Supervision clinique en counseling de carrière groupal : une analyse qualitative du développement professionnel des personnes supervisées

Audrey Lachance; Patricia Dionne; Réginald Savard

doi:10.53379/cjcd.2023.371

Auteurs-es

Audrey Lachance Université de Sherbrooke
Patricia Dionne Université de Sherbrooke
Réginald Savard UQAM

DOI :

https://doi.org/10.53379/cjcd.2023.371

Mots-clés :

Développement professionnel, Supervision clinique, Counseling de carrière groupal, Supervision triadique, Formation des personnes conseillères d'orientation

Résumé

Bien que la supervision clinique soit reconnue comme centrale dans la formation initiale en orientation, l’état actuel des connaissances est toutefois limité. Afin de décrire le processus de développement professionnel vécu par les personnes supervisées au fil des rencontres de supervision clinique en counseling de carrière groupal, cette recherche qualitative a été réalisée auprès de huit personnes supervisées et de deux personnes superviseures, dans un programme de formation de deuxième cycle en orientation professionnelle d’une université canadienne. En mobilisant le Modèle de supervision développemental intégratif (Stoltenberg et al., 1988; Stoltenberg et McNeill, 2010; McNeill et Stoltenberg, 2016), l’analyse thématique des enregistrements des rencontres de supervision, ainsi que des incidents critiques identifiés par les personnes supervisées met en lumière trois thèmes à l’intérieur desquels s’est manifesté le processus de développement professionnel : (a) s’adapter à la nouveauté en intervention, (b) de la réflexion-sur-l’action à la réflexion-dans-l’action, et (c) composer avec la complexité en intervention. Les implications pour la supervision clinique et la formation initiale sont discutées, puis des recommandations pour des recherches futures sont proposées.

Références

Aponte, H. J., Powell, F. D., Brooks, S., Watson, M. F., Litzke, C., Lawless, J., et Johnson, E. (2009). Training the person of the therapist in an academic setting. Journal of Marital and Family Therapy, 35, 381–394. https://doi.org/10.1111/j.1752-0606.2009.00123.x

Bennett-Levy, J. (2019) Why therapists should walk the talk: The theoretical and empirical case for personal practice in therapist training and professional development. Journal of Behavior Therapy and Experimental Psychiatry, 62, 133–145. https://doi.org/10.1016/j.jbtep.2018.08.004

Bernard, J. M. et Goodyear, R. K. (2019). Fundamentals of clinical supervision (6e éd.). Pearson.

Bilodeau, C., Savard, R., Bellehumeur, C., Gazzola, N., Koszycki, D. et Thériault, A. (2018). Informing pedagogical practices for training graduate psychotherapy students: A look at the role of the positive psychology framework in the supervisory context [demande de subvention adressée au CRSH].

Borders, L. D. et Brown, L. L. (2005). The new handbook of counseling supervision. Erlbaum.

Borders, L. D. (2006). Snapshot of clinical supervision in counseling and counselor education. A five-year review. The Clinical Supervisor, 24(1-2), 69-113. https://doi.org/10.1300/J001v24n01_05

Borders, L. D., Welfare, L. E., Greason, P. B., Paladino, D. A., Mobley, A. K., Villalba José A. et Wester, K. L. (2012). Individual and triadic and group: Supervisee and supervisor perceptions of each modality. Counselor Education and Supervision, 51(4), 281–295. https://doi.org/10.1002/j.1556-6978.2012.00021.x

Bronson, K. M. (2010). Supervision of career counseling. Dans L. J. Bradley et N. Ladany (dir.). Counselor supervision: Principles, process, and practice (4e éd., p. 261–286). Taylor & Francis.

Castonguay, L. G., et Hill, C. E. (2017). How and why are some therapists better than others? Understanding therapist effects. American Psychological Association.

Choudhury, T. K., John, K. et Nanavaty, N. (2019). Impacts of challenging life experiences on professional development in graduate trainees. Journal of Psychotherapy Integration, 29(2), 108–118. https://doi.org/10.1037/int0000151

Cournoyer, L., Lepire, C. et Lachance, L. (2018). Points de convergence et de distinction entre supervision clinique en counseling et celle spécifique aux conseillers d’orientation québécois. Revue d’éducation, 5(3), 45-50.

Creswell, J. W. et Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4e éd.). SAGE

Douville, L. (2010). Contribution de la supervision professionnelle à la formation des psychothérapeutes. Revue québécoise de psychologie, 31(2), 253–270.

