, 109
Social identity.
See also Gender; Ethnicity; LGBT patients; Race
in case vignette of supervisee’s experience,24–25
countertransference and,91
ethical issues and,59–60
example of missteps in supervision and,325–326, 328–331
history of exclusion of issues concerning in psychodynamic training,166–167
legal considerations and,346–347
power dynamic in supervisory relationship and,35–36
real relationship and,38–39
risk of burnout in psychiatrists and,354
termination and,159–160
virtual psychotherapy supervision and,129
Social media, impact of on supervision,332–334
Social-role model, of supervision,14–15
Social supports, and divorce,282
Societal trust,41
Socioeconomic class, and biases in training programs,176
Socrates,15
Spirituality, and twelve-step facilitation for substance use disorders,228
Stage-appropriate objectives, and self-improvement,107–109
Stereotypes and stereotyping, effects of on supervisory relationship,172–176
Stigma, and LGBT patients,200, 202, 205–206, 210–211
Stressburnout in psychiatrists and,355
divorce and psychological,282
loss of patient to suicide and,310
Stress management training, as intervention for burnout,355
Structured assessment tools,68–69.
See also AADPRT Milestone Assessment of Psychotherapy
Substance use disorders (SUDs)additional resources on,228–229
considerations in treatment of,218–219
definition of in DSM-5,217
evidence-based treatments of,220–228
factors in onset and continuation of,217–218
Suicide, and suicidal ideationadditional resources on,320
attempts by supervisee,319
emotional learning and,93–94
of patients during supervision,235–237, 309–310, 318–319
supportive psychotherapy in inpatient unit and,235–237, 239
Supervisees.
See also Supervision; Supervisory relationship
anxiety in,275–276
contracts with patients and,341
death of loved one and,316–317
development of identity as therapist,96
difficult conversations with,278
frequent absences or tardiness,269–271
lack of curiosity in,274–275
nondisclosure by,271–274
oversharing by,276–277
personal stories of experience,21–31
psychotherapy for,60
readiness of for termination of supervision,151–152
role of supervision in alleviation of burnout in,355–359
suicide attempts by,319
supporting of after death of patient,315–316
Supervision.
See also Goals; Psychotherapy; Supervisees; Supervisors; Supervisory relationship; Termination; Training programs
in acute care settings,232–243
audiovisual recordings and,112, 114–118, 119
as central component of psychotherapy education process,5
charged topics in,326–331
establishing supervisory frame,84–86
ethics of,52–63
examples of missteps in,324–326
facilitating learning in,86–96
future of theory and practices in,17–18
history of psychotherapy and,12
incorporating patient preferences and outcome measurement into,77–78
legal considerations in,338–348
life transitions of supervisees and supervisors and,282–292
pharmacotherapy and,138–145
process notes and,112–114, 119
questions and prompts for inviting discussion of difficult elements in,327
social media and,332–334
substance use disorders and,217–229
theoretical models of,12–17
virtual psychotherapy and,121–130
Supervisors.
See also Supervision; Supervisory relationship
approach of “good enough,”268
case vignette on limitations of,30
case vignette on process of becoming,31
death of loved ones and,317–318
ethics and responsibilities of,56–62
feedback and growth of,66–68
initiation of termination by,160
LGBT patients and,201–208
qualifications of prospective,6–7
role of as translators,30–31
self-monitoring and self-care of,359
structured assessment tools and,68–77
suicide attempts by supervisee and,319
Supervisory frame,84–86, 233
Supervisory relationship.
See also Supervisees; Supervision; Supervisors
complex nature of,36–42
critical role of,33–34, 268
effects of stereotypes, biases, and prejudice on,172–176, 181
evolution of over time,42, 44–48
fostering positive,34–35
parallel process and transference in,96–98
power differential in,35–36
self-disclosure and,331–332
sexual issues and boundary violations in,302–304
trust and trustworthiness in,40–42
video recordings and,117–118
virtual psychotherapy supervision and,123, 125–126
Support, inviting discussion of,327
Supportive psychotherapy, in acute care settings,234–243
Tarasoff decision,55–56, 345–346
Telepresence,123
Telepsychiatry Toolkit web page,342
Telesupervision, and legal considerations,341.
See also Audiovisual recordings
Termination, of supervisionadditional resources on,161
assessing readiness for,151–152
avoidance of topic,151
goal of,150
initiation of by supervisor,160
legal considerations and,348
managing conflicts in,157–159
social identity and,159–160
steps in,152–157
of supervisory relationship,47–48
Theoryknowledge of as qualification for prospective supervisors,6–7
teaching of by supervisor,86–90, 96
Therapeutic alliancepharmacotherapy and,138
supervisory relationship and,36–37
trust as critical aspect of,40
Therapy-based model, of psychotherapy supervision,12–13
Therapy models, and development of professional identity,96
Three-Step Supportive Psychotherapy Manual,234, 235
Time constraints, and supervision in acute care settings,233, 241–242
Time management, and case vignette of supervisee’s experience,29–30.
See also Lateness
Training programsdeath and suicide as topics in,310
fulfilling of requirements as goal in supervision,105–106
graduation from and termination of supervision,155
“hidden curriculum” in,327
issues of race, ethnicity, and culture in,166–172
psychotherapy as essential part of psychiatric residencies,5
risk management committees and,346
structured assessment tools and,68
supervisory relationship and,35
teaching of ethics and,52, 56
theoretical models and,17–18
Transferenceerotic and erotized forms of,298, 304
ethics and management of,53–54
gender and,189–192
parallel process in supervisory relationship and,96–98
racial and cultural issues in supervisory relationship and,175–176
sudden death of patient and,313–314
unconscious relationship between supervisor and supervisee,39
Translation, and role of supervisor,30–31
Trauma, and case example of psychotherapy for LGBT patient,211–213
Treatment frame, and role of supervisor,88–89
Treatment resistance, and pharmacotherapy,138–139
Trustfostering of mutual as supervisor’s responsibility,85
questions and prompts for inviting discussion of,327
supervision of cognitive-behavioral therapy and,258
supervisory relationship and,40–42, 43
Twelve-step facilitation (TSF), for substance use disorders,221, 227–228
Uncertainty, in case vignette of supervisee’s experience,26–27
Unconscious relationship, and supervisory relationship,39–40
United Nations,202, 291
Urine drug screens,220
Validation, and supervisory relationship,41, 43
Values, and principle of neutrality,53
Vicarious liability,340, 344
Videoconferencing psychotherapy (VCP),123
Video recordings. See Audiovisual recordings; TelesupervisionVirtual psychotherapy supervisionboundaries and,123–124
disengagement with patients and,127–128
formats for,122
maintaining engagement in,124–125
potential benefits of,121–122
supervisory alliance and,123, 125–126
telepresence and,123
therapeutic boundaries and,129–130
working alliance and,128–129
Virtual Training Office (AADPRT),70
Vulnerability, modeling of by supervisor,25
Washington Post,170
Winnicott, D. W.,7, 168–169
Withdrawal, and substance use disorders,218–219
Working alliance, and supervisory relationship,36–37, 48, 128–129
World Health Organization. See International Classification of DiseasesWright State University,17–18
Yale Adherence Competence Scale (YACS),253
“Y model,” of supervision,16
