Training and supervision practices in clinical, counseling, and school psychology programs.

Abstract

This study surveyed the training directors of counseling, clinical, and school psychology programs accredited by the American Psychological Association on training and supervisory practices and perceptions of various modalities of supervision. Response rates were 74%, 56%, and 45%, respectively. Clinical and counseling psychology training directors reported that videotape review was the most used modality of supervision; school psychology training directors reported that self-report only was the most frequently used. The amount of time involved in conducting live supervision and cotherapy as supervision was seen as a moderate barrier to their use. Cotherapy as supervision was rated as having the most strengths by all program directors. Supervision is a central component in the training of graduate students in clinical, counseling, and school psychology. In the context of a supervisory relationship with a more experienced professional who oversees and assumes responsibility for the therapeutic work of the novice, a professional in training, the student is able to develop competence and confidence in the therapeutic role. It has been argued that supervision is "the critical teaching method" in the psychotherapeutic fields, and that "professional education depends on the supervisory process to facilitate the development of the student from the novice to the autonomously functioning professional" (Holloway, 1992, p. 177).Just as there are varied theories of counseling and psychotherapy, there are different theories and modalities of supervi-JOHN S. C. ROMANS received his PhD from the University of Kansas in 1990. He is currently an assistant professor in the Department of Applied Behavioral Studies in Education at Oklahoma State University. His research interests include supervision and career development issues. DONALD L. BOSWELL received his PhD from Indiana State University in 1987. He is currently an associate professor and director of training of the Counseling Psychology Program in the Department of Applied Behavioral Studies in Education at Oklahoma State University. His research interests include professional development of psychologists and personality assessment. ALFRED F. CARLOZZI received his EdD from the University of Houston in 1979. He is an associate professor in the Department of Applied Behavioral Studies in Education at Oklahoma State University. His major professional interests include supervision, ethics, and marital and family therapy, and he has conducted research on empathy and open mindedness in counselors and counselor trainees. DENNIS B. FERGUSON received his MS in counseling from Oklahoma State University in 1984 and is currently a doctoral intern in Counseling Psychology at the University of Denver. WE WOULD LIKE TO EXPRESS OUR APPRECIATION to Laura B. Barnes.

A Grounded Theory Study of Supervision of Preservice Consultation Training

“…Supervision is a neglected area of research in all of school psychology training and practice (Crespi & Dube, 2005;Harvey & Struzziero, 2008;Romans, Boswell, Carlozzi, & Ferguson, 1995;Welsh, Stanley, & Wilmoth, 2003). Extant literature on consultation supervision is mostly descriptive or theoretical, and much of what is written borrows from what is known about supervision from other psychology specialties such as Clinical and Counseling Psychology and Psychotherapy.…”

Video Feedback in Education and Training: Putting Learning in the Picture

“…teaching" (p. 83), is used in various higher professional education and training courses to improve the communication skills of a broad group of "interpersonal professionals" (Hargie et al 1983), including teachers, psychologists, social workers, doctors and nurses, for whom effective communication plays a vital role in their work (see Baker et al 1990;Beckman and Frankel 1994;Gask 1992;Hill and Lent 2006;Hulsman et al 1999;Huhra et al 2008;Perlberg 1983;Quigley and Nyquist 1992;Romans et al 1995;Schoonover et al 1983;Sherin 2004;Silverman et al 2005).…”

Structured Peer Group Supervision for Novice Consultants: Procedures, Pitfalls, and Potential

“…Examples of techniques include case consultation, cofacilitation of activities, live observation, audio/videotaping, role playing, supervisor modeling/supervisee rehearsal, and written information (e.g., process notes, progress notes, and transcription). Even though a number of techniques may be relevant to apply, supervisors do not always select a wide range of strategies or implement the ones they view as most effective (Romans et al, 1995). For a further description of supervisory techniques, including advantages and disadvantages, the reader is referred to Harvey and Struzziero (2008).…”

“…For example, descriptive studies have demonstrated (a) limited availability and perceived insufficiency of clinical supervision for practicing school psychologists (Chafouleas, Clonan, & Vanauken, 2002;Curtis, Castillo, & Gelley, 2012;Fischetti & Crespi, 1999); (b) a lack of supervision techniques other than case consultation (i.e., talking about cases) predominately applied by supervisors (Cochrane, Salyers, & Ding, 2010;Romans, Boswell, Carlozzi, & Ferguson, 1995;Ward, 2001); and (c) supervisors (both field and university) not having completed supervision coursework, ongoing professional development on supervision, or formal metasupervision (i.e., supervision of supervision; Cochrane et al, 2010;Ward, 2001). A number of factors may account for the gap between the purported value of supervision and what is actually practiced, including complexity in defining and researching supervision (Knoff, 1986;McIntosh & Phelps, 2000).…”