Psychotherapy students' experiences of supervisee‐centred supervision based on deliberate practice, feedback‐informed treatment and self‐compassion

Abstract

Abstract Objective There are few methods that focus on therapists' experiences of supervision. To facilitate the development of psychologist students, a supervisee‐centred supervision, based on deliberate practice, feedback informed treatment and self‐compassion, was introduced. Methods This study examines six supervisees’ experiences of a supervisee‐centred supervision. A semi‐ structured interview was used for the collection of the data, which identified two main themes: Learning and Development and five associated sub‐themes: structure and purposesfulness, prerequisites, experience‐based learning, therapeutic skills and personal development. Conclusion The experience‐ and feedback‐based approach was perceived as efficient, structured and goal oriented. This created high‐focused activity and participation, a strong group dynamic and a good alliance with the supervisors, providing a good climate for learning and development. Focusing on performance and feedback was perceived as a potential obstacle that could create stress and anxiety.