Major changes initiated by the Psychology Board of Australia (the Board) and by professional bodies both nationally and internationally have placed professional supervision in the spotlight for the practising psychologist and supervisor. Further, within the context of a growing impetus towards competency-based pedagogies for professional training across disciplines, a recent Board document has indicated that supervisor training must adhere to a competency-based model within a best-practice supervision framework (Psychology Board of Australia). For the practising psychologist, the recent recommendation closely follows other initiatives including the introduction of mandatory peer consultation and supervisor accreditation. The current article seeks to clarify for the Australian psychologist the characteristics of competency-based supervision models for training and supervision, and to unpack the many implications for professional practice. The article outlines the features that distinguish competency models from other supervision models, explains the rationale for and the merits that competency-driven pedagogies promise, and discusses the challenges these changes will bring to supervision theory and practice. What is already know on this topic1 A recent shift towards competency-based approaches have changed the way psychology training and supervision are conceptualised, and how practice standards are evaluated. 2 Recent guidelines for supervisor training by the Psychology Board of Australia emphasise that supervisor training must adhere to a competency-based model. 3 Most Australian psychologists have not had the opportunity to become optimally informed about these new models of supervision and their implications. What this paper adds1 The current article explains the theoretical underpinning and key features of competency-based models. 2 The principles and implications of competency models for supervision are explained. 3 The potential merits of the model and its limitations and challenges are discussed.The notion of "competence" is not new. Educators, supervisors, and practitioners have been appropriately concerned about the development and maintenance of good standards of psychology practice from early in the history of psychology. Nevertheless, there has been a recent and dramatic surge in interest on everything related to competence and competencies. Historically, "competency" has been used rather loosely in the training literature, sometimes as a synonym for skills, often leading practitioners to wonder what is new about competency models. One may question whether these are merely old ideas dressed up in new-fangled wrapping. These questions are pertinent and understandable in the context that practitioners have been subjected to a host of changes (e.g., mandatory professional development, peer consultation requirements, and supervisor accreditation), enforced top-down from regulatory authorities. The answer to the questions voiced above, of course, is an emphatic "No." Indeed, there are several compelling re...

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Background: Competency-based models of supervision acknowledge relationship, including reflective capacity, as foundational in professional psychology. However, current understandings of supervisory practices aimed at developing this competency are limited.Objective: This study aimed to explore the practices used in supervision for the development of supervisee relational competence. These practices were also examined with reference to supervisor/supervisee theoretical orientation, as well as the nature of the supervisory relationship (including working alliance, real relationship, and attention to parallel process in supervision). Method: A total of 45 supervisees and 41 supervisors participated in an online survey in which they rated the perceived usefulness and actual use of various supervisory interventions for the development of relational competence. Participants also provided qualitative responses regarding the methods used to develop relationship competence. Finally, respondents completed measures of supervisory working alliance, real relationship, and attention to parallel process in supervision. Results: Ratings of supervisory methods and qualitative responses revealed a rich variety of interventions currently being utilised in enhancing supervisee relationship competence. Ratings of perceived usefulness and actual use of various supervisory interventions were not related to theoretical orientation. Finally, correlational analyses revealed multiple associations between the nature of the supervisory relationship and perceived usefulness and actual use of supervisory interventions for enhancing relational competence. Conclusion: The results of this study have important implications for the practice of supervision and guiding directions of future research.

BackgroundThe treatment of eating disorders is a difficult endeavor, with only a relatively small proportion of clients responding to and completing standard cognitive behavioural therapy (CBT). Given the prevalence of co-morbidity and complex personality traits in this population, Schema Therapy has been identified as a potentially viable treatment option. A case series of Group Schema Therapy for Eating Disorders (ST-E-g) yielded positive findings and the study protocol outlined in this article aims to extend upon these preliminary findings to evaluate group Schema Therapy for eating disorders in a larger sample (n = 40).Methods/designParticipants undergo a two-hour assessment where they complete a number of standard questionnaires and their diagnostic status is ascertained using the Eating Disorder Examination. Participants then commence treatment, which consists of 25 weekly group sessions lasting for 1.5 h and four individual sessions. Each group consists of five to eight participants and is facilitated by two therapists, at least one of who is a registered psychologist trained on schema therapy. The primary outcome in this study is eating disorder symptom severity. Secondary outcomes include: cognitive schemas, self-objectification, general quality of life, self-compassion, schema mode presentations, and Personality Disorder features. Participants complete psychological measures and questionnaires at pre, post, six-month and 1-year follow-up.DiscussionThis study will expand upon preliminary research into the efficacy of group Schema Therapy for individuals with eating disorders. If group Schema Therapy is shown to reduce eating disorder symptoms, it will hold considerable promise as an intervention option for a group of disorders that is typically difficult to treat.Trial registrationACTRN12615001323516. Registered: 2/12/2015 (retrospectively registered, still recruiting).