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Generalist Practice: A Task-Centered Approach, Second Edition resources

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task-centered and generalist practice 17 model is now in progress. The application is discussed further in part 2, “Families.” Task-centered supervision. In task-centered supervision (TCS), the basic structure and methods of task-centered practice are applied to educational supervision, including field instruction (Caspi and Reid 1998, in press). TCS outlines a series of activities to be carried out dur- ing and between supervision meetings. In short, during each superviso- ry session the supervisee and supervisor engage in a process of select- ing practice and learning objectives for immediate, targeted work. These objectives are considered, mutually evaluated, prioritized in order of perceived importance, and formulated as “target goals.” Up to three target goals are selected for work at each supervision meeting. Actions, or tasks, for attaining target goals are then developed. For each target goal, up to three tasks are selected. These tasks are usually implemented by supervisees between supervision meetings in their work with clients. Tasks may take a variety of forms, such as learning new skills (“Observe processes of triangulation in the B family”) or using a particular intervention (“Confront Mr. C regarding his denial of a drinking problem”). Before finalizing the selection of tasks, po- tential obstacles to task implementation are considered, as in the basic practice model. Similarly other steps of the basic model, such as pro- cedures for planning and rehearsing tasks, task review, and recording task progress are adapted for purposes of supervision. Supplementary components provide opportunities for didactic teaching, for dealing with the supervisee’s feelings, and for handling other issues likely to arise in supervision. Other applications since the first edition include task-centered me- diation with post-divorce couples (Donahue 1996), group treatment of single parents in a college setting (Raushi 1994), group treatment of sex offenders (Kilgore 1995), psycho-educational and task-centered group intervention for family members of people with AIDS (Pomeroy, Rubin, and Walker 1995) and a task-centered approach with Viet- namese families (Nguyen 1999). Additional applications and current projects, in this country and abroad, as well as examples of task plan- ners, a task-centered tutorial, and a comprehensive bibliography of task-centered methods, can be found at the task-centered web site, http://www.task-centered.com.

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