Resumen
El proceso de supervisión se concibe como un espacio colaborativo que se sirve de variadas técnicas de retroalimentación que permitan facilitar el desarrollo y fortalecimiento de las competencias requeridas por los estudiantes de psicología que realizarán su práctica profesional en el área clínica. Este artículo propone un Modelo de Supervisión Clínica Genérica basado en el videofeedback para la formación de terapeutas. Se utilizó una metodología cualitativa para el análisis de entrevistas episódicas y en profundidad realizadas a 131 estudiantes de psicología (120 Chile, 11 Colombia) durante cada una de las etapas del modelo. Se realizó un Análisis de Contenido Reflexivo para generar categorías que fueron trianguladas y consensuadas por los investigadores en ambos países. Los resultados demuestran la utilidad del modelo como una herramienta pedagógica que ofrece una experiencia de aprendizaje innovadora capaz de fomentar la seguridad y la confianza de los estudiantes al enfrentar los desafíos propios de situaciones clínicas reales en un contexto de simulación. La simetría comunicacional y la optimización de las posibilidades de autorreflexión durante la supervisión facilitaron el desarrollo de una práctica reflexiva más competente. Se discuten las ventajas de implementar el modelo en diferentes niveles de la formación de terapeutas.
Citas
Anderson, T., Crowley, M. E. J., Himawan, L., Holmberg, J. K. y Uhlin, B. D. (2016). Therapist facilitative interpersonal skills and training status: A randomized clinical trial on alliance and outcome. Psychotherapy Research, 26, 511-529. https://doi.org/10.1080/10503307.2015.1049671
Andreucci, P. (2011). La Supervisión Clínica: Una aproximación desde la transferencia. Akademeia, 2(2), 71-80. http://tinyurl.com/4567jhze
APPESWG. (2021). A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.653269
Araya, C., Casassus, S., Guerra, C., Salvo, D., Zapata, J. y Krause, M. (2017). Criterios que supervisores clínicos Chilenos consideran relevantes al momento de supervisar: un estudio cualitativo. Revista Argentina de Clínica Psicológica, 16(1), 47-58. https://doi.org/10.24205/03276716.2017.1004
Axelsson, S., Kihlberg, S., Davis, P. y Nyström, M. B. T. (2023). Psychotherapy students’ experiences of supervisee?centred supervision based on deliberate practice, feedback?informed treatment and self?compassion. Counselling and Psychotherapy Research, 24(2), 719–733. https://doi.org/10.1002/capr.12708
Bager, S. (2019). She was on my side and grounded me when I needed it: Research supervision in the field of therapy, based on counsellors’ and psychotherapists’ views on their engagement with research. Counselling and Psychotherapy Research, 19(4), 358-365. https://doi.org/10.1002/capr.12258
Ballesteros de Valderrama, B. P., Muñoz-Martínez, A. M., Novoa-Gómez, M., Bazzani-Orrego, D., Brandwayn-Briceño, N. E., Lasso-Báez, R. A., Pachón-Basallo, M. y Restrepo-Vélez, D. (2019). Características de la supervisión clínica en las terapias conductuales: un análisis del proceso de supervisión clínica. Universitas Psychologica, 18(4), 1-14. https://doi.org/10.11144/Javeriana.upsy18-4.csct
Barnett, J. E. (2011). Utilizing technological innovations to enhance psychotherapy supervision, training, and outcomes. Psychotherapy, 48(2), 103–108. https://doi.org/10.1037/a0023381
Bernard, J. M. y Goodyear, R.K. (1998). Fundamentals of clinical supervision (2a ed.). Allyn & Bacon.
Bhola, P., Raguram, A., Dugyala, M. y Ravishankar, A. (2017). Learning in the crucible of supervision: Experiences of trainee psychotherapists in India. The Clinical Supervisor, 36(2), 182–202. https://doi.org/10.1080/07325223.2016.1233478
Blume-Marcovici, A. C., Stolberg, R. A., Khademi, M. y Giromini, L. (2015). When therapists cry: Implications for supervision and training. Clinical Supervisor, 34(2), 164-183. https://doi.org/10.1080/07325223.2015.1048556
Borup, J., West, R. E. y Thomas, R. (2015). The Impact of Text versus Video Communication on Instructor Feedback in Blended Courses. Educational Technology Research and Development, 63, 161-184 https://doi.org/10.1007/s11423-015-9367-8
Botero-García, C., Giovanni, I. y Morales-Arias, C. (2022). Supervisión en psicología clínica: Una revisión sobre estudios empíricos. Universitas Psychologica, 21, 1-19. https://doi.org/10.11144/Javeriana.upsy21.spcr
Brinkmann, S. y Kvale, S. (2018). Doing interviews. Sage. https://doi.org/10.4135/9781529716665
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approach. Sage.
