| Abstract [eng] |
Changes in the relationship between the supervisee and the supervisor in existential supervision (Master's thesis in Clinical Psychology). Scientific supervisor: prof. Paulius Skruibis, PhD; work consultant: Marija Vaštakė, PhD. Vilnius University, Faculty of Philosophy, Institute of Psychology: Vilnius – 60 p. Research problem. In today's scientific research, it is increasingly possible to see that relationships and their quality in the supervision process are one of the main factors, however, what aspects of the relationship are most important in existential supervision have not been studied, it is also necessary to mention that in many studies the relationship is analyzed only from the supervisor's perspective or from the supervisee's perspective, dyadic relationship analyses are not found. Research into the dyadic relationship can provide opportunities for a more detailed understanding of the relationship as a phenomenon in supervision, which is central to the development of professional skills, personal growth and change of both the supervisor and the supervisee (Spinelli, 2015; Vaštake and Kočiūnas, 2017). The aim of the study is to reveal the supervision process of the existential psychotherapy paradigm from the perspective of supervisors and supervisees, exploring aspects of relationship change in the supervision process from the beginning of the supervision process to a later stage after one year. Research methods. A qualitative research method was chosen for this study. Data were collected during semi-structured interviews based on pre-prepared open-ended questions. All data collected in the study were analyzed using the thematic analysis method according to Braun and Clarke (2006). Research participants. Postgraduate students of humanistic existential psychotherapy and humanistic existential psychotherapists working in the same dyad for more than one year. 9 participants (4 supervisors and 5 supervisees). Study results. This study revealed that after one year of supervision, the relationship became warmer, safer, and there is a growing sense of equality through which professional growth occurs. From the supervisors' perspective, the relationship is increasingly freeing, supervisees are more bold in bringing up uncomfortable questions. Supervision becomes a learning space where clarity increases and skills in how to use it are strengthened, and more equal exploration and reflection have emerged after one year of supervision. |
