Title:
Two is Company, Three’s a Crowd: Issues and Answers in Triadic Supervision
Author:
William B. McKibben, The University of North Carolina at Greensboro
Purpose:
In this literature review, I explored the available literature on triadic
supervision structure, processes, and outcomes and discussed implications for
research and practice based on current findings. Triadic supervision refers to
the pairing of one supervisor with two supervisees simultaneously.
Major
Findings: Current CACREP (2009) standards list triadic supervision as an
acceptable alternative to individual supervision for counseling students in
practicum and internship, and this has remained unchanged in the most recent
drafts of the proposed 2016 standard revisions. By establishing triadic
supervision as an alternative to individual supervision, the assumption is made
that the two modalities are comparable in effectiveness. Researchers have
compared triadic to individual and group supervision and found that supervisees
viewed triadic as comparable to individual supervision in areas of working
alliance, supervisory leadership style, supervision satisfaction and
relationship dynamics. However, triadic was rated lower than individual and
higher than group on overall effectiveness and meeting supervisee needs.
Essentially, supervisees tended to rate individual higher than triadic and
triadic higher than group.
What is consistent in the
research is what supervisors and supervisees see as important and challenging
in triadic supervision. The pros and cons of feedback are a core feature.
Having a second supervisee can enhance feedback for a supervisee, and it can
also make giving constructive feedback more difficult for peers and supervisors
(particularly if the feedback is personal in nature). Safety and trust are
highly important to supervisors and supervisees in triadic settings. Vicarious
learning (learning from one another through the supervision process) is a
commonly noted theme of triadic as well. Finally, matching peers based on
similar styles and developmental levels has been noted as a benefit to
supervisees and as a challenge to supervisors. The rewards for the second supervisee
may very well outweigh the logistical challenges to the supervisor if a triadic
modality is possible.
What this
means for practice: Although counselors need more conclusive evidence of
the effectiveness of triadic supervision and what makes it effective,
supervisors have a roadmap for structuring triadic in very helpful ways. First,
as is the case in counseling sessions, the relationship consistently emerges as
vital in triadic supervision. Supervisors who can attend to the multiple
relationships (supervisor-supervisee, supervisee-supervisee) may get the best
results. Supervisors should consider a triadic structure that emphasizes
collaboration and reduces hierarchical relationships; this may best be
accomplished by building trust, modeling how to give positive and constructive
feedback, encouraging peer feedback, and linking supervisees’ experiences.
Supervisors need to communicate clear expectations for structure, involvement,
and feedback at the beginning of the supervisory process.
Second,
there is literature available on structuring triadic supervision in optimal
ways; these references are provided below. One option is split-focused triadic
supervision in which each supervisee is allotted 30 minutes to present a case
or discuss pressing issues. An alternative is single-focused in which each
supervisee is allotted a full hour on alternating weeks. These time structures
can be helpful, but supervisors may still wonder what to do with two
supervisees at once. Many approach triadic in the same way as individual as
there is not much guidance in the literature. Stinchfield, Hill, and Kleist
(2007) proposed a reflective model of triadic supervision which involved weekly
supervision for an hour and a half. Supervisees engage in outer dialogue
(engaging with one another in production of meaning) and inner dialogue (ideas
constructed internally from listening to outer dialogues) from roles of
supervisee, reflective, and observer-reflector. Reflecting from these various
roles facilitates clinical learning and insight. This reflective model can be a
helpful roadmap for supervisors seeking ways to structure triadic supervision.
Third, supervisors should
match peers intentionally. Across several studies, researchers supported that
congruent peer matches enhanced the supervision experience while mismatches
hindered supervision. Specifically, supervisors should strive to match triadic
peers based on developmental level (e.g., both interns, both experienced
counselors). This may optimize richness of feedback and vicarious learning.
Finally, researchers have
supported that triadic is a distinct modality from individual and group and
that lack of supervisor training in this approach is a disadvantage. Thus,
supervisors who use or plan to use triadic need to receive training in this
modality. Counselor educators need to train future supervisors in
triadic-specific supervision, and supervisors need to seek continuing education
in triadic supervision. Such training will be limited until additional research
is generated, but supervisors should seek out and/or provide training to enhance
skills.
For further
reading:
Borders, L.
D., Welfare, L. E., Greason, P. G., Paladino, D. A., Mobley, A. K., Villalba,
J. A., &
Wester,
K. L. (2012). Individual and triadic and group: Supervisee and supervisor perceptions
of each modality. Counselor Education and
Supervision, 51, 281-295.
Council for Accreditation of Counseling and
Related Educational Programs. (2009). 2009
standards. Retrieved from http://www.cacrep.org/doc/2009%20Standards%20with%
20cover.pdf
Council for Accreditation of Counseling and
Related Educational Programs. (2013). Draft
#2
of the 2016 CACREP standards. Retrieved from http://www.cacrep.org/doc/
Draft%202.pdf
Goldberg,
R., Dixon, A., & Wolf, C. P. (2012). Facilitating effective triadic
counseling
supervision:
An adapted model for an underutilized supervision approach. The Clinical Supervisor, 31, 42-60.
Hein,
S. F., & Lawson, G. (2008). Triadic supervision and its impact on the role
of the
supervisor: A qualitative
examination of supervisors' perspectives. Counselor
Education
and
Supervision, 48, 16-31.
Hein,
S. F., & Lawson, G. (2009). A qualitative examination of supervisors'
experiences of the
process of triadic supervision. The Clinical Supervisor, 28, 91-108.
Lawson,
G., Hein, S. F., & Getz, H. (2009). A model for using triadic supervision
in counselor
preparation programs. Counselor Education and Supervision, 48,
257-270.
Lawson,
G., Hein, S. F., & Stuart, C. L. (2009). A qualitative investigation of
supervisees’
experiences of triadic supervision. Journal of Counseling and Development, 87,
449-457.
Lawson, G., Hein, S. F., & Stuart, C. L.
(2010). Supervisors’ experiences of the contributions of
the
second supervisee in triadic supervision: A qualitative investigation. Journal for Specialists in Group Work, 35,
69-91.
Oliver, M., Nelson, K., & Ybañez, K. (2010). Systemic
processes in triadic supervision. The
Clinical Supervisor, 29, 51-67.
Stinchfield,
T. A., Hill, N. R., & Kleist, D. M. (2007). The reflective model of triadic
supervision: Defining an emerging
modality. Counselor Education and
Supervision, 46,
172-183.