Supervision: Its contributions to treatment efficacy.

Supervision has been identified as perhaps the most important mechanism for developing competencies in therapists in training. However, there is scant research on the effect of supervisors on client outcome. Moreover, in a relatively recent review of the existing literature, significant methodological concerns were raised that attenuate the interpretability of the existing reported findings. The current study therefore sought to address such methodological concerns. Crosstabulation of supervisors by client outcome categories (i.e., recovered, reliably improved, no reliable change, deteriorated) indicated that supervisors are significantly related to client outcome, generating a moderate effect. Training programs are therefore encouraged to routinely track client outcomes as an objective indicator of quality supervision. Additional implications for training programs and suggestions for future research are discussed.

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“…the trainee's ability to show empathy have been well documented (Holloway & Neufeldt, 1995;Lambert & Arnold, 1987).…”

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confidence: 99%

Exploring the contribution of supervisors to intervention outcomes.

Callahan¹,

Almstrom²,

Swift³

et al. 2009

Training and Education in Professional Psychology

109

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“…Additionally, unsuccessful therapies are characterized by delayed interventions on resources activation and a weak therapeutic alliance (Gassmann and Grawe, 2006). While the quality of the early alliance has been proved to be a reliable predictor of therapeutic success (Horvath and Bedi, 2002;Orlinsky et al, 2004), the existing evidences has shown that it is difficult to influence the therapeutic alliance intentionally Holloway and Neufeldt, 1995).…”

Section: Therapeutic Change In Behavioural Disorder Treatmentmentioning

confidence: 99%

The role of therapeutic change in the treatment of patients with behavioural disorders using CBT approach

Shubina¹

2016

European Proceedings of Social &Amp; Behavioural Sciences

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The role of therapeutic change for patients with BD needs to be analyzed. The factors of therapy success and impact of change should be specified. What are the principles and mechanisms of behavioral change among patients with BD? What factors contribute to the occurence of BD? How is CBT effective in the treatment of BD? The author will attempt to find answers to the research questions, using the discourse analysis method. Current research analysis shows high influence of therapeutic change on the CBT success with patients suffering from BD. This allows researcher to assume that CBT has a high efficiency in the treatment of BD by using CBT techniques and strategies in order to cause and maintain the therapeutic change. Future research on the role of change in treatment of patients with BD should focus on important areas such as mechanisms, indicators and processes of change, effective methods of individualization of intervention, identification and management of group processes and group dynamics, motivation to change, and finally the factors that can maintain a change and prevent relapse.

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“…Worthen and McNeill (1996) analysed interview data from trainee counsellors concerning good supervision experiences using phenomenological analysis. However, Holloway and Neufeldt (1995) and Bernard and Goodyear (1998) warn against relying on satisfaction ratings, as they may or may not relate to client outcome.…”

Section: 4mentioning

confidence: 99%

“…It doesn't seek to bracket out complexities in order to determine causality or allow for generalisability (e.g. Milne, 2007;Holloway and Neufeldt, 1995).…”

Section: Implications For the Current Researchmentioning

confidence: 99%

An investigation of factors involved when educational psychologists supervise other professionals

Callicott¹,

Leadbetter

2013

Educational Psychology in Practice

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This research explores inter-professional supervision involving an educational psychologist supervising another professional and complements the recent guidelines on professional supervision produced by The Division of Educational and Child Psychology (DECP) (Dunsmuir and Leadbetter, 2010). The factors explored were purposes and boundaries of supervision; models of supervision; skills of the supervisor, including those that are distinctive to the profession of educational psychology; benefits and problems associated with supervision including the process of evaluation and ethical and legal issues pertaining to supervision.An interpretative epistemological stance was adopted. Ten semi-structured interviews were carried out with educational psychologists (supervisors) and other professionals (supervisees) recruited through purposive sampling. Interviews were transcribed orthographically and coded using thematic analysis.Findings suggest that inter-professional supervision was viewed positively. Supervision skills were recognised as a necessary pre-requisite but not necessarily distinctive to the profession of educational psychology. This research highlights the conflicting conceptualisations of supervision and the importance of contracting for increasing understanding of the supervision process, alerting stakeholders to important ethical and legal implications, and reconciling differences in expectations concerning the aims and functions of supervision. ACKNOWLEDGEMENTS

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Supervision: Its contributions to treatment efficacy.

Cited by 218 publications

References 44 publications

Exploring the contribution of supervisors to intervention outcomes.

Exploring the contribution of supervisors to intervention outcomes.

The role of therapeutic change in the treatment of patients with behavioural disorders using CBT approach

An investigation of factors involved when educational psychologists supervise other professionals

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