Experiential exposure to the supervision competency in graduate education.

Sharma, Ryan N.

doi:10.1037/tep0000078

Cited by 9 publications

(9 citation statements)

References 14 publications

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“…In contrast to consistent suggestions in the literature regarding the benefit of applied experiences (e.g., Bernard & Goodyear, 2019;Falender, 2018;Sharma, 2015), only 60% of analyzed syllabi included opportunities for trainees to supervise. Further, when applied experiences were included, expectations considered exemplary supervision training methods (e.g., metasupervision; supervision planning/documentation; self-assessment and assessment from supervisees; recording and transcribing sessions) were often neglected.…”

Section: Applied Supervision Experiencescontrasting

confidence: 65%

Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi.

Newman¹,

Hazel²,

Faler³

et al. 2021

Training and Education in Professional Psychology

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Clinical supervision is a functional competency for health service psychologists, but how supervisor competency develops through coursework is not yet well understood. This study is the first to investigate the state of supervision training in American Psychological Association (APA) accredited school psychology doctoral programs. Descriptive results of a survey of course instructors (N ϭ 23) and a systematic qualitative analysis of syllabi (N ϭ 15) are reported, with a focus on characteristics of course instructors; course content and instructional methods; and the alignment of syllabi with APA (2015) supervision competency domains (i.e., their coverage, and evaluation). Findings indicate that instructors had limited supervision training and syllabi focused on clinical supervision but also issues specific to supervision in school psychology (e.g., systems-level change in schools, and the multifaceted school psychologist role). Only some syllabi indicated applied supervision practice opportunities, with few techniques to support these experiences. Coverage of the APA (2015) supervision competency domains of Diversity; Professionalism; and Professional Competence Problems were limited in their coverage and evaluation. Implications of these findings are discussed. Public Significance StatementThis study is the first to investigate supervision training in American Psychological Association (APA) accredited school psychology doctoral programs. Results suggest supervision training in doctoral-level school psychology shares common limitations with documented challenges in related specialties. Suggestions for enhancing supervision training in health service psychology, including school psychology, are offered as are future research directions.

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Section: Applied Supervision Experiencescontrasting

confidence: 65%

Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi.

Newman¹,

Hazel²,

Faler³

et al. 2021

Training and Education in Professional Psychology

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“…Fourth, in light of the relatively common practice of trainees searching for client information online (Asay & Lal, 2014; DiLillo & Gale, 2011), courses in ethics are encouraged to add training specific to social media usage. Fifth, inclusion of experiential exposure within a course on supervision is perceived by trainees as an important value-additive component to their learning process (Sharma, 2015) and is another area for possible course improvement. Sixth, students would like to learn more about self-care via direct instruction infused into their required coursework rather than relying solely on unstructured promotion and/or modeling of self-care as a value (Zahniser, Rupert, & Dorociak, 2017).…”

Section: Curriculummentioning

confidence: 99%

The science of training I: Admissions, curriculum, and research training.

Callahan¹,

Watkins²

2018

Training and Education in Professional Psychology

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Though still young in its development, a foundation of research is emerging regarding admissions, curriculum, and research training in psychology. It is unclear, however, the degree to which this foundation informs the actions of psychology educators and training programs. We review the emerging evidence, giving specific focus to the following 3 areas: (a) admission processes (e.g., interviews and quantitative scores); (b) curriculum (e.g., content and processes); and (c) research training (e.g., trainee variables, mentorship, and the larger research training environment). Perhaps the most concerning set of findings from this nascent empirical literature indicates insufficient diversity in the training to workforce pipeline. Based on our review, several other conclusions are drawn with recommendations for programs to foster an evidence-based approach to training.

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“…However, the quality of supervision may vary widely depending on many individual-level differences in supervisors (e.g., supervisors' training, experience, interpersonal qualities). Despite the importance of high-quality supervision to advancing the field of clinical psychology, trainees are rarely trained on effective supervision practices (Sharma, 2015). Scott, Ingram, Vitanza, and Smith (2000) examined training practices for supervision in psychology graduate programs by surveying training directors at APA-accredited doctoral programs and predoctoral internship sites.…”

mentioning

confidence: 99%

“…However, the quality of supervision may vary widely depending on many individual-level differences in supervisors (e.g., supervisors’ training, experience, interpersonal qualities). Despite the importance of high-quality supervision to advancing the field of clinical psychology, trainees are rarely trained on effective supervision practices (Sharma, 2015).…”

mentioning

confidence: 99%

“…The research literature on methods for promoting training in supervision has been limited. Sharma (2015) outlined an experiential supervision exercise that incorporated role-plays with the skills learned in the didactic part of a course. It was not possible to objectively measure whether the exercise improved trainees’ supervision skills, but trainees perceived the exercise as being a valuable experience.…”

mentioning

confidence: 99%

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Enhancing profession-wide competencies in supervision and assessment: An evaluation of a peer mentorship approach.

Danzi

Tawfik

Ringle

et al. 2020

Training and Education in Professional Psychology

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There is a critical lack of research on training in supervision in the area of psychological assessment within health service psychology programs. This study sought to fill this research gap by presenting empirical data on the development of profession-wide competencies delineated by the new Standards of Accreditation using a peer mentorship approach, the multilevel assessment supervision and training (MAST) approach, implemented in a university training clinic. Questionnaires on training satisfaction and the development of profession-wide competencies were administered to both peer mentors (who received training in supervision through the MAST approach) and mentees (who received the peer mentorship). Data collected from these participants (n ϭ 49) indicated that the MAST approach provided several benefits for both peer mentors and mentees. Specifically, peer mentors reported that receiving training in supervision through the MAST approach was extremely useful for their professional development and continued to have benefits beyond graduate school. They also reported high levels of perceived competency in assessment and supervision. Mentees reported that having a peer mentor was helpful in their assessment training, especially in the development of technical skills such as scoring and report writing. Data also revealed areas where training in assessment supervision should be further developed, such as multicultural competency. This study highlights the need for further empirical research on training in supervision in the area of assessment. Public Significance StatementThis study addresses the lack of research on training in supervision in the area of assessment by examining a peer mentorship model, the multilevel assessment supervision and training (MAST) approach. Trainees perceived the MAST approach as being beneficial for their professional development in assessment and supervision.

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Experiential exposure to the supervision competency in graduate education.

Cited by 9 publications

References 14 publications

Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi.

Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi.

The science of training I: Admissions, curriculum, and research training.

Enhancing profession-wide competencies in supervision and assessment: An evaluation of a peer mentorship approach.

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