Dubois, A. et Goyer, L. (2017). Conclusion : Quelques pistes de réflexion pour maintenir le développement de la réflexion. Carriérologie, 13(3), 333–335.

Falender, C. A. et Shafranske, E. P. (2010). Psychotherapy-based supervision models in an emerging competency-based era: A commentary. Psychotherapy Theory, Research, Practice, Training, 47(1), 45–50. https://doi.org/10.1037/a0018873

Goyer, L. et Dubois, A. (2017). La supervision universitaire en counseling et orientation : enjeux et pistes de réflexion. Carriérologie, 13(3), 253–274.

Guédon, M.-C., Savard, R., Le Corff, Y. et Yergeau, É. (2011). Tests à l’appui : pour une intervention intégrée de la psychométrie en counseling de carrière (2e éd.) Septembre éditeur.

Heppner, P. P. et Roehlke, H. J. (1984). Differences among supervisees at different levels of training: Implications for a developmental model of supervision. Journal of Counseling Psychology, 31, 76–90. https://doi.org/10.1037/0022-0167.31.1.76

Heppner, P. P., Wampold, B. E., Owen, J., Thompson, M. N. et Wang, K. (2016). Research design in counseling (4e éd.). Cengage Learning.

Ladany, N. et O’Shaughnessy, T. (2015). Training and supervision in career counseling. Dans P. J. Hartung, M. L. Savickas et W. B. Walsh (dir.), APA handbook of career intervention, Vol. 1. Foundations (p. 375–387). American Psychological Association. https://doi.org/10.1037/14438-020

Lara, T. M., Kline, W. B. et Paulson, D. (2011). Attitudes regarding career counseling: Perceptions and experiences of counselors‐in‐training. The Career Development Quarterly, 59(5), 428–440. https://doi.org/10.1002/j.2161-0045.2011.tb00969.x

Lecomte, C. et Savard, R. (2017). La supervision en counseling de carrière : un processus essentiel au développement de la compétence et de l’efficacité professionnelle. Carriérologie, 13(3), 203–226.

Leszcz, M. (2011). Psychotherapy supervision and the development of the psychotherapist. Dans R. H. Klein, H. S. Bernard et V. L. Schermer (dir.), On becoming a psychotherapist: A personal and professional journey (p. 114–143). Oxford University Press.

McNeill, B. W. et Stoltenberg, C. D. (2016). Supervision essentials for the integrative developmental model. American Psychological Association.

Nicoleta, L. (2015). Supervision in career counseling – theoretical framework and practical benefits. Procedia – Social and Behavioral Sciences, 180, 1094–1101. https://doi.org/10.1016/j.sbspro.2015.02.214

Orlinsky, D. E., Botermans, J.-F., et Rønnestad, M. H. (2001). Towards an empirically grounded model of psychotherapy training: Four thousand therapists rate influences on their development. Australian Psychologist, 36(2), 139–148. https://doi.org/10.1080/0005 0060108259646

Orlinsky, D. E. et Rønnestad, M. H. (2005). How psychotherapists develop: A study of therapeutic work and professional growth. American Psychological Association. https://doi.org/10.1037/11157-000

Paillé, P. et Mucchielli, A. (2021). L’analyse qualitative en sciences humaines et sociales (5e éd.). Armand Colin.

Parcover, J. A. et Swanson, J. L. (2013). Career counselor training and supervision: Role of the supervisory working alliance. Journal of Employment Counseling, 50, 166–178. https://doi.org/10.1002/j.2161-1920.2013.00035.x

Pierce, L. M. (2016). Overwhelmed with the burden of being myself: A phenomenological exploration of the existential experiences of counselors-in-training. Journal of Humanistic Counseling, 55, 136–150. https://doi.org/10.1002/johc.12030

Plantade-Gipch, A. (2017). Former les futurs psychothérapeutes à la relation : la réflexion-en-action dans l’alliance thérapeutique. Pratiques psychologiques, 23(3), 217–231. https://doi.org/10.1016/j.prps.2017.05.001

Ratcliff, D. (2003). Video methods in qualitative research. Dans P. M. Camic, J. E. Rhodes et L. Yardley (dir.), Qualitative research in psychology: Expanding perspectives in methodology and design (p. 113–129). American Psychological Association. https://doi.org/10.1037/10595-007

