Nothing matters more than seeing that you have created a real positive impact on another person.
If you are a clinical supervisor, you are in a powerful position to influence two groups of people:
1. Your Supervisees (Therapists), and
Not only are you able to help your supervisees work through difficult and challenging cases, you are also a conduit to therapists' professional development.
Except that traditional clinical supervision has NOT improved client outcomes, and has not shown to actually help therapist improve in their work, despite self-reports of benefit from exchanges in traditional clinical supervision.
I nearly dropped out of school.
I did so badly for my Primary 6
Learning at Your Own Pace
Our education system has conflated learning speed with learning ability, even though there is NO CORRELATION between these two factors (this is why the upcoming RCS course is designed to suit EVERYONE's preferred learning pace in a "drip by drip fashion, one idea at a time).
I couldn't conform to what an average student needs to be in order to succeed in an
Training in Psychotherapy
In my training as a psychotherapist, I received a wide array of guidance from different clinical supervisors. Some of them changed my life (For more about this, click here), others—frankly, I nearly got in trouble with, because of my dissatisfaction with dogmatic focus on models and not actual outcomes.
Even with supervisors that were really good, most of them provided a necessary
Meanwhile, our traditional teachings approach in post-graduate courses at large continue to bark up the wrong tree, obsessed with standardisation—the way Edward Thorndike took Frederick Taylor’s idea of
When I first began to supervise therapists, I make a few promises to myself:
1. TO BE CRITICAL WITHOUT CRITICISING;
2. TO BE SUPPORTIVE WITHOUT BEING PATRONISING;
3. TO STAY FOCUSED ON TRANSLATING TO BETTER OUTCOMES.
It was only later on that I added another pledge to my existing list:
4. TO HELP PRACTITIONERS DEVELOP AN INDIVIDUALISED PROFESSIONAL DEVELOPMENT PLAN (Chow, 2017; Miller, Hubble, & Chow, 2017).
I began to work with supervisees who were beginning to share with me their stories of their past supervision experience. With the best of intentions, some supervisors were very supportive but were going in circles, others were critical and hurt them unknowingly.
Point #4 was crucial and particularly lacking. It only began to dawn on me in 2010 when I began my 4-year-long meditation on the implications of deliberate practice in psychotherapy for my doctoral piece (Chow, 2014).
It dawned on me that once a supervisee has a clear direction of WHAT to work on, that is, figure out the What before the How, the consequence is often better outcomes. (Do you notice how our profession is invested with our pet solutions, and less invested in solving the problem?) Plus, their clinical outcomes affirms their sense of real development, which in turn fuel the self-determination spark to get even better.
In other words, I want to not only help therapists with their challenging cases, I want to help therapist grow by becoming better therapists. If they design a
Clinical supervision is often regarded as the highly integral to professional development. It is the “signature pedagogy” of choice in the field of psychotherapy.
Yet, recent evidence suggest that traditional supervision makes little or no impact on actual client outcomes (Rousmaniere, Swift, Babins-Wagner, Whipple, & Berzins, 2014). With all the expense on time, money, and effort, therapists and supervisors work so hard, but fail to translate this in the therapy room. This individualised course that can be taken at your own pace, is geared towards helping practitioners and supervisors reap actual benefits in a method of working in supervision.
Gleaning from the development of expertise in other professional domains, this course is those who are hungry to make an impact.
I will walk you through a step-by-step guide to assist supervisors and therapists in making a real impact on psychotherapists development, and more importantly, helping their clients reap the rewards.
Clinical Supervision should look less like this...
And more like this...
For more about this, see my blog site:
See also two recent chapters that we addressed on the issue with the current approach to clinical supervision:
Chow, D. (2017). The practice and the practical: Pushing your clinical performance to the next level. Prescott, David S [Ed]; Maeschalck, Cynthia L [Ed]; Miller, Scott D [Ed] (2017) Feedback-informed treatment in clinical practice: Reaching for excellence (pp 323-355) x, 368 pp Washington, DC, US: American Psychological Association; US, 323-355.
Miller, S. D., Hubble, M., & Chow, D. (2017). Professional development: An Oxymoron? In T. Rousmaniere, R. K. Goodyear, S. D. Miller, & B. Wampold (Eds.), The Cycle of Excellence: Using Deliberate Practice in Supervision and Training (pp. 23-47). River Street, Hoboken, NJ 07030, USA: Wiley Press.
Other Relevant Publications:
Andrews, W., Wislocki, A. P., Short, F., Chow, D. L., & Minami, T. (2013). A 5-year evaluation of the human givens therapy using a practice research network. Mental Health Review Journal, 18(3), 165-176. doi: 10.1108/MHRJ-04-2013-0011
Chow, D. (2014). The study of supershrinks: Development and deliberate practices of highly effective psychotherapists. (PhD), Curtin University, Australia.
