Developmental models of supervision: Is it development?

Holloway, Elizabeth L.

doi:10.1037/0735-7028.18.3.209

Cited by 153 publications

(114 citation statements)

References 39 publications

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“…The importance of such support from supervisors is also demonstrated in the literature (Kleespies et al, 1990Kolodny et al, 1979). Thus, it may be that, as is true of therapy (Horvath & Symonds, 1991;Martin, Graske, & Davis, 2000), a solid supervision relationship set the stage for the later work that needed to occur between supervisor and supervisee after the client's death, a finding consistent with the literature (e.g., Bernard & Goodyear, 1998;Bordin, 1983;Efstation, Patton, & Kardash, 1990;Holloway, 1987;Mueller & Kell, 1972;Pearson, 2000). Without such a relationship, it is hard to imagine supervisees feeling safe to discuss their reactions to such a difficult experience as client suicide.…”

supporting

confidence: 77%

Therapists-in-training who experience a client suicide: Implications for supervision.

Knox¹,

Burkard²,

Jackson³

et al. 2006

Professional Psychology: Research and Practice

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Client suicide is often an extraordinarily painful process for clinicians, especially those still in training. Given their training status, supervisees may look to their graduate programs and supervisors for guidance and support when such an event occurs. This study qualitatively examined the experiences of 13 prelicensure doctoral supervisees regarding their client's suicide. Findings suggest that these supervisees received minimal graduate training about suicide and that support from others, including supervisors, helped them cope with their client's death. Supervisors are advised to normalize and process supervisees' experiences of client suicide. Implications for training and practice are discussed.According to the National Institute of Mental Health (2004), more than 30,600 people committed suicide in 2001, making suicide the 11th leading cause of death in the United States. Suicide is thus a significant mental health concern, one that affects individuals of various ages, socioeconomic statuses, and ethnicities (Dixon, Heppner, & Rudd, 1994). The prevalence of suicide and its emotional impact have implications not only for surviving loved ones but also for faculty and students involved in mental health training (Laux, 2002). Unsurprisingly, then, suicide has been identified as the emergency situation most frequently encountered by mental health clinicians (Schein, 1976) and is thus also likely an experience that therapists-intraining may face (Chemtob, Bauer, Hamada, Pelowski, & Muraoka, 1989).The majority of research about client suicide and therapists-intraining has investigated the experiences of student interns and residents in psychology and psychiatry and has specifically focused on the frequency of such suicides (Foster & McAdams, 1999). In the first of two studies, Kleespies, Smith, and Becker (1990) found that 19% of the former psychology interns they surveyed had a patient who attempted suicide and 17% had a patient who completed suicide during their training years. Three years later, Kleespies, Penk, and Forsyth (1993) reported that 29% of psychology interns surveyed had a patient attempt suicide and 11% had experienced the completed suicide of a client.More recently, McAdams and Foster (2000) conducted a national survey of professional counselors regarding the frequency of client suicide. Of their 376 respondents, almost one quarter (i.e., 23%) had experienced the suicide of a client they were treating; within this NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page.Professional Psychology: Research and Practice, Vol. 37, No. 5 (October 2006): pg. 547-555. DOI. This article is © American Psychological Association and permission has been granted for this version to appear in ePublications@Marquette. American Psychological Association does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission...

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supporting

confidence: 77%

Therapists-in-training who experience a client suicide: Implications for supervision.

Knox¹,

Burkard²,

Jackson³

et al. 2006

Professional Psychology: Research and Practice

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“…Worthington (1987) and Stoltenberg and Delworth (1987) identified a number of emerging models of supervision that relied, to varying degrees, on a developmental framework for explaining growth in trainees and guidelines for the supervision process. Holloway (1987) referred to this framework as the "zeitgeist" of supervision models, although she (Holloway, 1987) and Ellis and Ladany (1997) have criticized the most-often-used developmental frameworks on conceptual grounds.…”

Section: An Overview Of Supervision Competenciesmentioning

confidence: 96%

Defining competencies in psychology supervision: A consensus statement

et al. 2004

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Supervision is a domain of professional practice conducted by many psychologists but for which formal training and standards have been largely neglected. In this article, supervision is proposed as a core competency area in psychology for which a number of elements reflecting specific knowledge, skills, and values must be addressed to ensure adequate training and professional development of the trainee. Supra-ordinate factors of supervision viewed as permeating all aspects of professional development are proposed. These include the perspective that professional development is a lifelong, cumulative process requiring attention to diversity in all its forms, as well as legal and ethical issues, personal and professional factors, and self- and peer-assessment. A competencies framework is presented with particular elements representing knowledge (e.g., about psychotherapy, research, etc.), skills (including supervising modalities, relationship skills, etc.), values (e.g., responsibility for the clients and supervisee rests with supervisor, etc.), and meta-knowledge. Social contextual factors and issues of education and training, assessment, and future directions also are addressed, with specific elements listed. Suggestions for future work in this area are addressed, including the need to refine further and operationalize competences, develop clear expectations for accreditation and licensure regarding supervision competencies, and expand the description of developmental levels of supervisors from minimal to optimal competence. This is one of a series of articles published together in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.

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“…With the integrated developmental model (IDM; Stoltenberg & Delworth, 1987), supervisors respond to changing trainee needs across three structures (e.g., motivation), eight domains (e.g., intervention skills), and four levels in moving learners toward skillful counseling. Nonetheless, in reviewing the effectiveness literature, Holloway (1987) criticized development models for not specifying the mechanisms for learning.…”

Section: Introductionmentioning

confidence: 97%

The Bonds of Development: An Attachment-Caregiving Model of Supervision

Fitch

Pistole

Gunn

2010

The Clinical Supervisor

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In this paper we introduce the Attachment-Caregiving Model of Supervision (ACMS) and its normative functioning. This framework emphasizes the caregiving and attachment processes in the supervisor-trainee relationship and their link to learning. We provide a brief overview of attachment theory, describe the ACMS process, illustrate concepts with a case scenario, note relevant individual differences, and conclude by clarifying the model's contributions and limitations.

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Developmental models of supervision: Is it development?

Cited by 153 publications

References 39 publications

Therapists-in-training who experience a client suicide: Implications for supervision.

Therapists-in-training who experience a client suicide: Implications for supervision.

Defining competencies in psychology supervision: A consensus statement

The Bonds of Development: An Attachment-Caregiving Model of Supervision

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