In Chapter 1 we wanted to help the reader begin to think about becoming a supervisor and define some of the basic issues and ingredients of the supervisory role. In this chapter, and in Chapters 5 and 6, we lay the foundation of an integrative systemic model. This model will be used throughout this book as our example of a viable integrative approach to family therapy.
To implement an integrative model involves the ability to view clinical and training dynamics from a broad and objective stance (Lebow, 1987, 1997a). More specifically, an integrative approach requires the stimulation of a personal paradigm, assimilation of a range of scholarship, considerations of the person of the therapist, and consideration of the nature of diverse cases (Lebow, 1987). These processes then lead to the development of a personal integrative model, the most useful of which are "metaframeworks acknowledging the wider systemic context in which individuals and families live" (Becvar & Becvar, 2003, p. 51). Such an accomplishment involves stepping back from more narrow or idiosyncratic theoretical models, and learning how to embrace and use the resources available from throughout the theoretical and clinical aspects of the family therapy field.
The following integrative systemic model aspires to this stature. It goes considerably beyond efforts to integrate such orientations as structural and strategic forms of therapy (e.g., Liddle, 1984). There are many models of integrative supervision available. (The interested reader is referred to Rigazio-DiGilio, 1997.) We have chosen to focus on our own integrative model because it identifies the broader resources of contemporary intergenerational and developmental theories, and the specific theoretical resources of all of the major family therapy orientations, and applies these directly to the supervisory process. We believe that this framework