The Integrative Developmental Model of Supervision

Stoltenberg, Cal D.; Bailey, Kenneth C.; Cruzan, Craigery B.; and, Jonathan T. Hart; Ukuku, Uchechi

doi:10.1002/9781118846360.ch28

Cited by 32 publications

(31 citation statements)

References 39 publications

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“…Although not significantly different, trainees' selfevaluations were marginally lower (0.21) than supervisorassessments across each domain of competence. This general trend has also been demonstrated in undergraduate studies (Cassidy, 2007) and aligns with the conceptualisation that, in an overall sense, beginning trainees are more likely to underestimate rather than over-estimate their competence (Stoltenberg et al, 2014).…”

Section: Trainee Self-and Supervisor-assessmentsupporting

confidence: 77%

“…The different findings may be reconcilable by considering the developmental differences between the samples. A large proportion of our trainees (80%) were novices, a stage of development known to be characterised by the impostor syndrome associated with high levels of anxiety, self‐doubt and self‐criticism (Stoltenberg et al, ). Consequently, higher levels of reflective practice may be associated with higher levels self‐introspection and analyses could interact with anxiety to produce larger disparagements of one's performance and larger discrepancies between self versus other‐assessments (Knight et al, ) .…”

Section: Discussionmentioning

confidence: 99%

“…As they gain deeper, more integrated knowledge of the competency domains through clinical practice and supervision, trainees are believed to become more effective in self-assessing their professional competence (Hatcher & Lassiter, 2007). Further, significant anxieties and self-doubt early in training may further impair trainee self-assessment and reflective abilities (Knight, Sperlinger, & Maltby, 2010;Stoltenberg, Bailey, Cruzan, Hart, & Ukuku, 2014). With clinical experience, trainees may become more confident and effective in their reflective self-assessment (Laitila & Oranen, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Hitzeman

Gonsalvez

Britt

et al. 2020

Clinical Psychologist

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Background Although accurate self‐assessment is essential for professional development, little is known about psychology trainees' abilities to self‐assess. The present study enhances our understanding of the influence of clinical psychology training on self‐assessment and competence development, by systematically examining self‐assessment capacity among postgraduate trainees vis‐a‐vis supervisors' assessments of trainee competence across multiple domains of competency. Methods Self‐ and supervisor‐assessment ratings were measured by the Clinical Psychology Practicum Competencies Rating Scale, which assessed trainees across global and specific psychology practitioner competencies. Assessments were in relation to trainees' end‐of‐placement evaluation, and included 35 trainee‐supervisor dyads. Results Results indicated that trainees are reasonably accurate in their self‐evaluations, although they tended to underrate their performance. Assessments by both trainees and supervisors suggest that functional competencies develop more slowly than foundational competencies. Clinical experience and reflective practice were unrelated to self‐assessment accuracy, although the use of observational techniques in supervision increased trainee and supervisor agreement concerning assessments. Conclusions Results support the developmental model of competence attainment, offer preliminary support for the reliability of trainee self‐assessments, and demonstrate the importance of observation‐based supervision for fostering accurate self‐assessment.

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Section: Trainee Self-and Supervisor-assessmentsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Hitzeman

Gonsalvez

Britt

et al. 2020

Clinical Psychologist

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“…Some states (e.g., Virginia, North Carolina) require that clinical supervisors with a counselor education background receive some type of formal training, whether it be a three‐credit graduate‐level course or 45 clock hours of clinical training (Center for Credentialing and Education, n.d.). There are different models of supervision to aid in guiding clinical supervisors, including cognitive behavior models (Haynes, Corey, & Moulton, ), developmental models such as the integrated developmental model (Stoltenberg & McNeill, ), person‐centered models (Haynes et al, ), and social role models. This article will focus on the TIS model.…”

Section: Overview Of Clinical Supervisionmentioning

confidence: 99%

Trauma‐Informed Supervision: Clinical Supervision of Substance Use Disorder Counselors

Jones

Branco

2020

J Addict Offender Couns

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“…The SDS model focuses on promoting professional growth through self-awareness and counseling skill development. The SDS model integrates two developmental models of supervision, the Integrated Developmental Model (IDM: Stoltenberg & McNeill, 2010) and the Life Span Development Model (Ronnestad & Skovholt, 1993;Skovholt & Rønnestad, 2003), in addition to systemic supervision (Beck, 1984;Pearson, 1987) to address the needs of the family counselor supervisee at each developmental level.…”

Section: Systemic Developmental Supervision (Sds)mentioning

confidence: 99%

Systemic Dual-Developmental Supervision

Harris

2016

The Family Journal

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Counseling programs utilize supervision to train ethical and effective professionals. Faculty supervisors may incorporate systemic interventions into their supervision of students from mental health, school counseling, and marriage and family therapy tracks, as students may encounter systemic clients in their tenure as therapists. Further, many existing supervision models focus on supervisee development and neglect the developmental considerations of supervisors. The systemic dual-developmental supervision model integrates systemic supervision to address the developmental needs of not only the supervisee but the supervisor as well.

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The Integrative Developmental Model of Supervision

Cited by 32 publications

References 39 publications

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Trauma‐Informed Supervision: Clinical Supervision of Substance Use Disorder Counselors

Systemic Dual-Developmental Supervision

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