Does traditional supervision lead to improved therapist performance? A widely held assumption among psychotherapists is that the answer is “yes”. However, numerous rigorous psychotherapy research studies have been unable to confirm this (for summary, see Watkins & Milne, 2014).
Deliberate practice (DP) is a method for teaching and learning that promotes the procedural training of skills. Prominent psychotherapy researchers and authors now agree that DP is one of the most promising contributions to the future of psychotherapy training and supervision (Anderson & Perlman, 2020; Miller, Hubble & Chow, 2020; Norcross & Karpiak, 2017; Rousmaniere et al., 2017; Wampold et al., 2019). A recent upsurge of studies demonstrates the positive impact of DP-based training on therapist’s skills acquisition (DiBartalomeo et al, 2021; Westra et al, 2020; Perlman et al., 2020; Anderson, Perlman, McCarrick & McClintock, 2019).
Psychotherapy teachers and supervisors can increase their trainees’ skills and outcomes by learning the principles of DP and how to implement them in real-world teaching contexts. The presenters research, teach and train professionals around the world to implement DP in supervision, universities, and clinical agencies. The goal for this seminar is to make DP coaching concrete to the audience. To do this, Vaz and Husby will present the six steps of deliberate practice supervision, and key competencies of the supervisor will be highlighted with examples.