Supervision of psychology trainees in field placements.

Abstract

In this article I summarize some supervision and systems factors that may produce stress for the professional psychology trainee in a part-time field placement outside the training institution. Stress in the supervisor-supervisee relationship can arise from differences between the supervisor and supervisee in theoretical orientation, style of supervision and learning, and perception of the basis of their relationship, and from personality differences. Training institutions and service agencies have different goals and roles that can place the supervisor and the supervisee in conflict. The stress can be reduced as the supervisor, who is a field placement agency employee, acts in accordance with training institution goals and as the trainee can act as a junior staff member of the field placement agency. Suggestions for the trainee are given.

Understanding School Counseling Internships From a Communities of Practice Framework

“…The counseling internship forms the bridge between the university and school environments, between trainee as student focused on learning and trainee as professional staff (Dodds, 1986) with the responsibility for delivering a service (Bernard & Goodyear, 2004). The two environments differ in goals, outcomes, and demands on the time of the trainee (Murphy & Kaffenberger, 2007).…”

Measurement and Prediction of Clinical Psychology Students' Satisfaction with Clinical Supervision

“…Typically, clinical psychology training programs provide graded learning experiences for students, moving from classroom-based teaching and practice to supervised fieldwork in real-world clinical settings, with the student working as a volunteer in practicum placements, to the student being employed in a 12-month, full-time paid internship within an organization providing clinical services (Dodds, 1986). Clinical supervision plays a vital role in these field placements (i.e., the voluntary placements and paid internships).…”

Academic Stress: Its Causes and Results at a Ugandan University

“…Research conducted to explore factors that lead to academic related stress of medical students cite academic demands like variable hour shift for clinical rotations, sleep deprivation in addition to the curriculum overload (Kuhn, et al, 2005). Psychology students reported that stress emanating from the supervisory process while in field placement was due to the individual differences between the trainee and the supervisor (Dodds, 1986). Further research by Talib and Zai-ur-Rehman (2012) showed that there was a significant difference in the perceived stress between engineering students and management science students.…”