Introduction to the special issue: Supervisee perspectives of supervision processes.

Callahan, Jennifer L.; Love, Patrick

doi:10.1037/int0000199

Cited by 9 publications

(6 citation statements)

References 59 publications

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“…Students in both groups could therefore have benefited from the use of ROM, and in fact both groups yielded effect sizes on par with Reese and colleagues' feedback group. Decades of research have failed to demonstrate that supervision has a reliable impact on client outcomes (Watkins, 2011; however, see Callahan & Love, 2020), a liability in an era of accountability. ROM may enhance client outcomes in training settings, but more rigorous research is needed.…”

Section: Benefits Of Routine Outcome Monitoring In Psychology Trainingmentioning

confidence: 99%

Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada.

Madsen¹,

Markova²,

Hernández³

et al. 2023

Training and Education in Professional Psychology

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Routine outcome monitoring (ROM) is an evidence-based practice that involves regularly measuring treatment progress and alliance/client engagement. ROM use is associated with better client outcomes, so much so that a Canadian Psychological Association (CPA) task force recently recommended that ROM training and supervision be included in CPA's Accreditation Standards. Unfortunately, previous research suggests Canadian ROM use, including in psychology training, is relatively low. The objective of this study was to gather information about ROM training practices in Canadian psychology programs, with an emphasis on training clinics. Data were obtained for 21 CPA-accredited Clinical, Counseling, or Combined Clinical/ Counseling Psychology graduate programs (60% of eligible programs). Only seven (38.9%) of the 18 programs with a training clinic that provided ROM use data reported that they typically use ROM in their clinics, and the majority of these did not require supervisors to use ROM data in supervision. Top-rated reasons for using ROM focused on the educational benefits for students. The use of ROM to evaluate students' strengths and weaknesses was ranked least important. The most important reasons for not using ROM were resource-and supervisor-related concerns. The low use observed in this study is consistent with past research suggesting that the use of ROM in Canadian psychology programs is low compared to American counterparts. Benefits of and resources for successful implementation in psychology training clinics are discussed. Future research should focus on implementation efforts in psychology training settings. Public Significance Statement Training in monitoring psychotherapy progress session-by-session has been recommended for students in graduate psychology programs. The extent of such training in Canadian psychology programs was examined. Overall, training and practice in psychotherapy monitoring in psychology training clinics was low and should be increased.

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Section: Benefits Of Routine Outcome Monitoring In Psychology Trainingmentioning

confidence: 99%

Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada.

Madsen¹,

Markova²,

Hernández³

et al. 2023

Training and Education in Professional Psychology

View full text Add to dashboard Cite

show abstract

“…In contrast to supervision during graduate school, supervision of qualified professionals is usually self-selected, paid for by the supervisee, and less likely to involve emphasis on the acquisition of new skills. Empirical investigation of the effectiveness of supervision is a relatively nascent area of research (Callahan & Love, 2020;Milne et al, 2012) and is focused mainly on unlicensed trainees (e.g., see the systematic review by Wheeler & Richards, 2007). This means that little is known about how practicing psychologists use supervision or if they benefit from it.…”

Section: Supervisionmentioning

confidence: 99%

Professional training and supervision after graduation: Is it worthwhile?

Doorn¹,

Barber²

2023

Becoming Better Psychotherapists: Advancing Training and Supervision.

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I n the early stages of becoming a therapist, psychotherapy training and clinical supervision are deemed crucial Sharkin & Plageman, 2003). However, the development of psychotherapists does not end when therapists complete their graduate training or when they gain licensure. The great majority of clinical practice will actually take place after licensure. After a graduate training of 2 to 6 years, it is not atypical for therapists to see clients until they retire 40 to 70 years later. Arguably, professional development begins in graduate training, but being a competent therapist is a lifelong learning experience .The primary goals of this chapter are (a) to provide an overview of empirical research on the effect of professional training and supervision of experienced therapists and (b) to offer suggestions for clinical and research questions that should be examined in the future. In terms of the scope of the review, we consider all types of professional development endeavors that licensed therapists might engage in, including in-person training, such as conferences and workshops as well as supervision and personal therapy. Following the pandemic, research on online formats of professional training and supervision has gained a greater momentum and thus is included in this chapter. Notably, the research on deliberate practice is also relevant to the training of licensed

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“…Some studies have reported strategies that trainees deem useful (e.g. Kelly and Hassett, 2021;Murr et al, 2020), but research examining trainee perspectives remains inadequate, and no firm conclusions can be made about what trainees want from supervision (Callahan and Love, 2020;Kelly and Hassett, 2021). Therefore, this study aimed to further explore what trainees believe is most and least helpful following each supervision meeting, and to determine whether trainees' perceptions of helpful supervision interventions align with what the expert consensus purports to be effective CBT supervision.…”

Section: Introductionmentioning

confidence: 98%

“…A strong supervisory alliance is crucial as it has been associated with increased trainee openness to disclose difficulties encountered with clients (Falender, 2014;O'Donovan and Kavanagh, 2014;Wilson et al, 2016). Supervisors must create an environment where trainees feel safe or comfortable discussing problems and mistakes, as effective supervision often depends on trainees' disclosure of their difficulties (Cartwright, 2019;Callahan and Love, 2020;Falender, 2014;Johnston and Milne, 2012;Mehr et al, 2010). This task can be difficult due to the inherent power differential within the dyad, which can lead to trainees experiencing fear of repercussions in terms of negative evaluations by their supervisors.…”

Section: Introductionmentioning

confidence: 99%

A qualitative examination of trainee perspectives on cognitive behavioural supervision

Guindon

Myhr

Renaud

2022

tCBT

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Clinical supervision is the main method by which mental health professionals acquire the competence to deliver safe and effective therapy. The cognitive behavioural supervision (CBS) approach to supervision parallels CBT in structure and form, which may facilitate learning. Although supervision is integral to trainee development, little is known about what CBS interventions trainees consider helpful. Using a qualitative content analysis methodology, we aimed to identify the specific CBS interventions that trainees find most helpful. Eight trainees completing a CBT rotation in an out-patient hospital setting received weekly individual supervision by staff psychiatrists and psychologists. Following each supervision meeting, trainees completed open-ended responses describing what they found most and least helpful. Responses from 127 meetings were coded using a CBS framework. Overall, trainees found many aspects of supervision helpful. The interventions most frequently noted as valuable were teaching, planning, formulating, training/experimenting, and evaluation of their work. When trainees mentioned unhelpful events, insufficient collaboration and a desire for more or less supervision structure were most frequently noted. These results suggest that the perceived helpfulness of supervision may be tied to the use of CBS interventions that provide trainees with concrete skills that facilitate learning. Further suggestions and implications for supervisors are discussed. Key learning aims (1) To identify the aspects of cognitive behavioural supervision that trainees perceive as most and least helpful for their learning. (2) To integrate trainees’ perspectives with the existing research on supervision satisfaction. (3) To consider limitations, challenges and future directions of cognitive behavioural supervision research.

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Introduction to the special issue: Supervisee perspectives of supervision processes.

Cited by 9 publications

References 59 publications

Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada.

Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada.

Professional training and supervision after graduation: Is it worthwhile?

A qualitative examination of trainee perspectives on cognitive behavioural supervision

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