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6 Responses

  1. Vijay Gopal says:

    This has been very helpful to me, Daryl. It has been a wake-up call for me: All my life I have automatically assumed feedback to be performance feedback only. I was not even aware I was doing this! Recognising that there learning feedback is different – and as valuable as performance feedback – has been a huge reality-check. Thank you for this article!

  2. Your discussion of Backstage and Offstage activities and behavior resonate with me. While not operating from feedback (SRS, ORS), I have for years spent time prepping for my sessions. Over time I have developed a range of materials to use in session. While not therapy skills the instruments have been helpful to my clients. It is refreshing to see that these activities can be construed as Deliberate Practice. I have been an experiential education advocate for years in my teaching efforts. I have structured experiential experiences for clients over time. In recent years I have worked with a former student in exploring the efficacy of gaming in therapy with children, adolescents and adults. He demonstrated his work process and while not formally supervising him our discussions and practice over time has increased his confidence and facility. We have been working on a typology of gaming as it relates to various issues encountered in therapy. He has good intuitive insights (imagination + intention =Intuition) with regard to choosing games that effectively move forward therapy. I like to think that his clients are doing Deliberate Practice as they develop more adaptive coping skills.

  1. June 26, 2020

    […] There is a subtle but critical caveat to note on point #2. For a coach/supervisor to “know the work” of a supervisee, it’s not enough to obtain a thick clinical description about the client and of what happened in-sesison. You’d need to know the way they work, much like an athlete’s coach who knows how they play ball on the court. (More on this in the future). The coach/supervisor needs know how to marry clinical data and intuition, and, help their supervisees develop focused and targeted learning objectives in their deliberate practice efforts. […]

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