Bring it to your program

A place for trainees to reflect on psychotherapy work and bring more of their own thinking into supervision.

How it fits into your program

TherapySupervisor gives trainees a place to reflect on their psychotherapy work and develop more of their own thinking. The aim is to help them arrive at supervision with more of what happened, more of what they noticed in themselves, and questions they want to work on with their supervisor.

Some sessions leave a trainee with something they want to understand better. They can bring a thumbnail of that situation to TherapySupervisor and use the exchange to stay with it long enough to notice more and put some shape around it. What they take from that reflection into supervision is up to them.

Supervision is where another person brings clinical judgment and experience, and where the relationship between supervisor and trainee develops over time. TherapySupervisor is meant to support that work, not stand in for it.

Privacy matters here too

A trainee's reflections are private from the program and from their supervisor. There is no supervisor dashboard for reading individual conversations. What enters supervision is what the trainee chooses to bring there.

That privacy is part of the educational design. Reflection can take people to uncertain or personal places, and the space works differently when it is not also an evaluation channel.

Read more about privacy and security →
Pilot programs

TherapySupervisor is currently being piloted with trainees and supervisors at Montefiore Einstein.

If your program is interested in trying it, please reach out so we can discuss the training setting, how the software would be introduced, and what would make the pilot useful to you and your trainees.

Questions worth studying

TherapySupervisor also creates an opportunity to study questions about psychotherapy education that are difficult to examine in ordinary supervision alone. Can structured reflection help trainees bring richer material into supervision? What does that look like? Does repeated reflective practice change what clinicians notice, remember, or question over time? How might we study development without collapsing it quantitatively?

These are the kinds of questions that I'd love to work with training programs and researchers on.

Interested in a pilot or want to ask more questions?

Get in touch