Evaluating trainees relative to their supervisors during the psychology internship.

Newman, Frederick L.; Kopta, Stephen Mark; McGovern, Mark P.; Howard, Kenneth I.; McNeilly, Cheryl L.

doi:10.1037/0022-006x.56.5.659

Cited by 12 publications

(13 citation statements)

References 30 publications

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“…It may be of value to have supervisors supplement their ratings by specifying the assessment methods they used to arrive at them. The use of the constant-stimulus method (Newman, Kopta, McGovern, Howard, & McNeilly, 1988), in which several raters have access to the same assessment data (e.g., the same videotape of a student's performance) obtained through uniform (if not standardised) assessment procedures may increase rating reliabilities. Finally, collaboration between training institutions and practicum sites with regard to the development, articulation, monitoring and refinement of assessment policies and procedures is likely to enhance the credibility of supervisor assessments and advance the scientific progress of supervision evaluation.…”

Section: Predictive Value Of Supervisors' Ratingsmentioning

confidence: 99%

Field supervisors' assessments of trainee performance: Are they reliable and valid?

Gonsalvez

Freestone

2007

Australian Psychologist

115

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This study draws attention to the very real possibility that supervisors' assessments are not as reliable or valid as professional psychology assumes. The study examines end-placement reports accrued over a 12-year period from 130 supervisors who rated performance in 291 field placements completed by 131 clinical psychology trainees. It is likely that supervisor ratings are affected by a leniency bias. Further, earlier placement ratings are poor predictors of subsequent placement ratings by different supervisors. Ratings on the 11 broad performance dimensions yield a single clinical skills factor within which items congregated into two clusters: Assessment and Intervention; and Interpersonal and Professional skills. Factors that contribute to supervisor bias and strategies to reduce bias and to enhance the value of supervisor ratings are discussed.

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Section: Predictive Value Of Supervisors' Ratingsmentioning

confidence: 99%

Field supervisors' assessments of trainee performance: Are they reliable and valid?

Gonsalvez

Freestone

2007

Australian Psychologist

115

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“…Second, the frequency, content, and reasons for supervisor nondisclosure could be com-pared with supervision process and outcome variables such as the supervisory working alliance (Bordin, 1983). supervisor style (Bernard, 1997;Friedlander & Ward, 1984), and trainee evaluation (Newman, Kopta, McGovern, Howard, & McNeilly, 1988). Finally, it would be useful to study the effects that different types of nondisclosures have on counseling effectiveness.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

The Nature of Counselor Supervisor Nondisclosure

Ladany

Melincoff

1999

Couns Edu & Supervision

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This study examined the types of information counselor supervisors do not disclose to their trainees. Results from a national sample of 90 supervisors indicated that their nondisclosures fell into 12 categories, and that there were 9 reasons associated with these 12 types of nondisclosures.A primary role of counselor supervisors is to provide feedback to their trainees to enhance their learning and competence (Bernard & Goodyear, 1992;Blocher, 1983;Holloway, 1992). Because feedback could be limitless, yet time is limited, supervisors must choose to disclose only a subset of their reactions, thoughts, and feelings. Conversely, supervisors must choose to withhold or not disclose information to their trainees, presumably information that would detract from their learning. However, it is likely that, at times, supervisors do not share relevant growth-enhancing information with their trainees (e.g., salient information regarding the trainee's counseling skills or supervision behaviors), which could affect the efficacy of supervision. Although covert processes such as nondisclosures have been addressed generally in the counseling literature (e.g., Hill, Thompson, & Corbett, 19921, there has been little research on covert processes in supervision (Ladany, Hill, Corbett, & N u t t , 1996;Yourman & Farber, 1996). and no empirical studies that examine supervisor nondisclosures. Supervision theorists have to some extent addressed the role of covert processes in supervision. For example, Blocher (1983) noted that for supervision to be effective, communication patterns should be established through which both supervisor and trainee are able to express themselves with "minimal inhibitions and distortions" (p. 30). Bordin (1983) also indicated that to gain mutual trust and to build a stronger supervisory working alliance with the trainee, the supervisor should discuss her or his own experiences. Hence, if the supervisor is making very few disclosures in the supervision session, it is unlikely that an open and honest exchange is occurring.Alternatively, a reasonable argument could be made that not all supervisor nondisclosures should be disclosed. Some supervisor experiences, such as personal issues not relevant to supervision, even if thought about in supervision, would likely undermine the supervision process. Furthermore, supervisors who disclose too much information about themselves that has little to do with supervision, could weaken the supervisory relationship or negatively influence trainee growth. Therefore, supervisors must consider the effect that their nondisclosures could have on supervision effectiveness.We believed that the content of the thoughts, feelings, and reactions that supervisors do not disclose to their trainees would generally reflect aspects of the client-trainee-supervisor triad. Specifically, we reasoned that the content of the supervisor nondisclosures would generally pertain to the supervisor's personal issues and concerns (e.g., a personal family crisis), supervisor and trainee interactions (e.g...

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“…In their evaluative role, supervisors serve as gatekeepers for the profession and bear responsibilities both to consumers and to the profession (Bridge & Bascue, 1990;Newman et al, 1988;Wolberg, 1954). Inadequate preparation for supervisory roles is inappropriate if supervisors are expected to possess reasonable levels of supervisory expertise and skill.…”

Section: The Clinical Supervisor 136mentioning

confidence: 99%

“…It is the most prevalent technique in training clinical psychologists (Newman, Kopta, McGovern, Howard, & McNeilly, 1988). Individual supervision is the predominant training modality in APA-accredited internships (Hess & Hess, 1983).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Psychology Supervisors' Training, Experiences, Supervisory Evaluation and Self-Rated Competence

Robiner

Saltzman

Hoberman³

et al. 1997

The Clinical Supervisor

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Training in supervision, familiarity with the supervisory literature, and experiences as supervisors were surveyed in 62 supervisors at clinical psychology internships. Supervisors had received or obtained relatively little training in supervision, had read relatively little about supervision, and had limited supervisory experience. Supervisors' appraisals of both their own supervisory and evaluation skills and the skills of other supervisors are presented. Estimates about the incidence of various problems within supervision, including distress and impairment in interns, are also provided.The authors discuss a range of concerns regarding the establishment of standards for more extensive training in supervision for psychologists, including ethical issues, the need for additional and more substantive research in supervision, and the potential expansion of supervisors' roles. The development of guidelines for training and supervising supervisors is recommended. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678.

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Evaluating trainees relative to their supervisors during the psychology internship.

Cited by 12 publications

References 30 publications

Field supervisors' assessments of trainee performance: Are they reliable and valid?

Field supervisors' assessments of trainee performance: Are they reliable and valid?

The Nature of Counselor Supervisor Nondisclosure

Psychology Supervisors' Training, Experiences, Supervisory Evaluation and Self-Rated Competence

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