Running head: THEORY CRITIQUE 1

Theory Critique

Julie Y. Bunnak

Psy8371

Strategies and Clinical Supervision & Consultation

e-mail: jbunnak@capellauniversity.edu

Instructor: Dr. Marilyn Marks-Frey

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Theory Critique

The humanistic perspective focuses on experiential awareness and change; thus, the

supervisor’s role is to help their charge explore facets of themselves that can bring forth

genuineness, authenticity, and empathy to therapy. The supervisor’s position; like Carl Rogers, is

to help the trainee grow in confidence, understand themselves, and explore issues where there is

difficulty in working with the client. Use of the self is very important with the humanistic

approach. Supervisors focus on allowing for an exploration of the supervisee’s experiential

awareness; expanding knowledge to themselves, theory, and therapeutic style.

Humanistic Supervisory Model

The humanistic supervisory model adheres to the belief that the ministering individuals

develop the ability to be present, authentic, genuine, and accepting (Bernard & Goodyear, 2014).

The main difference between supervision and therapy is that the prior is not non-directive.

Supervision will require guidance and often lead into teaching or leading-by-example; where the

supervisor will express how they have approached and dealt with the presenting problem.

Thusly, the aspect of building a strong supervisor/trainee relationship is required; which focuses

specifical on empathy, support, genuineness, and warmth.

According to A. Kearns (2005), the humanistic supervisory approach can be used to help

the trainee in a variety of settings. Level-entry trainees with no real clinical experience will often

look outwardly and over-identify with the client, and possibly due to performance anxiety, they

will create limitations with ego development. Lacking in self-awareness, these trainees will

become exasperated at their level of irritation or negative feelings about the client; not

understanding that it’s not a flaw within themselves, but rather a form of communication about
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the client. Helping the trainee explore the “self” and their genuineness will lead them into

understanding facet of counter-transference that can be useful within clients. Kearns also states

that in some instances, supervisees may feel shame with facets to the psychotherapeutic process

that they do not yet know. While maintaining an awareness to the potential for shame,

supervisors must not treat supervisees as fragile, allowing them to confront their own limitations

and deficits.

Types of Supervisors with the Humanistic Perspective

The worse kinds of supervisors for the humanistic perspective supervisory role are those

that have no regard for the individual feelings of trainees; preferring to focus on methodology,

technique, and mechanics of the process. Task-oriented or systematic type supervisors may come

across as cold or impersonal to more sensitive trainees (Nisenholz, 1971). Supervisors who give

nothing, but negative feedback may also leave supervisees feeling overwhelmed and fearful.

Trainees may feel self-conscious, fearful about administering therapy, or begin to lack

confidence in themselves. By forcing the trainee to focus on too many details, they forego

understanding the larger perspective of therapy is to create a healthy and positive environment;

not one where there is anxiety and fear (Marich, 2013).

Conclusion

With an increase in the awareness of multi-culturalism and social justice within the

counseling profession and field of psychology, there is an importance in the cultivation of

postmodern humanism; quite specifically when it pertains to supervision (Peters, 2018). The

positive, supportive, and practice of self-exploration of humanistic supervision can serve as the
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vanguard for research advancement, standards to practice and training, and clinical supervision

advocacy initiatives in the profession of counseling.

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References

Bernard, J.M., & Goodyear, R.K. (2014). Fundamentals of Clinical Supervision (5th ed.). Upper

Saddle River, N.J.: Pearson Education, Inc.

Farber, E.W. (2011). Supervising Humanistic-Existential Psychotherapy: Needs, Possibilities.

Journal of Contemporary Psychotherpy, 42, p. 173-182.

Kearns, A. (2005). The Seven Deadly Sins? Issues in Clinical Practice and Supervision for

Humanistic and Integrative Practitioners. NW3, Great Britain: Karnac Books, Ltd.

Marich, J. (2013). Clinical Supervision: A Person-Centered Approach. NetCE, March 25, 2016,

p. 1-38.

Nisenholz, B. (1971). An Investigation Using a Humanistic Approach in the Supervision of

Student Teachers. Doctoral Dissertations, 1896, p. 2617.

Peters, H.C. & Rivas, M. (2018). The Self-Model of Humanistic Supervision. International

Journal for the Advancement of Counseling, 40(3), p. 237-254.