Although clinical psychology has made strides in developing prevention and intervention strategies to reduce youth violence, there has been little attention to skills-oriented preprofessional training to prepare graduate students for practice roles in this emerging area of public health concern. This article describes a practicum training experience that prepares doctoral-level clinical psychology trainees to serve as youth violence prevention service providers, trainers, and consultants.

This article discusses the use of Collaborative Peer Supervision Groups (CPSG) to promote ongoing professional development for those who work with infants, toddlers, and their families. Our model's strength and clinical utility result from its three major components: (a) a relationship-based perspective that acknowledges the important role that feelings and emotions play across the life span, (b) a peer supervision model that helps to ensure that no individual or discipline is "the expert," and (c) a collaborative case-based continuing-education experience. Salient features of forming and maintaining a CPSG group are discussed including access to a Web site containing many key start-up and evaluation materials. Existing barriers to effective communication between disciplines are discussed as are specific methods to structure case data. Additional tools to help anchor a CPSG are considered as are methods of evaluation. Two case presentations are considered to illustrate group process. Lessons learned from such groups are highlighted. Our intent is to provide sufficient background material so that others with a similar interest will be comfortable starting and maintaining a CPSG group on their own. RESUMEN: Este artículo discute el uso de los Grupos de Colaboración y de Supervición de Compañeros (CPSG) como una forma de promover el continuo desarrollo profesional para quienes trabajan con infantes, bebés y sus familias. Los puntos fuertes de nuestro estudio, así como la utilidad clínica resultan de sus tres principales componentes: 1) una perspectiva basada en la relación, la cual reconoce el papel importante que los sentimientos y las emociones juegan a través de la vida; 2) un modelo de supervisión llevada a cabo por los compañeros, el cual ayuda a asegurar que ningún individuo ni disciplina es considerado como "el experto;" y 3) una experiencia educativa continuada y colaborativa que se basa en Use of Collaborative Peer Supervision Groups • 195casos anteriores. Se discuten las características sobresalientes de cómo formar y mantener un grupo CPSG, incluyendo el acceso a sitios electrónicos de la red que contienen muchos materiales claves para comenzar. También se discuten las existentes barreras de la efectiva comunicación entre las disciplinas, y métodos específicos para estructurar la información de los casos. Se consideran en este estudio herramientas adicionales y métodos de evaluación para ayudar a afianzar un grupo CPSG. Para ilustrar el proceso de grupo, se consideran las presentaciones de dos casos. Se subrayan las lecciones aprendidas de tales grupos. Nuestro intento es proveer material e información suficiente para que otros que tienen intereses similares se sientan cómodos comenzando y manteniendo un grupo CPSG por sí mismos.RÉ SUMÉ : Cet article traite de l'utilisation de Groupes de Supervision de Collaboration entre Collègues (abrégé CPSG en anglais) pour promouvoir le développement professionnel continu pour ceux qui travaillent avec des bébés, de jeunes enfants et leurs familles. La for...

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Supervision can be a dynamic and fluid process where the relationship between a supervisor and supervisee evolves and enhances the supervisee’s knowledge, attitudes, and skills through the use of various assessments and interventions. As a student encounters clients who have experienced trauma, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)—an empirically based model—can be implemented with diverse populations. Supervisors must ensure that the supervisees can adequately adapt TF-CBT to maintain the fidelity of the model while addressing the contextual variables of the client. Specifically, supervisors must ensure that supervisees have a solid understanding of trauma, child development, and the culture they are addressing. This article will address the role supervisors must take to teach supervisees how to implement the components of TF-CBT, including both application and collection of outcome measurements; how the model can be modified to reflect culturally informed practices; and how supervisors can process with supervisees the challenges of working with trauma-related cases.

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