Ethics-Based Training for Clinicians: Moving Beyond Ethical Decision Making Models

Miller, Bobbi J.; Springer, Paul R.

doi:10.1007/s10591-020-09537-7

Cited by 1 publication

(1 citation statement)

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“…The challenge of assessing competencies and ethical practice in clinical programs (Miller & Springer, 2020 ) is made more complex when training is provided primarily online; and the literature shows that faculty are concerned about the ability to adequately engage in these tasks virtually (Chen et al, 2020 ; Levin et al, 2018 ; Snow et al, 2018 ). However, this can be done in TS through being intentional about linking previously learned concepts to current clinical practice, collaborating with local supervisors and challenging supervisees to demonstrate competence by applying what they know to their specific client cases.…”

Section: Discussionmentioning

confidence: 99%

Intentionality in Academic Telesupervision: A Phenomenological Study of Faculty Telesupervisors’ Experiences

et al. 2021

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In response to the COVID-19 pandemic and a widespread shift to telehealth, there is an increased need to understand how we can best provide Telesupervision (TS). To help address the limited research on TS in the Marriage and family therapy (MFT) field, the present study seeks to describe the experiences of faculty telesupervisors who have provided TS as part of an online COAMFTE Accredited MFT master’s program since 2012 (telesupervision was provided before accreditation since 2005). Eighteen participants completed individual interviews or focus groups, which were analyzed using descriptive phenomenological procedures. Our results describe the essential structure of faculty supervisors’ experiences providing TS. Core themes include: general experiences with TS as a modality, online university-specific experiences with TS as a modality, a systemic lens is intentionally applied, diversity, equity, and inclusion (DEI) are intentionally addressed, and clinical competencies and ethics are intentionally addressed. A discussion of the essential experiences of faculty TS along with implications for clinical training and future research are reviewed.

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