Review of Research on Practicum Supervision

Hansen, James C.; Warner, Richard C.

doi:10.1002/j.1556-6978.1976.tb01723.x

Cited by 62 publications

(14 citation statements)

References 31 publications

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“…These results suggest that supervisors do not modify their way of providing supervision according to supervisees' level of experience and/or in response to the different needs supervisees have at each stage. Research data indicate that beginning psychotherapy performance is enhanced more by instruction during supervisory sessions than by explorations of personal feelings and experiences (Hansen et al, 1976). However, in our study, supervisors of first-year students did not appear to respond to that need inasmuch as they did not agree more strongly with items relevant to beginning supervisees, e.g., be a teacher, help the supervisee overcome own anxiety, and give specific suggestions and concrete instructions.…”

Section: Resultscontrasting

confidence: 89%

Do supervisors modify psychotherapy supervision according to supervisees' levels of experience?

Yogev¹,

Pion²

1984

Psychotherapy: Theory, Research, Practice, Training

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Section: Resultscontrasting

confidence: 89%

Do supervisors modify psychotherapy supervision according to supervisees' levels of experience?

Yogev¹,

Pion²

1984

Psychotherapy: Theory, Research, Practice, Training

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“…There have been six reviews of supervision literature in recent years. The general conclusion is that various aspects of supervision, the supervisor or the relationship with the supervisee have an effect on the supervisee and their understanding of the process of therapy and practice with clients (Guest & Beutler, ; Hansen et al, ; Kilminster & Jolly, ; Lambert & Ogles, ; Milne & James, ; Freitas, ). Inspection of the inclusion criteria for these reviews reveals considerable variety.…”

Section: Introductionmentioning

confidence: 99%

The impact of clinical supervision on counsellors and therapists, their practice and their clients. A systematic review of the literature

Wheeler

Richards

2007

Couns and Psychother Res

252

201

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In 2005 the British Association for Counselling and Psychotherapy (BACP) commissioned a systematic review of the research evidence related to the impact of supervision on counsellors and psychotherapists, their practice and their clients. This paper reports on some of the findings of this review, specifically from articles published in this area since 1980. Detailed inclusion and exclusion criteria were agreed. EPPI‐Reviewer software was used to organise and analyse the articles that met the inclusion criteria. This article reviews 18 individual published studies. The quality of evidence is variable, but supervision is consistently demonstrated to have some positive impacts on the supervisee.

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“…The state of the supervision literature pales in comparison to the psychotherapy evidence base (Reiser & Milne, 2012), despite reviews of research on the effectiveness of supervision dating back to the mid-1970s (e.g., Hansen, Pound, & Petro, 1976). Four decades later, research has confirmed the general importance of supervision.…”

mentioning

confidence: 99%

A model and guide for evaluating supervision outcomes in cognitive–behavioral therapy-focused training programs.

Lewis¹,

Scott²,

Hendricks³

2014

Training and Education in Professional Psychology

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Only recently have investigative teams focused their research on understanding the effects of supervision on key outcomes, largely in response to the implementation science movement. Two steps are necessary to better understand the effects of supervision and set the stage for subsequent research to identify evidence-based supervision structures, methods, and content. First, critical domains of supervision outcomes need to be delineated to promote cross-study comparisons and focus research efforts. Second, psychometrically validated measures for evaluating these outcome domains need to be identified and systematically administered. Building on recent reviews that lay the foundation for assessing the impact of cognitive-behavioral therapy training (e.g., Muse & McManus, 2013;Simons, Rozek, & Serrano, 2013), the main goal of this article is to present a model of a Cognitive Behavioral Therapy Research and Training Clinic that exemplifies a systematic approach to supervision outcome assessment. Falender and Shafranske (2004) provide a relevant framework that specifies key supervision outcome domains at the clinician level (knowledge, skills, attitudes, and values) to which we have added the supervisory relationship, general competencies, and client-level outcomes. Exemplars of psychometrically sound measures to assess these outcome domains are provided, with a focus on cognitive-behavioral therapyspecific measures, given the strength of its evidence base. With the inclusion of a model for how to implement supervision outcome assessment, this article will position other training programs to assess supervision outcomes and to engage in subsequent inquiry into the key components of evidence-based supervision.

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Review of Research on Practicum Supervision

Cited by 62 publications

References 31 publications

Do supervisors modify psychotherapy supervision according to supervisees' levels of experience?

Do supervisors modify psychotherapy supervision according to supervisees' levels of experience?

The impact of clinical supervision on counsellors and therapists, their practice and their clients. A systematic review of the literature

A model and guide for evaluating supervision outcomes in cognitive–behavioral therapy-focused training programs.

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