Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences

Crook-Lyon, Rachel E.; Presnell, Jennifer; Silva, Lynda; Suyama, Mich; Stickney, Janine

doi:10.1002/j.2161-1882.2011.tb00062.x

Cited by 17 publications

(10 citation statements)

References 28 publications

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“…In summary, 5,509 abstracts were reviewed, with 84 documents meeting our criteria to warrant review of the full document. Of these, 71 were excluded, so that the final sample of (Barnes, 2002;Crook-Lyon, Presnell, Silva, Suyama, & Stickney, 2011) were based on the same data set as another study (Barnes & Moon, 2006;Lyon, Heppler, Leavitt, & Fisher, 2008), and thus the latter studies were retained because they contained more complete information. One study (Vieceli, 2007) did not report reliability information, and although it reported PSDS data regarding experience and training, the PSDS data were combined with another measure in the analyses.…”

Section: Literature Searchmentioning

confidence: 99%

Reliability and Validity of the Psychotherapy Supervisor Development Scale: A Meta-Analytic Evaluation

Barker

Hunsley

2014

The Clinical Supervisor

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Section: Literature Searchmentioning

confidence: 99%

Reliability and Validity of the Psychotherapy Supervisor Development Scale: A Meta-Analytic Evaluation

Barker

Hunsley

2014

The Clinical Supervisor

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“…Training should begin with enhancing the competence of supervisees to be effective in that critical role (Falender & Shafranske, 2013a). Even though an accreditation requirement, individuals in the training pipeline are not consistently receiving adequate or, in some cases, any supervision training (e.g., in Canada: Hadjistavropoulos, Kehler, & Hadjistavropoulos, 2010; in United States: Crook‐Lyon, Presnell, Silva, Suyama, & Stickney, ; Lyon, Heppler, Leavitt, & Fisher, 2008).…”

Section: Supervisor Training: Status and Challengesmentioning

confidence: 99%

“…Over half of internships offered no supervision training. Generally, the major influence on supervision practice was judged by trainees to be the personal experience of having been supervised (Crook-Lyon et al, 2011) so that requisite supervisor competencies (Kaslow, Falender, & Grus, 2012) are not being transmitted.…”

Section: Supervisor Training: Status and Challengesmentioning

confidence: 99%

Clinical Supervision: The State of the Art

Falender

Shafranske

2014

J Clin Psychol

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Since the recognition of clinical supervision as a distinct professional competence and a core competence, attention has turned to ensuring supervisor competence and effective supervision practice. In this article, we highlight recent developments and the state of the art in supervision, with particular emphasis on the competency-based approach. We present effective clinical supervision strategies, providing an integrated snapshot of the current status. We close with consideration of current training practices in supervision and challenges.

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“…Given the limited, non‐standardised, and for some non‐existent education and training, it is no wonder that supervision practice appears to be often (if not usually) primarily based on experiences of having been a supervisee rather than being educated and trained to be a clinical supervisor (as reported by trainees (Crook‐Lyon, Presnell, Silva, Suyama, & Stickney, ). Without commitment or requirement to courses of education and training, the current situation (with its deficits in preparation) will likely continue.…”

mentioning

confidence: 99%

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

Falender

Shafranske

2017

Australian Psychologist

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Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency-based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency-based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017;Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self-assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competencybased supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy.

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Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences

Cited by 17 publications

References 28 publications

Reliability and Validity of the Psychotherapy Supervisor Development Scale: A Meta-Analytic Evaluation

Reliability and Validity of the Psychotherapy Supervisor Development Scale: A Meta-Analytic Evaluation

Clinical Supervision: The State of the Art

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

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