Evidence-Based Training for Clinical Supervisors: A Systematic Review of 11 Controlled Studies

Milne, Derek; Sheikh, Alia I.; Pattison, Sue; Wilkinson, Andrew

doi:10.1080/07325223.2011.564955

Cited by 124 publications

(125 citation statements)

References 46 publications

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“…role plays), and supervision from expert clinicians (Herschell et al 2010;Rakovshik and McManus 2010). Out of these training delivery methods, supervision has received the most research attention (Accurso et al 2011;Milne et al 2011).…”

Section: Trainingmentioning

confidence: 99%

A Model of Therapist Competencies for the Empirically Supported Interpersonal Psychotherapy for Adolescent Depression

Sburlati

Lyneham

Mufson

et al. 2012

Clin Child Fam Psychol Rev

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In order to treat adolescent depression, a number of empirically supported treatments (ESTs) have been developed from both the cognitive behavioral therapy (CBT) and interpersonal psychotherapy (IPT-A) frameworks. Research has shown that in order for these treatments to be implemented in routine clinical practice (RCP), effective therapist training must be generated and provided. However, before such training can be developed, a good understanding of the therapist competencies needed to implement these ESTs is required. Sburlati et al. (Clin Child Fam Psychol Rev 14:89-109, 2011) developed a model of therapist competencies for implementing CBT using the well-established Delphi technique. Given that IPT-A differs considerably to CBT, the current study aims to develop a model of therapist competencies for the implementation of IPT-A using a similar procedure as that applied in Sburlati et al. (Clin Child Fam Psychol Rev 14:89-109, 2011). This method involved: (1) identifying and reviewing an empirically supported IPT-A approach, (2) extracting therapist competencies required for the implementation of IPT-A, (3) consulting with a panel of IPT-A experts to generate an overall model of therapist competencies, and (4) validating the overall model with the IPT-A manual author. The resultant model offers an empirically derived set of competencies necessary for effectively treating adolescent depression using IPT-A and has wide implications for the development of therapist training, competence assessment measures, and evidence-based practice guidelines. This model, therefore, provides an empirical framework for the development of dissemination and implementation programs aimed at ensuring that adolescents with depression receive effective care in RCP settings. Key similarities and differences between CBT and IPT-A, and the therapist competencies required for implementing these treatments, are also highlighted throughout this article.

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Section: Trainingmentioning

confidence: 99%

A Model of Therapist Competencies for the Empirically Supported Interpersonal Psychotherapy for Adolescent Depression

Sburlati

Lyneham

Mufson

et al. 2012

Clin Child Fam Psychol Rev

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“…This paradoxical imbalance between the critical importance of supervisors on the one hand, and the limited efforts that have been made to train supervisors on the other, has been captured in the conclusion that ''something does not compute'' (Watkins 1997, p. 604). This situation has been termed a ''dirty little secret'' within the professions (Hoffman 1994, p. 40), although the situation is improving: integrating the results of 11 controlled studies of supervisor training with survey data, expert consensus, and narrative reviews, Milne et al (2011) suggested that preliminary empirical support existed for supervisor training.…”

mentioning

confidence: 95%

A Rationale for Evidence-Based Clinical Supervision

Milne

Reiser

2011

J Contemp Psychother

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Although modern mental health systems increasingly require evidence-based practice (EBP), clinicians continue to object to restrictions on their professional independence, which they may perceive as counterproductive, divisive and even demeaning. In the face of such deep-seated objections, do we really need to strive for an evidence-based approach to supervision? We believe so, and begin our argument by noting a colourful illustration of the problems that can exist in the absence of EBP, those of poor training, therapist drift and weak professional regulation. Next, we present EBP as a mechanism to reduce such unacceptable variability in the way that treatments are delivered. We then apply the lessons from this divisive situation to the practice of clinical supervision, outlining a rationale for an inclusive, synergistic way forward. A number of fundamental psychological motives for this integration are noted, including supervisor training that is informed by practice-based research, corrective feedback on supervision, and a supportive professional system. Illustrative examples are provided in each of these areas. It is concluded that the traditional gulf between research and practice can and should be bridged in relation to supervision.

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“…For example, there is a theme in the literature confirming the need for supervision training and international consensus on this (Milne, Sheikh, Pattison, & Wilkinson 2011;Gognsalvez & Milne, 2010, as cited in Watkins & Wang, 2014). However the complex, dynamic and subjective nature of supervision creates significant challenges in forming a strong empirical evidence base regarding training, the effectiveness of supervision, and outcomes-which is as yet not established.…”

Section: The Challenge Of Empirical Researchmentioning

confidence: 99%

Implementing staff supervision training in a corrections environment

Ford¹

2017

ANZSWJ

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INTRODUCTION:Many human service organisations aim to improve the delivery of supervision to their professional staff. In the Aotearoa New Zealand Department of Corrections, changes led to a project which involved the implementation of in-house supervision and supervision training for programme facilitators. This article describes the project and reports on a subsequent review against a retrospective literature review. The content, methods and evaluations of seven deliveries of the week-long supervision training are then critically reflected on through the lens of the literature, with concluding recommendations. SEARCH STRATEGY AND DATA:The literature review was defined by the use of key terms to search four databases and a library catalogue, resulting in use of 25 articles. While not set up as a formal research project, data from participant evaluations of eight, week-long supervision training courses were analysed, as were results of a national supervision survey. FINDINGS:Training content, methods and principles were generally well aligned with what is identified as important in the literature, with a few omissions such as assessment processes of supervisors when in the field. Data from participant evaluations showed strong areas of the training (such as skill development through practices) using the model prescribed. A relatively high level of participant satisfaction was demonstrated in the evaluation material. Specific challenges to staff supervision in the Department of Corrections' context were identified with reference to the literature and are discussed. CONCLUSIONS:Seven areas of further focus were identified and recommendations are made with reference to the literature.

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Evidence-Based Training for Clinical Supervisors: A Systematic Review of 11 Controlled Studies

Cited by 124 publications

References 46 publications

A Model of Therapist Competencies for the Empirically Supported Interpersonal Psychotherapy for Adolescent Depression

A Model of Therapist Competencies for the Empirically Supported Interpersonal Psychotherapy for Adolescent Depression

A Rationale for Evidence-Based Clinical Supervision

Implementing staff supervision training in a corrections environment

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