Chow, D., Miller, S. D., Seidel, J. A., Kane, R. T., Thornton, J., & Andrews, W. P. (2015). The role of deliberate practice in the development of highly effective psychotherapists. Psychotherapy.,52(3), 337-345. doi:http://dx.doi.org/10.1037/pst0000015 (Nominated for APA Most Valuable Paper of 2015 award)
Chow, D. L. (2011). The right to recovery. In P. Yap, D. L. Chow, S. Lu, & B. Lee (Eds.), The write to recovery: Personal stories and lessons about recovery from mental health concerns (pp. 1-19). Singapore: Wellspring Catholic Books.
Liau, A., K., Chow, D., Tan, T. K., & Senf, K. (2011). Development and Validation of the Personal Strengths Inventory Using Exploratory and Confirmatory Factor Analyses. Journal of Psychoeducational Assessment, 29(1), 14-26. doi: 10.1177/0734282910365648
Miller, S. D., Bargmann, S., Chow, D., Seidel, J. A., & Maeschalck, C. (2014). Feedback Informed Treatment (FIT): Improving the outcome of psychotherapy one person at a time, In W. O’Donohue & A. Maragakis (Eds.), Quality Improvement in Behavioral Health.
Miller, S. D., Hubble, M. A., Chow, D. L., & Seidel, J. A. (2015). Beyond measures and monitoring: Realizing the potential of feedback-informed treatment, Psychotherapy.
Miller, S. D., Hubble, M. A., Chow, D. L., & Seidel, J. A. (2013). The outcome of psychotherapy: Yesterday, today, and tomorrow. Psychotherapy, 50(1), 88-97. doi: 10.1037/a0031097
Miller, S. D., Hubble, M. A., Chow, D. L., & Seidel, J. A. (2014). The outcome of psychotherapy: Yesterday, today and tomorrow. Psychotherapy in Australia., 20(3), 64-75.
Miller, S. D., Hubble, M. A., Seidel, J. A., Chow, D., & Bargmann, S. (2014). Feedback Informed Treatment (FIT): Achieving clinical excellence one person at a time. Independent Practitioner, 34(3), 78-84.
Miller, S. D., Hubble, M. A., Chow, D. L., & Seidel, J. A. (2016). Beyond measures and monitoring: Realizing the potential of feedback-informed treatment. Psychotherapy.
Owen, J., Miller, S. D., Borg, V., Seidel, J. A., & Chow, D. (2016). The alliance in the treatment of military adolescents. Journal of Consulting & Clinical Psychology.
Seidel, J. A., Miller, S. D., & Chow, D. L. (2014). Effect size calculations for the clinician: Methods and comparability. Psychotherapy Research, 24(2), 470-484. doi: 10.1080/10503307.2013.840812
The first round of this RCS course kicked off on 5th of Feb, 2018, and it was oversubscribed by practitioners and supervisors from US, Canada, Finland, Singapore, Australia!
THE NEXT LAUNCH BEGINS ON THE 9th of April 2018 (MON).
To be on the Waitlist, kindly email firstname.lastname@example.org . If you do not receive a confirmation email in 48hrs, please email again to ensure your seat in this course..
You will be provided each module on a "drip by drip basis on Mondays and Fridays. You will be notified on your email.
Thereafter, you can access and review all the previous materials at your own pace, as you wish.
When you are signed up for this course, you will automatically receive
I have three explicit aims for you in the Reigniting Clinical Supervision Course
KEY BENEFITS FOR CLINICAL SUPERVISORS:
1. Help you become a sought after clinical supervisor.
2. Transform your supervisees' professional development, as well as increase the impact of your mentorship with them.
KEY BENEFITS FOR SUPERVISEES & THERAPISTS:
1. Transform your clinical practice with real improvements in your client outcomes.
2. Develop key principles for self-supervision and an individualised, life time professional development plan.
Daryl Chow, MA, Ph.D. (Psych), is a senior associate of the International Center for Clinical Excellence (ICCE). He devotes his time to workshops and researches on the development of expertise and highly effective psychotherapists, teaching practitioners key principles to accelerate learning.
Based on his doctoral research on the role of deliberate practice in cultivating superior performance in psychotherapy, Daryl and colleagues 2015 peer-reviewed article was nominated the “Most Valuable Paper” by American Psychological Association (APA). His work is featured in two chapters from two edited books in 2017:
1. Cycle of Excellence: Using Deliberate Practice to Improve Supervision and Training (with Scott Miller and Mark Hubble),
He is the co-author of several articles, chapters and co-editor of, The Write to Recovery: Personal Stories & Lessons About Recovery From Mental Health Concerns, a heart-felt collective of client’s journey of their struggles and recovery process, interweaved with mental health professionals who were part of the healing process.(Click here for to receive the entire ebook for FREE)
Daryl is the lead researcher of the Difficult Conversations in Therapy (DCT) clinical trial, helping practitioners like you improve in their therapeutic engagement in challenging scenarios. (The pilot results were brief discussed in this article)
In 2018, his book The First Kiss: Undoing the Intake Model and Igniting First Sessions in Psychotherapy, was described as
"The book I’ve wanted every therapist to read for years." ~ Julie Tilsen, Ph.D.;
"A majestic, digestible, and real approach to psychotherapy..." ~ Jesse Owen, Ph.D., and
"In this engaging book, shows us what we have been doing wrong and more importantly, what we should be doing differently," ~Bruce Wampold, Ph.D.
