A Rationale for Evidence-Based Clinical Supervision

Milne, Derek; Reiser, Robert P.

doi:10.1007/s10879-011-9199-8

Cited by 63 publications

(34 citation statements)

References 41 publications

(46 reference statements)

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“…To our knowl edge, this is the first supervision study where either has been investigated. If the finding on recency of training is replicated, it may bode well for the power and promise of an evidence-based approach to supervision and its increasingly favorable impact upon supervision outcome (Falender & Shafrankske, 2012;Milne & Reiser, 2012;Watkins, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Over the last two decades, the virtual absence of any supervision-client outcome data has been increasingly lamented, calls to remedy that lack have been accordingly issued, and the acuity of need to make supervision a more accountable practice has been further accentuated (Holloway, 1992;Lambert & Ogles, 1997;Milne et al, 2012;Watkins, 1998;Westefeld, 2009). Lack ing such outcome data, Lichtenberg (2007) has even raised ques tions about the very ethics of supervision itself: "The reason for providing supervision and the ethical justification for requiring it are that it makes a difference with respect to client outcomes" (p. 275).…”

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confidence: 99%

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An exploration of faculty supervisor variables and their impact on client outcomes.

Wrape

Callahan

Ruggero

et al. 2015

Training and Education in Professional Psychology

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In addition to assisting with the development of essential competencies for professional practice, growing evidence indicates that supervision may also significantly contribute to client outcomes. However, to date, there have been no explorations of specific supervisor variables that may help us to understand the supervision-client outcome relationship. The current study sought to address this gap in the emerging literature by drawing archival data associated with discharged clients (N = 310) from a large training clinic. Given the available data, we were able to explore 2 supervisor variables in terms of their relationships with client outcomes: 1 categorical variable (faculty status: adjunct vs. tenured/tenure track) and 1 continuous variable (time elapsed since the supervisor attained his or her doctoral degree). The results replicate earlier findings demonstrating that supervisors contribute significantly to client out comes. Exploration of specific supervisor variables indicates that faculty status is not meaningfully associated with client outcomes. However, the length of time that has elapsed since the supervisor attained his or her doctoral degree is salient, with more recent graduates associated with better client outcomes. Additional research is strongly encouraged in this understudied area, with particular attention to examining the role of supervisor training and supervisory competence.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

An exploration of faculty supervisor variables and their impact on client outcomes.

Wrape

Callahan

Ruggero

et al. 2015

Training and Education in Professional Psychology

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“…Just as competency-based supervision provides an explicit framework and method through which competency development can be facilitated, tracked and evaluated, an evidence-based perspective on supervision does much the same: Using an explicit framework-a helpful, scientifically-informed problem-solving process-that is designed to promote a best practices approach to supervision (see Milne and Reiser 2012;cf. Wheeler et al 2011).…”

Section: Self-reflectionmentioning

confidence: 99%

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Watkins

2011

J Contemp Psychother

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Psychotherapy supervision has increasingly become or is on the fast track to becoming competencybased, evidence-based, particularized, and accountable. In this paper, I explore how that appears to be so by: (1) briefly considering the concepts of ''competencies'' and ''evidencebased practice'' as preeminent guides for psychotherapy supervision practice and training; and (2) briefly reviewing the current status, pressing needs, and future possibilities of psychoanalytic, cognitive-behavioral, humanistic-existential, and integrative psychotherapy supervision. Based on my examination, the following conclusions are proposed:(1) the supervision relationship, individualization, developmental differentiation, and self-reflection (for supervisee and supervisor) appear to be crucial cornerstones for the conceptualization and actuation of supervision process and practice across psychotherapy-based supervision approaches; (2) all indications suggest that three emphasescompetency-based supervision, evidence-based practice, and accountability-will continue to substantially influence, affect, and inform psychotherapy supervision practice for its near and distant future; (3) psychotherapy-based supervision approaches will need to be and indeed appear to now be in the process of becoming increasingly particularized in how each of their respective approach-specific competencies are defined and explicated; and (4) psychotherapy supervision has come to be increasingly viewed as an educational process and practice that is best facilitated by: (a) a rich and enriching supervision training environment that vigorously addresses and attempts to meaningfully integrate declarative, procedural, and reflective knowledge bases throughout the supervisory endeavor; and (b) the considered and deliberate utilization of facilitative technology that has the potential to substantially enhance and expand the value of the supervisee's training/supervision experiences. Some discussion is provided about those four conclusions, and a retrofitted psychotherapy supervision for the new millennium is considered.Keywords Psychotherapy supervision Á Competencybased supervision Á Evidence-based supervision Á Psychotherapy-based supervision approaches Á Clinical supervision From my perspective, psychotherapy supervision is an educative process by which and through which we as supervisors strive to embrace, empower, and emancipate the therapeutic potential of the supervisees with whom we have the privilege to work. Ideally, it is a passionate and impassioned learning process that is infused with and punctuated by faith, hope, awe and wonder about the possibilities of being and becoming a psychotherapist. As supervisors, we adopt a host of varied roles over time in our efforts to best help each supervisee (e.g., spiritual liberator, possibility purveyor, motivational coach). Our objective is to provide the rich and nourishing soil within which supervisee identity can take form, treatment skills can be developed, and independence can be actuated. At our core, we b...

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“…However, how this can be achieved remains a challenge. Most supervisors do not benefit from having received training in clinical supervision while they were completing their studies, and professional training in supervision remains scarce in most agencies (Milne & Reiser, 2012). Some have argued that a common factors view of supervision processes may represent the best model to address the complexities of supervising in the workplace, but what factors should be part of this approach and how to train supervisors remains a subject of some debate (Lampropoulos, 2002;Milne & Reiser, 2012).…”

Section: Discussionmentioning

confidence: 99%