Ethical supervision in teaching, research, practice, and administration.

Pettifor, Jean L.; McCarron, Michelle; Schoepp, Greg; Stark, Cannie; Stewart, Donald W.

doi:10.1037/a0024549

Cited by 11 publications

(10 citation statements)

References 20 publications

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“…Vignettes are commonly used in clinical and academic materials; they are effective teaching tools because they provide relevant, accessible, and interesting examples to consider and reflect upon (Pettifor, McCarron, Schoepp, Stark, & Stewart, 2010).…”

Section: Vignette Examplesmentioning

confidence: 99%

The CPA Presidential Task Force on Evidence-Based Practice of Psychological Treatments.

Dozois

Mikail²,

Alden

et al. 2014

Canadian Psychology / Psychologie canadienne

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In 2011, the Board of Directors of the Canadian Psychological Association (CPA) launched the Task Force on Evidence-Based Practice of Psychological Treatments to support and guide practice as well as to inform stakeholders. This article describes the work of this task force, outlining its raison d'être, providing a comprehensive definition of evidence-based practice (EBP), and advancing a hierarchy of evidence that is respectful of diverse research methodologies, palatable to different groups, and yet comprehensive and compelling. The primary objective was to present an overarching methodology or approach to thinking about EBP so that psychologists can provide and implement the best possible psychological treatments. To this end, our intention for this document was to provide a set of guidelines and standards that will foster interest, encourage development, and promote effectiveness in EBP.

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Section: Vignette Examplesmentioning

confidence: 99%

The CPA Presidential Task Force on Evidence-Based Practice of Psychological Treatments.

Dozois

Mikail²,

Alden

et al. 2014

Canadian Psychology / Psychologie canadienne

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“…Multicultural competencies are infused in benchmarks (Fouad et al, 2009). The section "Individual and Cultural diversity-Awareness" (p. S13) provides three categories: The CPA Ethical Guidelines and the accompanying Resource Guide for Psychologists: Ethical Supervision in Teaching, Research, Practice, and Administration (Pettifor, McCarron, Schoepp, Stark, & Stewart, 2010) proposes "respect for the dignity of persons" as their first ethical standard. This corresponds to the CPA Ethical Guidelines, as it is essential to all aspects of supervision and clinical practice and a set of ethical guidelines for supervision practice.…”

Section: Guidelines and Standardsmentioning

confidence: 99%

Diversity and multiculturalism in supervision.

Falender¹,

Shafranske²,

Falicov³

2014

Multiculturalism and Diversity in Clinical Supervision: A Competency-Based Approach.

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As psychologists, we are called to become aware of individual differences and engage in a process of discovering and entering into the "cultural labyrinth in which clients present their lived experience" (Hoshmand, 2001, p. 106). We do so because, at its heart, psychology "respects the dignity and worth of all people" (American Psychological Association [APA], 2010) and values the multiverse of individual and cultural factors that shape a person's worldview. developing multicultural competence ensures that all clients will be respected and their unique cultural identities will find a fitting place in clinical understanding. It is in clinical training and supervision that multicultural competence is initially developed and applied, which sets a foundation for lifelong practice. The development of multicultural competence is integral to the formation of clinical competence.The challenges supervisors face in infusing multiculturalism and diversity in supervision traverse all general training. These challenges include facilitating If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse gift will find a fitting place. (Margaret Mead, 1935

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“…APA, , General principle A; PACFA, , clause 2.1A), so it makes sense that the supervisory relationship should reflect a respectful, tolerant and collaborative effort. At the same time there is an inherent power differential given the supervisor's greater experience, evaluative role and requirement to be a gatekeeper for the profession or organisation (Pettifor et al., , p. 202). Ultimately, evaluations of any sort involve procedures for controlling and standardising the behaviour of the practitioner (Kadushin & Harkness, , p. 332).…”

Section: Monitoring and Collaboration: Impossible Bedfellows?mentioning

confidence: 99%

Mentoring or Monitoring: Formulating a Balance in Systemic Supervision

Shaw¹

2013

ANZ J of Family Therapy

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Contemporary supervision practice has increasingly involved tasks previously associated with line management; this has been uncomfortable and unresolved for both supervisors and supervisees. Context, individual preference and circumstance can drive the relationship more into surveillance or more into support, and each will have important implications for practice. This article argues for a balance between monitoring and mentoring, both are crucial for effective supervision to occur. Supervisors need to know the boundaries of their delegated task, given that supervision can be the intervention of choice for any number of organizational difficulties. However they also need to integrate the leadership and critical appraisal tasks required, commencing supervision relationships with these components being transparent and clear, such that all participants can meet their obligations to practice competently, ethically and in the clients' interests. The systemic model provides an effective framework to conceptualise and intervene in relation to the various stakeholders, relationships, service systems and political context in which arrangements for supervision are negotiated. Keywords: mentoring, systemic supervision, clinical governance, professional ethics Key Points1 Effective clinical governance requires a balance of mentoring and monitoring function where supervisors are resolved and well-integrated in tasks associated with gate-keeping and assessment. 2 The systemic model provides a useful way to conceptualise the intersections and imperatives of having multiple stakeholders, relationships and tasks in the supervision space. 3 Effective supervision requires a supervision alliance that is robust, transparent and clear, such that all participants meet their obligations to practice competently, ethically and in the clients' interests. 4 A balance of monitoring and mentoring provides containment in relation to the core tasks of supervision, is congruent with systemic traditions and fosters relational ethics. 5 Supervisees need supervisors who can be excellent mentors and excellent monitors.

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Ethical supervision in teaching, research, practice, and administration.

Cited by 11 publications

References 20 publications

The CPA Presidential Task Force on Evidence-Based Practice of Psychological Treatments.

The CPA Presidential Task Force on Evidence-Based Practice of Psychological Treatments.

Diversity and multiculturalism in supervision.

Mentoring or Monitoring: Formulating a Balance in Systemic Supervision

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