Assessing and predicting supervisors' evaluations of psychotherapists – an empirical study

Dohrenbusch, Ralf; Lipka, Sigrid

doi:10.1080/09515070601106737

Cited by 11 publications

(10 citation statements)

References 25 publications

(25 reference statements)

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“…Thus, we have identified two different, but interconnected, means of co-constructing supervisory communication and understandings of professional experiences and behaviors. Moreover, when enacting this re-and pre-authorship, supervisors addressed the manifold supervisory foci and tasks discussed in previous research (Clingerman & Bernard, 2004;Dohrenbusch & Lipka, 2006).…”

Section: Discussionmentioning

confidence: 97%

Supervisors' Use of Reinforcement, Reframing, and Advice to Re-Author the Supervisory Narrative through E-mail Supervision

Luke¹,

Gordon²

2012

The Clinical Supervisor

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Discourse analysis was used to investigate the semester-long weekly e-mail communication between 38 counseling supervisees in their internship placements across school, clinical mental health, and student affairs placement settings and their three respective supervisors. Evidence of supervisor re-authorship of the supervisory narrative-the stories that constitute supervisory communication and shape the interpretation of experiences-was found throughout the e-mail communication in the forms of reinforcement and reframing.Researchers also identified a derivative of re-authorship that was termed as pre-authorship, taking place through advice giving. Findings are contextualized within the supervision, narrative, and discourse literatures, with implications for training, practice, and future research discussed.

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Section: Discussionmentioning

confidence: 97%

Supervisors' Use of Reinforcement, Reframing, and Advice to Re-Author the Supervisory Narrative through E-mail Supervision

Luke¹,

Gordon²

2012

The Clinical Supervisor

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“…Supervisor bias and assessment leniency have been well documented in learning and teaching literature. However, despite the recognition that supervisors across disciplines are inclined to rate a disproportionate amount of students highly, the vast majority of empirical research has been conducted within the context of clinical placements (Bandiera & Lendrum, 2008;Dohrenbusch & Lipka, 2006;Dudek, Marks, & Regehr, 2005;Karasik, 2009), psychology (Gonsalvez & Freestone, 2007;Hedge & Kavanagh, 1988;Robiner & Hoberman, 1997), and social work (Bogo, Regehr, Roxanne, & Regehr, 2007;Kadushin & Harkness, 2002;Lazar & Mosek, 1993;Pease, 1988;Vinton & Wilke, 2011). Arguably, this research focus may not be a major surprise, considering the seriouspotentially life threatening -consequences of allowing insufficiently trained graduates to practice in their chosen, health related field.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Based on Thorndike's definition, halo can be described as a within-rater phenomenon that results from the rater's subjective, favourableor indeed unfavourable -impression of the ratee. Consequently, the halo effect, or 'global impression' (Dohrenbusch & Lipka, 2006), may influence the result to the student's advantage or disadvantage. Bandiera and Lendrum (2008) emphasise the common nature of 'halo' by arguing that in most cases the assessment of a learner's performance in multiple roles will ultimately be determined by only two or three overriding perceptions of the learner.…”

Section: The Halo Effectmentioning

confidence: 99%

Leniency and halo bias in industry-based assessments of student competencies: a critical, sector-based analysis

Wolf

2015

Higher Education Research & Development

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This paper sets out to address this gap by examining variances in mark distribution and apparent leniency in the context of a final year, compulsory placement unit, based on observations and data collected over nine semesters (n=546). The focus of this study is less on the reliability of existing measures, than on gaining an understanding of the reasons behind assessment bias and the pressures placed on industry assessors. The data indicates that different types of placement locations apply dissimilar standards when assessing student performance. The author identifies three statistically different placement types (small business, not-for-profit and professional), which influence the strength and risk of grader bias, hence ultimately the assessment outcome.

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“…Two studies have subjected specific domains to psychometric scrutiny. Dohrenbusch and Lipka () examined 12 supervisors' ratings of professional skills of 22 trainee therapists. Four factors were identified from a 36‐item scale: Open‐Mindedness and Social Competence in the Supervision Session, Systematic and Goal Oriented Approach to Therapy, Capacity to Create a Professional Therapeutic Relationship, and Motivating and Supporting Behavior.…”

mentioning

confidence: 99%

The Hierarchical Clustering of Clinical Psychology Practicum Competencies: A Multisite Study of Supervisor Ratings

Gonsalvez

Deane

Blackman

et al. 2015

Clin Psychol Sci Pract

101

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Competency evaluation rating forms are widely used to assess a range of global and specific psychology practitioner competencies during and at the end of clinical placements. Surprisingly, there is little research examining the dimensional structure or the hierarchical clustering of items on these ratings. The current, multisite study Key words: competency assessment, field placement, halo bias, leniency bias, psychology internships, psychology practitioner competencies, supervisor evaluations, supervisor ratings. [Clin Psychol Sci Prac 22: 390-403, 2015] Field placements are a central aspect of training programs in professional psychology. The structure, duration, casework, and supervision requirements of these placements vary across programs and across countries, but multiple placements are typically required by training programs and mandated by regulatory bodies to provide a breadth of professional experiences for trainees

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Assessing and predicting supervisors' evaluations of psychotherapists – an empirical study

Cited by 11 publications

References 25 publications

Supervisors' Use of Reinforcement, Reframing, and Advice to Re-Author the Supervisory Narrative through E-mail Supervision

Supervisors' Use of Reinforcement, Reframing, and Advice to Re-Author the Supervisory Narrative through E-mail Supervision

Leniency and halo bias in industry-based assessments of student competencies: a critical, sector-based analysis

The Hierarchical Clustering of Clinical Psychology Practicum Competencies: A Multisite Study of Supervisor Ratings

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