Supervision Training: What We Know and What We Need to Know

Bennett, Susanne; Deal, Kathleen Holtz

doi:10.1080/00377317.2012.693023

Cited by 10 publications

(3 citation statements)

References 59 publications

(78 reference statements)

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“…Hill & Knox, 2013). Although assessing impact of supervision on client outcome is a particularly thorny issue (Bennett & Deal, 2012;Lambert & Ogles, 1997), it remains a vital if not preeminent concern. As Lichtenberg (2007) has asked: How can we continue to justify psychotherapy supervision training if we cannot empirically show supervision's effectiveness on client outcome?…”

Section: Tapping Multiple Perspectives When Measuring Alliancementioning

confidence: 99%

The Supervisory Alliance: A Half Century of Theory, Practice, and Research in Critical Perspective

Watkins

2014

APT

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Over the course of psychotherapy supervision history, the supervisor-supervisee alliance has increasingly emerged as a variable of preeminent importance in the conceptualization and conduct of the supervision experience: It has come to be embraced as the very heart and soul of supervision. But after a half century, what evidence do we actually have to justify that highly favorable outlook afforded to the alliance? What do we really know about the supervisory alliance? What do we need to know about it? As we mark the first 50 years of supervisory alliance and look toward its future, I thought it might be useful to examine those questions and provide a current status report about the construct itself In what follows, I (a) describe the two supervisory alliance visions that have been (and remain) dominant in the supervision literature and (b) provide a review of 20 plus years of supervision alliance research. While the supervisory alliance has accumulated solid clinical support, its empirical support appears to be more tentative and less robust. I consider why that is so, identify some missing elements in the alliance research conducted thus far and propose possible remedies to move inquiry in this area forward.

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Section: Tapping Multiple Perspectives When Measuring Alliancementioning

confidence: 99%

The Supervisory Alliance: A Half Century of Theory, Practice, and Research in Critical Perspective

Watkins

2014

APT

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“…methodically robust enough to provide conclusive and causal links around supervision and outcomes (Bennett & Deal, 2012) and there is a lack of reliable, userfriendly tools to measure and research supervision and training (Younge & Campbell, 2013, p. 1).…”

Section: Original Articlementioning

confidence: 99%

Implementing staff supervision training in a corrections environment

Ford¹

2017

ANZSWJ

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INTRODUCTION:Many human service organisations aim to improve the delivery of supervision to their professional staff. In the Aotearoa New Zealand Department of Corrections, changes led to a project which involved the implementation of in-house supervision and supervision training for programme facilitators. This article describes the project and reports on a subsequent review against a retrospective literature review. The content, methods and evaluations of seven deliveries of the week-long supervision training are then critically reflected on through the lens of the literature, with concluding recommendations. SEARCH STRATEGY AND DATA:The literature review was defined by the use of key terms to search four databases and a library catalogue, resulting in use of 25 articles. While not set up as a formal research project, data from participant evaluations of eight, week-long supervision training courses were analysed, as were results of a national supervision survey. FINDINGS:Training content, methods and principles were generally well aligned with what is identified as important in the literature, with a few omissions such as assessment processes of supervisors when in the field. Data from participant evaluations showed strong areas of the training (such as skill development through practices) using the model prescribed. A relatively high level of participant satisfaction was demonstrated in the evaluation material. Specific challenges to staff supervision in the Department of Corrections' context were identified with reference to the literature and are discussed. CONCLUSIONS:Seven areas of further focus were identified and recommendations are made with reference to the literature.

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“…Despite the CSWE competency requirement and the importance of supervision in practice, there is little empirical information about how social work students are prepared to utilize supervision in practice (Everett, Miehls, DuBois, & Garran, 2011;Miehls, Everett, Segal, & du Bois, 2013). There is an abundance of literature exploring what is "good" social work supervision (Kadushin & Harkness, 2014;Shulman, 2010) and how to teach social work supervisors how to provide good supervision (Bennett & Deal, 2012;Bogo, 2010;Fisher, Simmons, & Allen, 2016). Most empirical investigations about supervisees ultimately center around how supervisors can use the findings to provide better supervision (Bogo, 2010;Kanno & Koeske, 2010;Miehls et al, 2013).…”

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confidence: 99%

Introducing BSW Students to Social Work Supervision Prior to Field

Fisher

Simmons

Allen

2019

ASW

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Little empirical information exists about how social work students are prepared to utilize supervision in practice. This study describes an experiential exercise designed to introduce BSW students to social work supervision prior to their field experience. MSW students enrolled in a supervision practice course provided mentored supervision to 42 BSW students in an introductory skills course. The skills course involved a progressive role-play that spanned the whole semester. Mixed methods were used to investigate BSW student perceptions of the exercise. According to survey data, BSW students reported a strong working alliance with MSW students and high satisfaction with the supervision they received. Qualitative data revealed two overarching categories of students: 1) students who reported benefiting from the exercise, and 2) students who reported mixed benefits or no benefits. Students who understood the role of the supervisor were also more likely to reported that they benefited from the exercise. Students who were unclear about the role of the supervisor reported mixed or no benefits of the exercise. Recommendations for social work educators relate to the need for educators to provide information on the use of supervision for BSW students, the necessity for guiding student reflections as part of the supervision exercises, and considering the developmental levels of students when crafting educational interventions.

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Supervision Training: What We Know and What We Need to Know

Cited by 10 publications

References 59 publications

The Supervisory Alliance: A Half Century of Theory, Practice, and Research in Critical Perspective

The Supervisory Alliance: A Half Century of Theory, Practice, and Research in Critical Perspective

Implementing staff supervision training in a corrections environment

Introducing BSW Students to Social Work Supervision Prior to Field

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