Ray, D. et Altekruse, M. (2000). Effectiveness of group supervision versus combined group and individual supervision. Counselor Education and Supervision, 40(1), 19–30. https://doi.org/10.1002/j.1556-6978.2000.tb01796.x

Regas, S. J., Bakaly, J. W., Doonan, R. L. et Kostick, K. M. (2017). Including the self-of-the-therapist in clinical training. Couple and Family Psychology: Research and Practice, 6(1), 18–31. https://doi.org/10.1037/CFP0000073

Ridley, C. R., Mollen, D. et Kelly, S. M. (2011). Beyond microskills: Toward a model of counseling competence. The Counseling Psychologist, 39(6), 825–864. https://doi.org/10. 1177/0011000010378440

Riva, M. T. (2011). Supervision of group counseling. Dans R. K. Conyne (dir.), The Oxford handbook of group counseling (p. 370–382). https://doi.org/10.1093/xfordhb/97801953 94450.013.0020

Robertson, S. E. et Borgen, W. A. (2016). CCPA accreditation of counsellor education programs in Canada: An historical perspective. Canadian Journal of Counselling and Psychotherapy, 50(3), 259–277. https://cjc-rcc.ucalgary.ca/article/view/61135

Robinson, N. L., Schweitzer, R. D. et O’Connor, E. L. (2019). Early reflections on becoming a therapist: Development of reflective practice in clinical training programmes in an Australian context. Counselling and Psychotherapy Research, 19(5), 388–398. https://doi.org/10.1002/capr.12255

Rønnestad, M. H., Orlinsky, D. E., Schröder, T. A., Skovholt, T. M. et Willutzki, U. (2018). The professional development of counsellors and psychotherapists: Implications of empirical studies for supervision, training and practice. Counselling & Psychotherapy Research, 19(5), 1–17. https://doi.org/10.1002/capr.12198

Rønnestad, M. H., Orlinsky, D. E. et Wiseman, H. (2016). Professional development and personal therapy. Dans J. C. Norcross, G. R. VandenBos, D. K. Freedheim et L.F. Campbell (dir.), APA handbook of clinical psychology: Education and profession (p. 223–235). American Psychological Association. https://doi.org/10.1037/14774-015

Rønnestad, M. H. et 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/10.1177/0894 84530303000102

Salter, M. et Rhodes, P. (2018). On becoming a therapist: A narrative inquiry of personal-professional development and the training of clinical psychologists. Australian Psychologist, 53(6), 486–492. https://doi.org/10.1111/ap.12344

Schön, D. A. (1987). Educating the reflexive practitioner. Jossey-Bass.

Spruill, J., Rozensky, R. H., Stigall, T. T., Vasquez, M., Bingham, R. P. et Olvey, C. (2004). Becoming a competent clinician: Basic competencies in intervention. Journal of Clinical Psychology, 60(7), 741–754. https://doi.org/10.1002/jclp.20011

Stoltenberg, C. D. (2005). Enhancing professional competence through developmental approaches to supervision. The American Psychologist, 60(8) 857–864. https://doi.org/10.1037/0003-066X.60.8.85

Stoltenberg, C. D., McNeill, B. W. et Delworth, U. (1998). IDM: An integrated developmental model for supervising counselors and therapists. Jossey-Bass.

Stoltenberg, C. D. et McNeill, B. W. (2010). IDM supervision: An integrative developmental model for supervising counselors and therapists (3e éd.). Routledge.

Sultana, R. G. (2009). Competence and competence frameworks in career guidance: Complex and contested concepts. International Journal for Educational and Vocational Guidance, 9, 15–30. https://doi.org/10.1007/s10775-008-9148-6

Wampold, B. E. (2015). How important are the common factors in psychotherapy? An update. World Psychiatry, 14(3), 270–277. https://doi.org/10.1002/wps.20238

Watkins, C. E., Jr. (2012). On demoralization, therapist identity development, and persuasion and healing in psychotherapy supervision. Journal of Psychotherapy Integration, 22(3), 187-205. https://doi.org/10.1037/a0028870

Wilson, H. M. N., Davies, J. S. et Weatherhead, S. (2016). Trainee therapists’ experiences of supervision during training: a meta-synthesis. Clinical Psychology & Psychotherapy, 23(4), 340–351. https://doi.org/10.1002/cpp.1957

Worthington, E. L., Jr. (2006). Changes in supervision as counselors and supervisors gain experience: A review. Training and Education in Professional Psychology, S(2), 133-160. https://doi.org/10.1037/1931-3918.S.2.133