References on supervision in clinical and counseling psychology.

Robiner, William N.; Schofield, William

doi:10.1037/0735-7028.21.4.297

Cited by 52 publications

(28 citation statements)

References 439 publications

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“…However, an examination of the empirical literature reveals an unsettling dearth of research in core issues concerning supervision evaluation . It is also significant that this gap occurs within the recent proliferation of information in the supervision domain (Peake, Nussbaum, & Tindell, 2002;Robiner & Schofield, 1990). It appears that psychology has applied its considerable expertise in measurement and evaluation more assiduously to a wide array of other domains and disciplines, while neglecting what is arguably the most important component of its professional training.…”

Section: Supervisor Assessments: Importance and Empirical Findingsmentioning

confidence: 99%

Field supervisors' assessments of trainee performance: Are they reliable and valid?

Gonsalvez

Freestone

2007

Australian Psychologist

115

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This study draws attention to the very real possibility that supervisors' assessments are not as reliable or valid as professional psychology assumes. The study examines end-placement reports accrued over a 12-year period from 130 supervisors who rated performance in 291 field placements completed by 131 clinical psychology trainees. It is likely that supervisor ratings are affected by a leniency bias. Further, earlier placement ratings are poor predictors of subsequent placement ratings by different supervisors. Ratings on the 11 broad performance dimensions yield a single clinical skills factor within which items congregated into two clusters: Assessment and Intervention; and Interpersonal and Professional skills. Factors that contribute to supervisor bias and strategies to reduce bias and to enhance the value of supervisor ratings are discussed.

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Section: Supervisor Assessments: Importance and Empirical Findingsmentioning

confidence: 99%

Field supervisors' assessments of trainee performance: Are they reliable and valid?

Gonsalvez

Freestone

2007

Australian Psychologist

115

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“…Since the earlier review, then, more and more new models have been produced, but the same problems still remain. (Watkins, 1995, p.654) Recent trends in the international literature on clinical supervision actually indicate a proliferation of material (Robiner & Schofield, 1990). Psychology Abstracts have added "professional supervision" as a search category, and over 1,300 references are identified within the Psychlit data base during the 1983 to 1989 period (cited in Robiner & Schofield, 1990).…”

mentioning

confidence: 99%

The objectives approach to clinical supervision: Towards integration and empirical evaluation

Gonsalvez

Oades

Freestone

2002

Australian Psychologist

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linical supervision in psychology training and practice is a significant and growing need in the Australian and international contexts. This paper briefly reviews current models of supervision and critically examines their implications for current research and practice. Two significant problems with current supervision models are that they lack the specificity to translate into clinical practice and the empirical research to demonstrate supervision effectiveness. The objectives approach, a paradigm from curriculum design and educational research, is described and applied to the domain of clinical supervision. It is argued that the new approach enhances conceptual clarity and provides a framework that facilitates choice of appropriate supervision objectives and methods, assessment of trainee competence, and evaluation of supervision efficacy. Based on the theoretical framework, a pilot study that examined concordance between supervisor and trainee with regard to supervision objectives and methods was conducted and results are described.

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“…Many had not even read any chapters. Supervisors' limited readings about supervision is perplexing in light of the proliferating literature in this area (Robiner & Schofield, 1990). It is not clear whether the limited reading about supervision reflects limited interest or concern about supervision, ignorance of the supervisory literature, or whether psychologists' inattention to the supervisory literature parallels use of the professional literature in other areas (Morrow-Bradley & Elliott, 1986).…”

Section: Supervisors' Experience and Trainingmentioning

confidence: 99%

Psychology Supervisors' Training, Experiences, Supervisory Evaluation and Self-Rated Competence

Robiner

Saltzman

Hoberman³

et al. 1997

The Clinical Supervisor

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Training in supervision, familiarity with the supervisory literature, and experiences as supervisors were surveyed in 62 supervisors at clinical psychology internships. Supervisors had received or obtained relatively little training in supervision, had read relatively little about supervision, and had limited supervisory experience. Supervisors' appraisals of both their own supervisory and evaluation skills and the skills of other supervisors are presented. Estimates about the incidence of various problems within supervision, including distress and impairment in interns, are also provided.The authors discuss a range of concerns regarding the establishment of standards for more extensive training in supervision for psychologists, including ethical issues, the need for additional and more substantive research in supervision, and the potential expansion of supervisors' roles. The development of guidelines for training and supervising supervisors is recommended. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678.

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References on supervision in clinical and counseling psychology.

Cited by 52 publications

References 439 publications

Field supervisors' assessments of trainee performance: Are they reliable and valid?

Field supervisors' assessments of trainee performance: Are they reliable and valid?

The objectives approach to clinical supervision: Towards integration and empirical evaluation

Psychology Supervisors' Training, Experiences, Supervisory Evaluation and Self-Rated Competence

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