Daskal, A. M. (2023). Desde ser psicoterapeuta, a ser supervisor clínico. Revista de Psicoterapia, 34(126), 19-36. https://doi.org/10.5944/rdp.v34i126.38693
Embry, D. D. y Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11, 75-113. https://doi.org/10.1007/s10567-008-0036-x
Fernández-Álvarez, H., Kirzman, D. y Vega, E. (2008). Programa de Habilidades Terapéuticas. En H. Fernández-Álvarez (3ra ed.), Integración y salud mental (109-138). Descleé de Brouwer.
Fernández-Álvarez, H. (2020). La psicoterapia en su laberinto. Revista de Psicoterapia, 31(116), 5-28. https://doi.org/10.33898/rdp.v31i116.405
Field, T. A. (2016). A different type of supervision: Training clinical mental health counseling interns in dialectical behavior therapy. Journal of Mental Health Counseling, 38(3), 233-247. https://doi.org/10.17744/mehc.38.3.04
Flick, U. (2000). Episodic interviewing. En M.W. Bauer y G. Gaskell (Eds.), Qualitative researching with text, image and sound (pp. 75–92). Sage. https://doi.org/10.4135/9781849209731.n5
Franco, E., DiMaio-McCracken, J. y Innocenti, J. (2020). A comparison of group and individual clinical supervision. The Interdisciplinary Journal of Advances in Research in Education, 3(1), 1-11. https://doi.org/10.55138/ab104284eji
Fukkink, R. G., Trienekens, N. y Kramer, L. J. C. (2011). Video Feedback in Education and Training: Putting Learning in the Picture. Educational Psychology Review, 23(1), 45–63. https://doi.org/10.1007/s10648-010-9144-5
Gutiérrez-Fierros, E. A., Sáenz, A., Tena-Suck, A. y Montes de Oca, S. (2023). Supervisión virtual de prácticas académicas: Las experiencias de supervisores frente al cambio de modalidad por COVID-19. Revista de Psicoterapia, 34(126), 55-71. https://doi.org/10.5944/rdp.v34i126.38698
Hawes, G., Rojas-Serey, A., Espinoza, M., Oyarzo, S., Castillo-Parra, S., Castillo, M. y Romero, L. (2017). Desarrollo de una matriz conceptual para la innovación curricular en profesiones de la salud. Revista Médica de Chile, 145(9), 1193-1197. https://doi.org/10.4067/s0034-98872017000901193
Hawkins, P. y McMahon, A. (2020). Supervision in the helping professions (5a ed.). McGraw Hill.
Hill, C. E., Knox, S., Thompson, B. J., Williams, E. N., Hess, S. A. y Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counselling Psychology, 52(2), 196-205. https://doi.org/10.1037/0022-0167.52.2.196
Hill, C. E. y Lent, R. W. (2006). A narrative and meta-analytic review of helping skills training: Time to revive a dormant area of inquiry. Psychotherapy: Theory, Research, Practice, Training, 43(2), 154–172. https://doi.org/10.1037/0033-3204.43.2.154
Hill, H. R. M., Crowe, T. P. y Gonsalvez, C. J. (2016). Reflective dialogue in clinical supervision: A pilot study involving collaborative review of supervision videos. Psychotherapy Research, 26(3), 263–278. https://doi.org/10.1080/10503307.2014.996795
Høffding, S. y Martiny, K. M. (2016). Framing a phenomenological interview: what, why and how. Phenomenology and the Cognitive Sciences. 15, 539–564. https://doi.org/10.1007/s11097-015-9433-z
Kaslow, N. J., Grus, C. L., Campbell, L. F., Fouad, N. A., Hatcher, R. L. y Rodolfa, E. R. (2009). Competency Assessment Toolkit for professional psychology. Training and Education in Professional Psychology, 3(4, Suppl), 27–45. https://doi.org/10.1037/a0015833
Knott, E., Rao, A. H., Summers, K. y Teeger, C. (2022). Interviews in the social sciences. Nature Review Methods Primers, 2, 73. https://doi.org/10.1038/s43586-022-00150-6
Kühne, F., Heinze, P. E. Y Weck, F. (2020). Standardized patients in psychotherapy training and clinical supervision: study protocol for a randomized controlled trial. Trials, 21(1). https://doi.org/10.1186/s13063-020-4172-z
Lamey, A. (2015). Video Feedback in Philosophy. Metaphilosophy, 46, 691-702. https://doi.org/10.1111/meta.12155
Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: a comparison of historical and methodological considerations. International Journal of Qualitative Methods, 2, 1–29. https://doi.org/10.1177/160940690300200303
Lohani, G. y Sharma, P. (2023). Effect of clinical supervision on self-awareness and self-efficacy of psychotherapists and counselors: A systematic review. Psychological Services, 20(2), 291-299. https://doi.org/10.1037/ser0000693
