Guidelines for clinical supervision in health service psychology.

Abstract

This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convened by the American Psychological Association (APA) Board of Educational Affairs (BEA).

Supervision in Motivational Interviewing: An Exploratory Study

“…However, standardized assessment, such as the MITI, provides an objective and structured form of feedback and may, in addition to checking for adherence, have an important training function. Increasing evidence base for supervision practice (American Psychological Association, 2015) also raises demands for adherence to these practices. Adherence monitoring of supervision sessions together with step-by-step guidelines, or a more broad focus on core supervision competencies, might be essential training elements for efficient implementation of EBP in routine clinical care.…”

“…In recent years, scholars have emphasized the importance of competency-based clinical supervision (Borders et al, 2011; Falender and Shafranske, 2012; Bernard and Goodyear, 2014). Competency-based supervision is a meta-theoretical approach to supervision that explicitly identifies the knowledge, skills and attitudes that comprise clinical competencies, inform learning strategies and evaluation procedures, and meet criterion-referenced competence standards consistent with EBP (American Psychological Association, 2015; Falender and Shafranske, 2007). This type of supervision often relies upon direct observation of practice, performance feedback and coaching as a means to train therapists to become adherent and competent in their practice of EBTs (Falender and Shafranske, 2012; American Psychological Association, 2015), particularly in clinical trials (Martino et al, 2008; Roth et al, 2010).…”

A hybrid effectiveness-implementation cluster randomized trial of group CBT for anxiety in urban schools: rationale, design, and methods

“…Members of the research team will conduct 4 days of initial training in August of each year for all agency therapists (including alternates to protect against participant dropout) and supervisors. Supervisors will learn a competency framework for supervisors [ 51 ], strategies for identifying children who could benefit from the service (e.g., conducting in-service presentations to faculty on signs of anxiety in children) and how to access Adobe Connect Pro and REDCap while in the field (e.g., wireless access, using fidelity forms). They will also be trained on the use of fidelity monitoring and conducting performance feedback with therapists (see below).…”

The Effectiveness and Cost of Clinical Supervision for Motivational Interviewing: A Randomized Controlled Trial

“…Through the use of distinct supervisory competencies (American Psychological Association, 2015; Borders et al, 2011; Falender & Shafranske, 2012; Bernard & Goodyear, 2014), clinical supervision has been shown to benefit clinicians by increasing their treatment knowledge, confidence, and skill (Beutler & Kendall, 1995; Holloway & Neufeldt, 1995; Wheeler & Richards, 2007). However, little empirical attention has been given to the effectiveness of clinical supervision on improving client outcomes, considered by many to be the “acid test” by which clinical supervision should be judged (Bernard & Goodyear, 2014; Ellis & Ladany, 1997; Falender & Shafranske, 2012; Lichtenberg et al, 2007).…”

“…Core elements of high quality competency-based supervision include (a) directly observing clinicians’ practice in sessions or reviewing audio or video recorded ones, (b) using performance feedback to monitor practice, and (c) providing individualized coaching to further develop clinicians’ knowledge and skills (APA, 2015; Falender & Shafranske, 2012; Reisner & Milne, 2012; Watkins & Scaturo, 2013) – which parallels the elements used to supervise clinicians in psychotherapy efficacy and effectiveness trials (Baer et al, 2007; Beidas & Kendall, 2010; Carroll, Martino, & Rounsaville, 2010; Hershell et al, 2010). The competency-based supervision approach has been adopted for use across multiple psychotherapeutic theoretical perspectives (Farber & Kaslow, 2010) within the United States (APA, 2015; Borders et al, 2011) and internationally (Gonsalvez & Milne, 2010). Training professionals in competency-based clinical supervision is now recognized as a critical area of workforce development (Center for Substance Abuse Treatment, 2007; Fleming, 2004; Hoge, Migdole, Farkas, Ponce, & Hunnicutt, 2011; Miller, Sorensen, Selzer, & Brigham, 2006; Roche, Todd, & O’Connor, 2007; Watkins, 2011b).…”