Acceptability and Feasibility of Peer Assisted Supervision and Support for Intervention Practitioners: A Q-methodology Evaluation

Abstract

Evidence-based interventions often include quality improvement methods to support fidelity and improve client outcomes. Clinical supervision is promoted as an effective way of developing practitioner confidence and competence in delivery; however, supervision is often inconsistent and embedded in hierarchical line management structures that may limit the opportunity for reflective learning. The Peer Assisted Supervision and Support (PASS) supervision model uses peer relationships to promote the self-regulatory capacity of practitioners to improve intervention delivery. The aim of the present study was to assess the acceptability and feasibility of PASS amongst parenting intervention practitioners. A Q-methodology approach was used to generate data and 30 practitioners volunteered to participate in the study. Data were analyzed and interpreted using standard Q-methodology procedures and by-person factor analysis yielded three factors. There was consensus that PASS was acceptable. Participants shared the view that PASS facilitated an environment of support where negative aspects of interpersonal relationships that might develop in supervision were not evident. Two factors represented the viewpoint that PASS was also a feasible model of supervision. However, the third factor was comprised of practitioners who reported that PASS could be time consuming and difficult to fit into existing work demands. There were differences across the three factors in the extent to which practitioners considered PASS impacted on their intervention delivery. The findings highlight the importance of organizational mechanisms that support practitioner engagement in supervision.

Barriers and Facilitators to Implementing Functional Family Therapy in a Community Setting: Client and Practitioner Perspectives

“…This type of feedback is important for training providers who need to ensure that on‐going support is (perceived as) responsive to the particular needs of the practitioners because perceived lack of post‐training knowledge and/or skill has previously been identified as a barrier to subsequent delivery of family‐focused interventions (Sanders, Prinz, & Shapiro, ). In addition, the request for problem‐focused supervision supports research in other domains showing that practitioners welcome the opportunity to discuss issues that will enhance practice (McPherson, Sanders, Schroeter, Troy, & Wiseman, ). Therefore, in addition to ensuring that practitioners are skilled to undertake administrative tasks efficiently, training and supervision should be tailored to promote better understanding of the need for administration (e.g., outcome recording) to ensure optimal implementation of FFT and other evidence‐based interventions (Durlak & Dupre, ).…”

Sustained Implementation of Evidence‐based Programs in Disadvantaged Communities: A Conceptual Framework of Supporting Factors

“…Maintaining connection between the EBP developers and the site-level providers can be particularly helpful in supporting sustainment through supervision (Novins et al, 2013). A different form of supervision is facilitated through peer support (McPherson, Sanders, Schroeter, Troy, & Wiseman, 2016), as post-training support from both supervisors and peers has been shown to influence program sustainment (Gaven & Schorer, 2013;Shapiro et al, 2014). Peer assisted supervision is helpful for managing workload, sharing costs, engaging attendees, administering and scoring outcome assessment instruments, sharing learnings and increasing confidence (Gaven & Schorer, 2013).…”

Enhancing maternal and infant wellbeing: study protocol for a feasibility trial of the Baby Triple P Positive Parenting programme for mothers with severe mental health difficulties (the IMAGINE study)

“…Some sessions (approximately 5–10%) will be digitally recorded (where feasible) with participant consent and subjected to independent therapy fidelity checking by listening to the recordings to ensure the Baby Triple P protocol is being adhered to. During the intervention phase, both therapists will use the Triple P model of peer supervision [ 52 ].…”