A supervisão de estágio e a formação de terapeutas Comportamentais

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Tozze, Karina Ferraz [UNESP]
Bolsoni-Silva, Alessandra Turini [UNESP]

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Researches point that the supervisor must provide the presentation of necessary and specific contingencies which become possible the acquisition of new repertories by the future therapist. Main objective of this research was to describe the behavior of the female supervisor and her female trainees in Behavior Clinic internship supervision, from a group attendance to parents with children who have behavior problems. More specifically, the objective was to verify if recommendations given by the supervisor were followed by her trainees throughout the attendances. The Behavior Clinic internship supervision meets patients of all the age ranges, in individual or group attendances. Clients are chosen from Center of Applied Psychology triage forms. Selected patients have several complaints, but they always mention difficulties in social skills. Oral supervision happens in a group formed by 8 to 10 students (according of school year) who meets a client group. Supervisions are weekly and last four hours. Services are recorded with permission of the clients; trainees listen to the recordings to the in order to elaborate written reports. Supervisor weekly reads those reports and then gives feedback in writing. Group services with parents who have children with internalizing behavior problems was done, as well as the supervisions (oral and written) referred to these services. Services were recorded by video and the supervisions, by audio. Attendance reports, which contained the supervisor written feedbacks, were also used as data sources. Oral and written supervising guidances were categorized and accounted through a pre-established protocol in order to identify which behaviors were recommended by the supervisor. After, a checklist was elaborated with the description of recommendations given by the supervisor, in order to assess whether the trainees followed them or not throughout the services. Results indicated that a) behavior of supervisor are different in both written and oral supervision - in written one, she focused in agreeing and recommending; whereas in oral one, interpreting/analyzing the client behaviors and requesting clarifications were more frequent behaviors; b) two female therapists showed similar behavior frequencies, highlighting in describing their own behavior and the client behaviors; (c) most of recommendations given by the supervisor, both in reports and the internship environment, were followed specially after the school semester. Supervision was demonstrated as an important tool for the development of trainees' behaviors considered relevant in the therapeutic process.



Behavioral categories, Behavioral therapy, Checklist, Probation supervision

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Acta Comportamentalia, v. 26, n. 1, p. 93-110, 2018.