Lunt, I. (2011) EuroPsy: the development of standards and competence of psychologists. European Psychologist 16(2), 104 - 110. https://doi.org/10.1027/1016-9040/a000087
Mahoney, P., Macfarlane, S. y Ajjawi, R. (2019). A qualitative synthesis of video feedback in higher education. Teaching in Higher Education, 24(2), 157–179. https://doi.org/10.1080/13562517.2018.1471457
Martin, P., Lizarondo, L., Kumar, S. y Snowdon, D. (2021). Impact of clinical supervision on healthcare organizational outcomes: A mixed methods systematic review. PLoS ONE, 16(11). https://doi.org/10.1371/journal.pone.0260156
Mayhew, E. (2017). Playback Feedback: The Impact of Screen-Captured Video Feedback on Student Satisfaction, Learning and Attainment. European Political Science, 16, 179-192. https://doi.org/10.1057/eps.2015.102
Mayring, P. (2000). Qualitative content analysis. Qualitative Social Research, 1(2). https://doi.org/10.17169/fqs-1.2.1089
McCarthy, J. (2015). Evaluating Written, Audio and Video Feedback in Higher Education Summative Assessment Tasks. Issues in Educational Research, 25, 153-169. https://search.informit.org/doi/abs/10.3316/ielapa.376762809256535
Mendizabal, J. B. (2019). EuroPsy: Un modelo basado en competencias. ¿Es aplicable a la formación sanitaria especializada en Psicología Clínica? Educación Médica, 20(2), 154-162. https://doi.org/10.1016/j.edumed.2018.05.017
Murr, S., Nicklas, L. y Harper, S. (2020). How does supervision aid cognitive behaviour therapy skill development? Perspectives of CBT trainees: A thematic analysis. Cognitive Behaviour Therapist, 13, 1-16. https://doi.org/10.1017/S1754470120000422
Nicmanis, M. (2024). Reflexive Content Analysis: An Approach to Qualitative Data Analysis, Reduction, and Description. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/16094069241236603
Novoa-Gómez, M. y Córdoba-Salgado, O. (2019). Pertinencia de la formación para la supervisión clínica. En G.A. Campos, M. A. Castaño, M. Gaitán y V. Sánchez (Comps.), Diálogos sobre investigación: avances científicos (pp. 83-116). Konrad Lorenz.
Ögren, M. L., y Sundin, E. C. (2009). Group supervision in psychotherapy. Main findings from a Swedish research project on psychotherapy supervision in a group format. British Journal of Guidance & Counselling, 37(2), 129–139. https://doi.org/10.1080/03069880902728614
Orlando, J. (2016). A Comparison of Text, Voice, and Screencasting Feedback to Online Students. American Journal of Distance Education, 30, 156-166. http://dx.doi.org/10.1080/08923647.2016.1187472
Parton, B. S., Crain-Dorough, M. y Hancock, R. (2010). Using Flip Camcorders to Create Video Feedback: Is It Realistic for Professors and Beneficial to Students? International Journal of Instructional Technology and Distance Learning, 7(1), 15–21. https://www.itdl.org/Journal/Jan_10/article02.htm
Pérez, J. C. y Saralegui, D. (2024). Supervisión en una Unidad de Clínica de Adultos de un Centro de Salud Mental Universitario: Un Estudio Cualitativo del Proceso. Terapia Psicológica, 41(3), 379-403. https://doi.org/10.4067/S0718-48082023000300379
Pugh, G. y Lozano-Rodríguez, A. (2019). El desarrollo de competencias genéricas en la educación técnica de nivel superior: un estudio de caso. Revista Calidad en la Educación, 50, 143-179. https://doi.org/10.31619/caledu.n50.725
Roe, R.A. (2002). What makes a competent psychologist? European psychologist, 7(3), 192-202. https://doi.org/10.1027/1016-9040.7.3.192
Rønnestad, M. H. y Skovholt, T. M. (2003). The Journey of the Counselor and Therapist: Research Findings and Perspectives on Professional Development. Journal of Career Development, 30(1), 5–44. https://doi.org/10.1177/089484530303000102
Roth, A. D. y Pilling, S. (2008). Using an Evidence-Based Methodology to Identify the Competences Required to Deliver Effective Cognitive and Behavioural Therapy for Depression and Anxiety Disorders. Behavioural and Cognitive Psychotherapy, 36(2), 129–147. https://doi.org/10.1017/S1352465808004141
