Using Technology To Enhance Clinical Supervision

Rousmaniere, Tony; Renfro-Michel, Edina

doi:10.1002/9781119268499

Cited by 18 publications

(8 citation statements)

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“…Despite initial inconsistency in responses to the pandemic among state licensing boards and training sites, overall, the general consensus from major regulating bodies such as The Association of Psychology Postdoctoral and Internship Centers (APPIC) has been in support of the rapid transition to remote work to increase safety through social distancing (Association of Psychology Postdoctoral and Internship Centers [APPIC], 2020; Bell et al, 2020; Hames et al, 2020). Many state licensing boards also modified requirements for clinical hours to allow telepsychology services such as video and phone sessions to count toward licensure, thus removing a major challenge for trainees who might otherwise not be able to count remote hours toward licensure (Klarowska, 2019; Rousmaniere & Renfro-Michel, 2016). Updated links by state on COVID telehealth practices can be found on the APA weblink, https://www.apaservices.org/practice/clinic/covid-19-telehealth-state-summary.…”

Section: The Shift To Telepsychology During Covid-19 and The Impact O...mentioning

confidence: 99%

“…Some past research supports the use of telehealth in training settings, and some recommendations for virtual supervision are documented in the literature (Barnett, 2011; Martin et al, 2017; Rousmaniere & Renfro-Michel, 2016). However, during COVID-19, the rapid transition has generally occurred in the absence of consistent and well-established guidelines and standards on par with those in place for in-person work for trainees (Bell et al, 2020; Hames et al, 2020).…”

Section: The Shift To Telepsychology During Covid-19 and The Impact O...mentioning

confidence: 99%

“…The first challenge for trainees is in receiving sufficient training in practical skills and support from supervisors and colleagues. Researchers have highlighted challenge for maintaining a high standard of specialized training with a virtual format (Rousmaniere & Renfro-Michel, 2016). The APA’s 2013 Guidelines for the Practice of Telepsychology, found at https://www.apa.org/pubs/journals/features/amp-a0035001.pdf, show concern for the potential lack of experiential learning for trainees.…”

Section: Potential Problems For Trainees Engaged In Suicide Preventio...mentioning

confidence: 99%

See 2 more Smart Citations

Remote supervision and training in suicide prevention during the time of the coronavirus pandemic: Recommendations for training programs and supervisors.

Hausman¹,

Vescera²,

Bacigalupi³

et al. 2021

Training and Education in Professional Psychology

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The Coronavirus Pandemic (COVID-19) has led to a widespread surge in need for mental health services. At the same time, trainees in health service psychology rapidly transitioned to remote work to protect the safety of themselves, colleagues, and patients from the pandemic. This abrupt switch has led to pioneering advancements in the use of remote technologies which can improve access for patients and trainees alike. However, the existing guidelines for telehealth lack specific recommendations for training programs and supervision. Further, the literature is especially lacking in information on training in suicide risk assessment and management for when both supervision and treatment are conducted virtually. Trainees commonly experience relatively high anxiety when working with high-risk patients, and close supervision and support are paramount. This review provides information on available technologies that can aid suicide prevention, highlights gaps in existing guidelines and literature for telehealth as these may apply to trainees' work with high-risk patients, and delineates recommendations for training programs and supervisors to optimally support trainees' learning with regard to suicide prevention, and to ensure that trainees provide their patients with optimal treatment.

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Section: The Shift To Telepsychology During Covid-19 and The Impact O...mentioning

confidence: 99%

Section: The Shift To Telepsychology During Covid-19 and The Impact O...mentioning

confidence: 99%

Section: Potential Problems For Trainees Engaged In Suicide Preventio...mentioning

confidence: 99%

See 1 more Smart Citation

Remote supervision and training in suicide prevention during the time of the coronavirus pandemic: Recommendations for training programs and supervisors.

Hausman¹,

Vescera²,

Bacigalupi³

et al. 2021

Training and Education in Professional Psychology

View full text Add to dashboard Cite

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“…Internships are presented as one response to these calls. An overview of literature on internships or extended placements reveal a variety of foci: professional credentials and internships (Ingvarson, 1995); internships within a 'Master of Teaching' program (Hatton, 1996); reports on partnerships involved in rural teacher internships (Yarrow, Ballantyne, Hansford, Herschell, & Millwater, 1999); the use of technologies to support extended practicums (Rousmanier & Renfro-Michel, 2016); the role of school based coordinators (Dinham, 2012); rethinking the connection between universities and schools (Zeichner, 2010); and the multiple faces of internships in Queensland (Mayer et al, 2004).…”

Section: Teacher Internships: Backgroundmentioning

confidence: 99%

Australian Teacher Education Policy in Action: The Case of Pre-service Internships

Ledger

2018

AJTE

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Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the variance available in terms of structure, length of time and purpose. However, little research on teacher internships has been reported within a policy context. This study employs a modified 'policy trajectory' framework to capture the impact of teacher internship models emerging from policy reform in Australia driven by the National Partnership Agreement on Improving Teacher Quality Program (NPTQ). It highlights how policy contexts and practices are inextricably interconnected and influenced by key policy 'threads' related to people, philosophy, place, processes and power (5Ps). Significant benefits of internships are revealed. Variations in resourcing, influence and local conditions evidence enactment of NPTQ resulted in uneven and potentially inequitable outcomes. The authors call for more research, transparency and enhanced accountability for government investment for internships.

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“…Pros, cons, and other issues related to using this technology have been reviewed previously (e.g. Abbass, 2004;Elliott, Abbass, & Cooper, 2015;Elliott, Abbass, & Rousmaniere, 2018;Rousmaniere, 2014;Rousmaniere & Renfro-Michel, 2016). We provide a practical overview of videoconference technology and session recordings within the clinical context of a specific therapy approach -Intensive short-term dynamic psychotherapy (ISTDP; Abbass, 2015;Davanloo, 2001b).…”

Section: Introductionmentioning

confidence: 99%

Emotion-focused and video-technology considerations in the COVID-19 crisis

Abbass

Elliott

2020

Counselling Psychology Quarterly

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The coronavirus or COVID-19 crisis has forced counsellors and therapists around the globe to use online videoconference programs to provide psychotherapy treatment, teaching, and supervision. Some varieties of psychotherapy have historically used video technology for these purposes. Intensive short-term dynamic psychotherapy (ISTDP), one such method, is built on activating intrapsychic crises that lead to emotional experiencing and change. In the current context, external or extrapsychic crises can also be a launchpad for personal growth. The treatment method relies on detailed examination of verbal and nonverbal cues as markers of unconscious avoidance processes and unconscious emotional experiences. Adopting video technology and online treatment presents some unique challenges and benefits. At the same time, the current COVID-19 crisis results in common treatment themes that therapists will encounter. In this review, we will examine common crisis response patterns, some client characteristics based on attachment trauma, and common themes emerging due to this crisis and the related social changes it brings. We will also review some technical issues and tips for those now pressed into using video technology, often for the first time.

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Using Technology To Enhance Clinical Supervision

Cited by 18 publications

References 0 publications

Remote supervision and training in suicide prevention during the time of the coronavirus pandemic: Recommendations for training programs and supervisors.

Remote supervision and training in suicide prevention during the time of the coronavirus pandemic: Recommendations for training programs and supervisors.

Australian Teacher Education Policy in Action: The Case of Pre-service Internships

Emotion-focused and video-technology considerations in the COVID-19 crisis

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