Currently, together with Scott Miller and Mark Hubble, they are working on a forthcoming book, Better Results: A Step-By-Step Guide to Deliberate Practice.
Daryl maintains a private practice with a vibrant team at Henry Street Centre, Fremantle, and continues to serve as a senior psychologist at the Institute of Mental Health, Singapore. In a previous life, he was a youth worker. He currently lives with his wife and two kids in Western Australia. He continues to obsess about music and the craft of psychotherapy.
For more information, visit darylchow.com
Along with K Anders Ericsson, Bruce Wampold and Scott Miller, Daryl was one of the keynote speakers at the Achieving Clinical Excellence (ACE) Conference in Sweden, May 2-4 2018.
Daryl is a published researcher in several peer-reviewed journals. He runs a cutting edge blog for mental health practitioners (Frontiers of Psychotherapist Development), and two other highly practical blogs for the general public, Full Circles: Reflections on Living. and Mind of Health: Cutting Edge Updates for Clinicians and Patients, Bridging the Divide Between Mind and Matter.
He is currently based in Western Australia, working with a group of vibrant private practitioners at Henry Street Centre, located in Fremantle, WA. He is currently in private practice, providing clinical supervision, training and consultations with a various organisations.
Don't take it from me. Here's what therapists across the world are asking about their professional development:
(Note: these are actual questions discerning therapists raised in my workshops)
“Are we choosing the right areas to focus on growth in professional development?”
“Are our PD activities actually translating to improvement in our practice?”
“What should we actually focus on developing in order to actually improve?”
“What does “improving” mean?”
“Why is professional development activities (workshops, supervision, etc) not helping therapists improve?”
“If psychotherapist value and invest in PD, why is there NO improvement?”
“Does theoretical knowledge improve clinical practice?”
“Why do we continue to value efficiency over mastery?”
And here's the kicker:
“Why are we not improving?”
These questions are highly relevant. Not only do we answer the Whys, but in the Reigniting Clinical Supervision course, we will also spell out the What to work on to leverage improvement, and the How to go about doing so in a practical step-by-step guide.
To view the entire course curriculum, take a look at the Reigniting Clinical Supervision (RCS) Roadmap:
Note: the Course Curriculum below does not show the full course, as this will be "dripped" to you once the course begins on 9th of April 2018. The first three modules are available for preview.
For the full outline of the course, see the roadmap above.
Here's what participants say about Daryl's trainings in workshops held in Amercia, Australia, and Singapore:
"Made me think about my practice & want to strive to be better" -Chris, WA.
"It was one of the most informative, engaging and well presented PD’s I’ve been to.” - Psychologist, VIC.
"I've enjoyed your enthusiasm....inspiring." - anonymous, counsellor.
"It made me critically examine my practice and inspired me to engage in deliberate practice and use the activities worksheet so I can be more effective with my clients. It also made me think about my practice as a supervisor and how I can make supervision a more useful experience for my supervisees. I have already begun to put some of the things I have learned into practice and reports from supervisees suggest that they have found the process a lot more powerful since implementing those changes." - Venessa, psychologist, WA.
"Daryl... You have a great presentation style, very respectful and very clear. The content of these last two days was amazing..." - Eeuwe, psychologist, NZ.
"Daryl was very engaging open to questions and kept the content easy to understand." - Michelle, WA
"Daryl you are a very engaging trainer." - Shelley, WA
"I really enjoyed how personable you were." - anonymous
"The best PD I have ever done...." - Monique, psychologist, WA.
"It was very informative, engaging, and encouraged reflection of our current practice, which is great. Also appreciate the practical aspects..." -anonymous, counsellor.
"Great workshop! Loved the infographic and Daryl us stepping us through it. Very comphrensive and Daryl was an engaging presenter through his use of anecdotes... and input from the audience." - Sarah, psychologist.
"Engaging presenter. Very knowledgeable of content area. Very worthwhile activity...." - Sandy, psychologist
"The TDPA (Taxonomy of Deliberate Practice Activity, Chow & Miller, 2015) was incredible! Desperately needed something to structure how to get started on (my professional development)." - Tania, psychologist
"I found the workshop really useful and feel motivated to put this into practice." - Grace, psychologist.
"The workshop gave me some clear personal targets to improve my therapeutic work. I really appreciated the way that process was tailored to each of our individual needs." - Ben, psychologist
If you have any further questions that are not addressed in the FAQ, feel free to drop me at an email at email@example.com, and I will personally response to your queries.