Evaluation System in a Psychiatric Residency Training Program

Teaching Brief Psychotherapy for Spouses of Cancer Patients: Use of a Codable Supervision Format

“…Traditional methods of evalua tion such as narrative reports of clinicians remain in widespread use, and more objec tive measures are sometimes viewed as less important and are seldom employed. Some attempts have been made to develop more standardized or objective assessments of clinical skills [11,12], though such instru ments have been directed almost exclusively to initial or diagnostic assessments or have had low interrater reliability [13], The method of observation chosen for studying the process of psychotherapy must be deter mined by the particular aspect of the process chosen for study. Strupp [14] has pointed out that the two fundamental difficulties in the recording of observation of therapy process include the establishment of meaningful units of observation and specification of di mension or categories to capture 'relevant' aspects of the psychotherapy experience.…”

Evaluation of students' clinical competence.

“…The American Psychological Association (APA) mandates “an explicit, comprehensive system for evaluation” by faculty of accredited clinical programs (APA, 1979, p. 8). Although interest in the evaluation and prediction of clinical competence is not new (Bent, 1982; Kelly & Fiske, 1951; Levy, 1983; Rosen, Schneider, Singleton, & Stein, 1977; Stevenson, Norcross, King, & Tobin, 1984), typical forms of evaluation (e.g., supervisors’ ratings) have generally not been adequately assessed for reliability and validity (Bourg, 1986; Muslin, Thurnblad, Templeton, & McGuire, 1974). Although considerable research has been done on the observation and analysis of therapists’ interview behavior, these methods are primarily applicable to beginning clinical skills (Matarazzo, 1978).…”