COVID-19 and beyond: Telesupervision training within the supervision competency.

Phillips, Lindsay A.; Logan, Jade N.; Mather, David B.

doi:10.1037/tep0000362

Cited by 25 publications

(45 citation statements)

References 28 publications

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“…Authors such as Phillips, Logan and Mather (2021) as well as Suparman (2021) looked at the COVID-19-induced need for online doctoral supervision and specialised training for doctoral supervisors. Paula (2020) investigated how lockdowns due to COVID-19 affected doctoral studies, while Mullen's 2020 research focused on online doctoral mentoring.…”

Section: Ferreira-meyersmentioning

confidence: 99%

The need for revision of selected aspects of online Master's and doctoral student supervision

Ferreira–Meyers

2022

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Since the onset of the COVID-19 pandemic, higher education institutions have been concerned about their Master and doctoral students, in particular how and when they would be able to continue and complete their research activities and dissertations. Scholars have noted the potential deterioration in the quality of research projects for a variety of reasons (transformation and/ or abandoning of approved research methods, anxiety-related lowered performance rates, altered modes of supervision and delays in completion times). In this article, I discuss the findings of a small-scale study, undertaken in July 2020, on whether there has been a significant change in the supervision of Master's and doctoral students in Africa due to the outbreak and impact of the COVID-19 pandemic. I used a Google Form online survey to obtain participants' opinion on the frequency of interactions between supervisors and supervisees, the medium of interaction as well as the Master's and doctoral candidates' general progress. The study participants were all instructors in higher education who supervise Master and PhD students. There has been a change in frequency and means of supervision, that there is more reliance on videoconferencing tools and interaction "at a distance". However, the data cannot conclusively confirm that there has been a significant transformation in the way students are supervised because many study participants indicated their wish to return to the way things were done pre-pandemic. Nevertheless, there will probably be more reliance on social media, email and other online tools such as Zoom and Skype post-pandemic. In the words of the study participants, "online supervision is developing" and "the pandemic has also given us more tools of engagement, which is good".

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Section: Ferreira-meyersmentioning

confidence: 99%

The need for revision of selected aspects of online Master's and doctoral student supervision

Ferreira–Meyers

2022

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“…Accordingly, inconsistent training opportunities related to this mode of treatment delivery are observed. Despite the publication of TM-H-specific guidelines across professional organizations, suggesting that this is an accepted and widely utilized approach to delivering mental health treatment, many graduate programs do not formally train emerging mental health professionals in the provision of TM-H as a part of their standard curriculum (Harrison, 2021; Phillips et al, 2021; Pourmand et al, 2021). Of further note, there is a dearth of scholarly literature that explicitly outlines what specific knowledge and skills should be included in such training (Springer et al, 2020).…”

Section: Covid-19 In Rural Communitiesmentioning

confidence: 99%

Online supervision: Addressing clinical services in rural communities during COVID-19.

Bender¹,

Werries²

2022

Journal of Rural Mental Health

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The coronavirus disease (COVID-19) pandemic has had devastating implications across the globe, especially in rural communities. The virus has impacted physical, emotional, economic, and mental health functioning across populations. Many clinicians have transitioned to telemental health (TM-H) services in an effort to slow the spread of the virus while simultaneously providing ongoing support to their clients. The provision of TM-H includes distinct advantages and challenges for clinicians to navigate. This article describes how online clinical supervision may be leveraged to support clinicians providing TM-H to those within rural communities, especially in the context of the ongoing pandemic. Past research exploring factors affecting, known outcomes, and efficacy of online supervision is summarized as are practical, legal, and ethical considerations associated with the practice. Public Health Significance StatementThe COVID-19 pandemic has increased the need for mental health services and impacted how they are delivered. It has highlighted the utility of both telemental health services and supervision across communities and may be especially impactful in rural communities where mental health services and clinical supervision options are historically limited. The provision of high-caliber telemental health services and online clinical supervision are notable efforts toward addressing ongoing health disparities across communities and moving toward more equitable practices.

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“…The use of simulation, a key but supplemental method of teaching, became the virtual tool of choice for some programs, especially for early learners in medicine and counseling ( Brydges et al, 2020 ; Donn et al, 2021 ; Hannon et al, 2020 ; Phillips et al, 2021 ; Yang et al, 2021 ). In other training programs, this transition took several forms, including shifting case-based learning to remote formats, virtual bedside teaching rounds employing videoconferencing, and increased use of telehealth ( Chandra et al, 2020 ; Diaz & Walsh, 2021 ; Hofmann et al, 2020 ; Keegan & Bannister, 2021 ; Sunavala-Dossabhoy & Spielman, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

COVID-19 and Clinical Pastoral Education: How ACPE Educators Pivoted Amid the Pandemic

Szilagyi

Palmer

Fleenor

et al. 2022

J Pastoral Care Counsel

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Clinical Pastoral Education (CPE) programs faced extraordinary challenges during the COVID-19 pandemic. We examined how ACPE-certified educators responded to maintain program delivery. Survey results ( n = 210) suggested a substantial and abrupt increase in remote delivery for CPE instruction and supervised clinical practice, primarily driven by those previously fully in-person. Respondents reported abrupt changes impacted 1152 students. Participants rated their utilization and helpfulness of professional, organizational, and technology resources during the pivot and beyond.

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COVID-19 and beyond: Telesupervision training within the supervision competency.

Cited by 25 publications

References 28 publications

The need for revision of selected aspects of online Master's and doctoral student supervision

The need for revision of selected aspects of online Master's and doctoral student supervision

Online supervision: Addressing clinical services in rural communities during COVID-19.

COVID-19 and Clinical Pastoral Education: How ACPE Educators Pivoted Amid the Pandemic

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