Inservice training for clinical supervisors.

Abstract

Clinical supervisors have had to rely heavily on their training as psychotherapists to meet their responsibilities as supervisors. A 2-day training program in supervision skills that is designed to broaden the repertoire and enhance the professional development of practicing supervisors is described. The training laboratory is divided into three parts: (a) examination of baseline supervisor behaviors, with particular attention given to focus and role; (b) presentation of four distinct models of supervision (Discrimination, Interpersonal Process Recall, Microtraining, and Live Supervision); and (c) training in ethical/legal issues, which includes evaluation, emergency situations, and ethical and/or legal dilemmas. The inservice training program is designed to give participants an opportunity to practice the skills presented. Furthermore, an attempt is made to integrate the laboratory materials so that the supervisor is trained to use different behaviors discriminately.

A Study of Clinical Supervision Techniques and Training in Substance Abuse Treatment

“…Specific supervision theories and models emerged in the mid‐1970s and continue to evolve today. Bernard (1979, 1981) described the need for supervisor training to increase awareness of supervision options and introduced a 16‐hour training module consisting of three segments: baseline data gathering, exposure to models of supervision, and evaluation plus ethical dilemmas. Other supervision models, such as Interpersonal Process Recall (Kagan, 1980), microtraining (Forsyth & Ivey, 1980), and a three‐stage model presented by Hess (1986), identified the uniqueness of supervisor–supervisee relationships and emphasized the need for theoretically based models of supervision that, when followed, would result in highly qualified counseling practitioners.…”

“…First, there is research that addresses the importance of clinical supervision on the overall development of the counselor (Baird, 2011; Getz, 2001; Granello et al, 2008). Second, there is research that emphasizes the unique knowledge base and skills associated with clinical supervision (Bernard, 1979, 1981; Granello et al, 2008; Kaiser & Kuechler, 2008; McMahon & Simons, 2004). There appears to be a gap in the research that examines the degree to which the special knowledge base and skills associated with clinical supervision and represented in the literature are present in actual clinical supervision activities.…”

Novice Supervisees' Self‐Evaluations and Their Perceptions of Supervisor Style

“…The volunteers were not paid and were treated in accordance with the "Ethical Principles of Psychologists and Code of Conduct" (American Psychological Association, 1992). Counselor Behaviors-Long Form; Bernard, 1981) and their perceptions of their supervisor's supervisory style (Supervisory Styles Inventory; Friedlander & Ward, 1984). Participating supervisors submitted final evaluations of their supervisees' counseling competence (Evaluation of Counselor Behaviors; Bernard, 1981).…”

Curriculum Guide for Training Counseling Supervisors: Rationale, Development, and Implementation

“…Training approaches published to date have been informative but limited in focus. Examples of these approaches include descrtptions of doctoral level academic courses (Borders & Leddick, 1988), an introductory laboratory experience (Bernard, 1981), illustrations of a particular training technique (e.g., Bernard, 1989;Williams, 1988), and models for teaching specific supervision skills (e.g., Spice & Spice, 1976). Relevant professional standards (e.g., CACREP, 1988; see "Standards for Counseling Supervisors" in Dye & Borders, 1990) suggest that both didactic and experiential instruction should be included but do not specify a complete, organized curriculum.…”