Abstract:The authors investigated C. E. Watkins's (1994) supervisor complexity model (SCM). The Psychotherapy Supervisor Development Scale (PSDS; C. E. Watkins, L. J. Schneider, J. Haynes, & R. Nieberding, 1995) was used to ascertain development over a 15‐week supervision practicum for 12 doctoral students and to compare their development with 7 doctoral students who had not yet begun their practicums. A set of retrospective interview questions produced responses that were used to investigate the viability of the 4 pro… Show more
“…One previous study in counseling psychology found that doctoral students in a supervision practicum that included both didactic and experiential components had higher PSDS scores in the middle of and at the end of this training (Baker et al 2002). Further, they suggested that the PSDS is a reliable tool for measuring the impact of supervision training modalities on supervisor development.…”
Genetic counselors who receive formal training report increased confidence and competence in their supervisory roles. The effectiveness of specific formal supervision training has not been assessed previously. A day-long GC supervision conference was designed based on published supervision competencies and was attended by 37 genetic counselors. Linear Mixed Model and post-hoc paired t-test was used to compare Psychotherapy Supervisor Development Scale (PSDS) scores among/between individuals pre and post conference. Generalized Estimating Equation (GEE) model and post-hoc McNemar's test was used to determine if the conference had an effect on GC supervision competencies. PSDS scores were significantly increased 1 week (p < 0.001) and 6 months (p < 0.001) following the conference. For three supervision competencies, attendees were more likely to agree they were able to perform them after the conference than before. These effects remained significant 6 months later. For the three remaining competencies, the majority of supervisors agreed they could perform these before the conference; therefore, no change was found. This exploratory study showed this conference increased the perceived confidence and competence of the supervisors who attended and increased their self-reported ability to perform certain supervision competencies. While still preliminary, this supports the idea that a one day conference on supervision has the potential to impact supervisor development.
“…One previous study in counseling psychology found that doctoral students in a supervision practicum that included both didactic and experiential components had higher PSDS scores in the middle of and at the end of this training (Baker et al 2002). Further, they suggested that the PSDS is a reliable tool for measuring the impact of supervision training modalities on supervisor development.…”
Genetic counselors who receive formal training report increased confidence and competence in their supervisory roles. The effectiveness of specific formal supervision training has not been assessed previously. A day-long GC supervision conference was designed based on published supervision competencies and was attended by 37 genetic counselors. Linear Mixed Model and post-hoc paired t-test was used to compare Psychotherapy Supervisor Development Scale (PSDS) scores among/between individuals pre and post conference. Generalized Estimating Equation (GEE) model and post-hoc McNemar's test was used to determine if the conference had an effect on GC supervision competencies. PSDS scores were significantly increased 1 week (p < 0.001) and 6 months (p < 0.001) following the conference. For three supervision competencies, attendees were more likely to agree they were able to perform them after the conference than before. These effects remained significant 6 months later. For the three remaining competencies, the majority of supervisors agreed they could perform these before the conference; therefore, no change was found. This exploratory study showed this conference increased the perceived confidence and competence of the supervisors who attended and increased their self-reported ability to perform certain supervision competencies. While still preliminary, this supports the idea that a one day conference on supervision has the potential to impact supervisor development.
“…Specifically, training that combines both didactic and experiential components and where the practical training involves the supervision of supervision appears to generate a more significant impact on the supervisor's professional development and practice (Baker, Exum, & Tyler, 2002;Borders, 1996;Gosselin et al, in press;Haley, 2002;Lyon, Heppler, Leavitt, & Fisher, 2008;McMahon & Simons, 2004;Vidlak, 2002). Second, it appears that the key number of training experiences, that is the minimum amount of training that is necessary to produce any discernible change in professional practice, averages between two to three consecutive training opportunities.…”
Section: Research On Clinical Supervision: How Can Someone Become An mentioning
“…Furthermore, a future study that included supervisee/supervisor interviews and focus groups would complement and provide more insight into the findings reported in the current study. A future comparative study could investigate perceived self-efficacy of doctoral student supervisors and their supervisees, taking into consideration the developmental levels of both the supervisor trainee and supervisee trainee (Baker et al, 2002;Watkins, 1993). Future research could study the supervisory styles of doctoral student supervisors as they move through their development as supervisors.…”
Section: Recommendations For Future Researchmentioning
confidence: 95%
“…In addition, although the supervision of master's students by doctoral students is customary in counseling programs that offer doctoral degrees, there is scant research pertaining to the supervision practices of doctoral students such as the level of satisfaction and perceived self-efficacy of their supervisees. Baker, Exum, and Tyler (2002) compared 12 doctoral students' development as supervisors over a 15-week practicum with 7 other doctoral students who had not yet begun their practicum. Using responses to interview questions, Baker and colleagues examined the viability of the four proposed developmental stages of the Watkins (1993) Supervisor Complexity Model (SCM).…”
Satisfaction with supervision and perceived self-efficacy scores reported by master's-level supervisees across seven Council for Accreditation of Counseling and Related Educational Programs(CACREP)-accredited counseling programs were analyzed. Supervisees of doctoral students reported a mean satisfaction score of 26.94 ("good to excellent") on a range of possible scores from 8 (low) to 32 (high) and a mean self-efficacy score of 173.00 ("slightly to moderately agree that they have confidence in performing various counseling activities") on a scale of 37 (low) to 222 (high). Supervisees of doctoral students reported significantly higher satisfaction with supervision and perceived self-efficacy than supervisees of faculty. Supervisee age did not significantly influence supervision outcomes.
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