Ruiz, J., Bados, A., Fusté, A., García-Grau, E., Saldaña, C. y Lluch, T. (2016). Aprendizaje experiencial de habilidades terapéuticas y análisis de su utilidad en función de la personalidad. Behavioral Psychology, 24(3), 405-422. http://hdl.handle.net/2445/155366
Santangelo, P. R. y Conde, K. (2020). Relación de supervisión: adaptación del S-SRQ en psicoterapeutas argentinos. CES Psicología, 13(3), 76–87. https://doi.org/10.21615/cesp.13.3.5
Schöttke, H., Flückiger, C., Goldberg, S. B., Eversmann, J. y Lange, J. (2017). Predicting psychotherapy outcome based on therapist interpersonal skills: A five-year longitudinal study of a therapist assessment protocol. Psychotherapy Research, 27(6), 642-652. https://doi.org/10.1080/10503307.2015.1125546
Šefarová, I. y Šlepecký, M. (2017). Self-efficacy of the psychotherapist in the context of supervision. European Psychiatry, 41(S1), s506–s506. https://doi.org/10.1016/j.eurpsy.2017.01.645
Sherin, M. G. y van Es, E.A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20-37. https://doi.org/10.1177/0022487108328155
Smith, J. A. (2011). Evaluating the contribution of interpretative phenomenological analysis. Health Psychology Review, 5(1), 9-27. https://doi.org/10.1080/17437199.2010.510659
Smith, J. A. (2019). Participants and researchers searching for meaning: conceptual developments for interpretative phenomenological analysis. Qualitative Research in Psychology, 16(2), 166–181. https://doi.org/10.1080/14780887.2018.1540648
Smith, J. A., Flowers, P. y Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage.
Spence, S. H., Wilson, J., Kavanagh, D., Strong, J. y Worrall, L. (2001). Clinical Supervision in Four Mental Health Professions: A Review of the Evidence. Behaviour Change, 18(3), 135–155. https://doi.org/10.1375/bech.18.3.135
Squire, C. (2013). From experience-centred to socioculturally-oriented approaches to narrative. En M. Andrews, C. Squire y M. Tamboukou (Eds.), Doing narrative research (2a ed., pp. 47–71). Sage. https://doi.org/10.4135/9781526402271.n3
Stanghellini, G. y Ballerini, M. (2008). Qualitative analysis. It's use in psychopathological research. Acta Psychiatrica Scandinavica, 117(3), 161-163. https://doi.org/10.1111/j.1600-0447.2007.01139.x
Thomas, R. A., West, R. E. y Borup, J. (2017). An Analysis of Instructor Social Presence in Online Text and Asynchronous Video Feedback Comments. The Internet and Higher Education, 33, 61-73. https://doi.org/10.1016/j.iheduc.2017.01.003
Topor, D. R., AhnAllen, C.G., Mulligan, E. A. y Dickey, C. C. (2016). Using Video Recordings of Psychotherapy Sessions in Supervision: Strategies to Reduce Learner Anxiety. Academic Psychiatry, 41(1), 40–43. https://doi.org/10.1007/s40596-016-0605-0
Troncoso, K. y Hawes, G. (2007). Esquema general para los procesos de transformación curricular en el marco de las profesiones universitarias. Dirección de Pregrado, Vicerrectoría de Asuntos Académicos, Universidad de Chile.
Valdés-Sánchez, N. y Gómez-Gallo, D. M. (2023). Supervisión clínica para estudiantes de Psicología. Un modelo de competencias psicoterapéuticas genéricas básicas. Ril
Valdiviezo-Oña, J., Granja, E., Cuadros-López, A., Valdivieso-Meza, G., Evans, C. y Paz, C. (2022). Practice-based research with psychologists-in-training: presentation of a supervision model and use of routine outcome monitoring. Studies in Psychology, 43(3), 583-608. https://doi.org/10.1080/02109395.2022.2132749
Watkins, C. E. (2020). What do clinical supervision research reviews tell us? Surveying the last 25 years. Counseling and Psychotherapy Research, 20(2), 190-208. https://doi.org/10.1002/capr.12287
Welton, R., Nelson, S., Cowan, A. y Correll, T. (2019). Supporting and Training Psychotherapy Supervisors. Academic Psychiatry, 43(4), 464–465. https://doi.org/10.1007/s40596-019-01070-6
Wiltsey-Stirman, S. (2022). Implementing Evidence-Based Mental-Health Treatments: Attending to Training, Fidelity, Adaptation, and Context. Current Directions in Psychological Science, 31(5), 436–442. https://doi.org/10.1177/09637214221109601
Xu, M., Friedlander, M. L., Kontakos, V. y Shaffer, K. S. (2021). Relational discussions in theoretically diverse models of psychotherapy supervision: How common are they? The Clinical Supervisor, 40(2), 303–320. https://doi.org/10.1080/07325223.2020.1861572
