Management and supervision competency.

Bent, Russell J.; Schindler, Nancy; Dobbins, James E.

doi:10.1037/10103-014

Cited by 8 publications

(16 citation statements)

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“…Supervision for therapists in training is an important issue to explore, not least because ‘about one half of a professional psychologist's formal training involves learning through supervision’ (Bent, Schindler, & Dobbins, , p. 124). Much of the past research regarding supervision has involved responses to questionnaires, which lack the ability to fully explore what happens within supervision (Reichelt & Skjerve, ).…”

Section: Trainee Therapists' Experiences Of Supervision During Trainimentioning

confidence: 99%

Trainee Therapists' Experiences of Supervision During Training: A Meta‐synthesis

Wilson

Davies

2015

Clin Psychology and Psychoth

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Purpose Supervision is typically mandatory for therapists in training and plays an important role in their professional development. A number of qualitative studies have considered specific aspects of supervision. This systematic review aimed to synthesize these studies' findings and explore the experience and impact of supervision for trainee therapists. Methods A systematic search of the literature was conducted, and inclusion/exclusion criteria were applied. This led to a sample of 15 qualitative studies, with which a meta‐synthesis was conducted. Results The meta‐synthesis led to four key concepts: supervision as a learning opportunity, the supervisory relationship, power in supervision and the impact of supervision. These themes explored helpful and unhelpful aspects of supervision, including some concerns regarding the evaluation of supervision. Conclusions Supervision can effectively support trainee therapists in their personal and professional development. However, it can also lead to feelings of distress and self‐doubt. Supervisors need to consider the power differential within supervision and attend to different factors within the supervisory relationship. Copyright © 2015 John Wiley & Sons, Ltd. Key Practitioner Message Supervision can encourage personal and professional development, but it can also have a detrimental impact on trainee therapists' well‐being, and consequently their clinical work and clients' experiences. Supervisees may not disclose unhelpful events or impacts from supervision, for fear of negative evaluation. Evaluation of supervisors should be facilitated and encouraged, to maintain good practice.

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Section: Trainee Therapists' Experiences Of Supervision During Trainimentioning

confidence: 99%

Trainee Therapists' Experiences of Supervision During Training: A Meta‐synthesis

Wilson

Davies

2015

Clin Psychology and Psychoth

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“…Management includes activities that organize, direct or control services offered to the public (Bent et al,1992). These activities require effective functioning within organizations, an understanding of financial management and strategic planning, and the ability to influence public and organizational policy (Dyer, 1999;NCSPP, 2007;Swift, 1996).…”

Section: Management and Supervisionmentioning

confidence: 99%

The National Council of Schools and Programs of Professional Psychology: Educational Model 2009.

Peterson¹,

Peterson²,

Abrams³

et al. 2010

Competency-Based Education for Professional Psychology.

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Since 1976 the National Council of Schools and Programs of Professional Psychology (NCSPP) has devoted itself to the deliberate, systematic, reflective examination of standards for the education and training of professional psychologists by means of a series of annual conferences. Each of the conferences has had a particular focus, and each is responding to changes in the profession and in society. In a process initiated in 1989 (e.g., R. L. Peterson et al., 1992), NCSPP produced a statement on education and training in professional psychology (R. L. Peterson, D. R. Peterson, Abrams, & Strieker, 1997) that would greatly influence NCSPP's understanding of its own educational model and help launch the profession into the 21st century. That paper, to a substantial degree, was based on a series of integrated resolutions from the organization that were brought together in crafting its educational model as well as the rationale and conceptualization of NCSPP's competencies and a description ofthe five central components ofthe model.

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“…Designated as the signature pedagogy of the helping professions (Bernard & Goodyear, 2014), psychotherapy supervision serves several critical purposes: (a) developing/enhancing conceptual and treatment skills; (b) developing/crystallizing a psychotherapist identity; (c) developing conviction about the meaningfulness of psychotherapy itself; and (d) monitoring treatment efforts and safeguarding patient care (American Psychological Association, 2015; A. K. Hess, K. D. Hess, & T. H. Hess, 2008b;Watkins & Milne, 2014). Twenty-five years ago, Bent, Schindler, and Dobbins (1991) stated that "about one half of a professional psychologist's formal training involves learning through supervision" (p. 124); their statement remains every bit as true today. Hess (2008Hess ( , 2011 identified the 1980s as a time of transformative emergence for supervision, where it began to truly be recognized as an educational sine qua non.…”

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confidence: 99%

Convergence in psychotherapy supervision: A common factors, common processes, common practices perspective.

Watkins¹

2017

Journal of Psychotherapy Integration

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Trans-theoretical and common factors supervision literature is quite limited. Although supervision similarities may be readily recognized, articulated trans-theoretical and common factors perspectives are rare (Bernard & Goodyear, 2014). Yet I contend that all psychotherapy supervision is most fundamentally guided by a nomological network of binding commonalities that foremost enlivens and invigorates, directs and determines supervisory action. In what follows, I identify 50 (nonexhaustive) commonalities, shared by any and all supervision perspectives, that cut across at least 9 practiceimpacting areas: Supervisee characteristics, supervisor qualities, supervisee change processes, supervision structures, supervision relationship elements, supervision common principles, supervisor tasks, supervisor common roles, and supervisor common practices. I argue that, even if a supervisor practices a particular brand of supervision (e.g., psychoanalytic, cognitive), practice will be affected by and be delivered via the cross-cutting commonalities identified here. These commonalities converge to form what could be thought of as a common factors, common processes, common practices supervision perspective. I further argue that psychotherapy supervision is eminently an educational enterprise, an adult learning experience (e.g., Knowles, Holton, & Swanson, 2015), and is at its best when those realities are consistently integrated into our supervisory conceptualization and conduct.

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Management and supervision competency.

Cited by 8 publications

References 0 publications

Trainee Therapists' Experiences of Supervision During Training: A Meta‐synthesis

Trainee Therapists' Experiences of Supervision During Training: A Meta‐synthesis

The National Council of Schools and Programs of Professional Psychology: Educational Model 2009.

Convergence in psychotherapy supervision: A common factors, common processes, common practices perspective.

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