4/ Growth in Supervision:

Hess, Allen K.

doi:10.1300/j001v04n01_04

Cited by 73 publications

(10 citation statements)

References 12 publications

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“…Of the articles in which a theoretical model was specified, eight articles used or referred to one theoretical model, one article used or referred to two models, and three articles used or referred to three models. Of the 12 articles that used or referred to at least one theoretical model of supervisor development, 11 involved Watkins' Supervisory Complexity Model (SCM; Watkins, 1990Watkins, , 1993Watkins, , 1994, two involved Stoltenberg's IDM (Stoltenberg & Delworth, 1987;Stoltenberg, McNeill, & Delworth, 1998), three involved theory developed by Hess (1986Hess ( , 1987, one used Alonso's psychodynamic theory of supervision (Alonso, 1983), and three used a theory not specific to supervisor development (i.e., Pederson's Triad Training Model, Pedersen, 1994; Social-cognitive theory, Bandura, 1986Bandura, , 1989Bandura, , 1997.…”

Section: Resultsmentioning

confidence: 99%

“…Currently there are four main models of supervisor development cited in the literature (Hess, 1986(Hess, , 1987Rodenhauser, 1994Rodenhauser, , 1997Stoltenberg & Delworth, 1987;Stoltenberg et al, 1998;Watkins, 1990Watkins, , 1993Watkins, , 1994. The choice of future research questions, study foci, and educational interventions and their evaluations should be guided by the nature and components of these theoretical models (or newly formulated models), and this connection should be explicitly noted in articles reporting on these initiatives.…”

Section: Implications For Future Research and Education Of Psychologistsmentioning

confidence: 99%

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The use of theoretical models in psychology supervisor development research from 1994 to 2010: A systematic review.

Barker¹,

Hunsley²

2013

Canadian Psychology / Psychologie canadienne

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Training in supervision is becoming an increasingly important component of professional psychology programs. To assist students in developing supervisory competencies, knowledge of relevant research and effective training methods is required and, ideally, such knowledge should be derived from an empirical literature comprising good quality, theory-based research. To evaluate the nature of the empirical literature on supervisor development, a systematic review was conducted to determine the extent to which theoretical models have been used in this literature. PsycInfo, Medline, CINAHL, and ERIC were searched for articles published between 1994 and 2010. Initially 3,248 abstracts were reviewed, 25 of which met the criteria of being empirical, focused on supervisor development, and having participants with graduate training in counselling or professional psychology. Of these studies, only half drew upon models of supervisory development in the conceptualisation, design, or interpretation of the research study. The most often used model was Watkins' Supervisor Complexity Model (Watkins, 1990(Watkins, , 1993(Watkins, , 1994. Approximately one third of studies examined the influence of past training and experience in supervision on current supervision practices. For competency-based training in supervision to advance, the theoretically informed evidence base needs to be greatly expanded, and much more research is needed that explicitly applies and/or evaluates models of supervisory development.

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Section: Resultsmentioning

confidence: 99%

Section: Implications For Future Research and Education Of Psychologistsmentioning

confidence: 99%

The use of theoretical models in psychology supervisor development research from 1994 to 2010: A systematic review.

Barker¹,

Hunsley²

2013

Canadian Psychology / Psychologie canadienne

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“…For supervisors adapting to their new role, a staged process also applies (Davys & Beddoe, 2010;Hawkins & Smith, 2006;Hess, 1986). Initially, the need to provide answers, to be helpful and to do the right thing is a strong driver.…”

Section: Developmental Models and Transition From Practice To The Supmentioning

confidence: 99%

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Patterson

2019

ANZSWJ

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INTRODUCTION:Stepping into a supervisory role in social work involves a shift of status, perspective and identity. New supervisors bring skills and experience which can be both asset and hindrance as they make the transition. Frequently they encounter gaps in training, support and supervision as well as dissonance between espoused policy and their own experience. This article identifies ways in which supervisors can be resourced to meet the challenge of their role and, as a result, be better placed to support others. It explores what is involved in supervising the supervisors, drawing on the experience of teaching managers on post-qualifying courses in professional supervision in Scotland. APPROACH:Themes commonly applied to the supervision of practitioners are explored in relation to those who are one or more steps removed from direct practice; seeking to identify what has shared relevance and what may be distinctive to those in a supervisory role. CONCLUSION:A congruent approach to support and supervision across all levels of an organisation helps foster a reflective culture which can engage with emotions and with complexity.

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“…To assess higher order psychotherapy skills is arguably outside the competence of most supervisors. In relation to the adequacy of developmental models, Holloway (1987) and Hess (1986) may have been correct nearly three decades ago, when they suggested that developmental ideas hold more heuristic appeal than they are grounded in the reality of how individual trainees function. Thus, supervisors would do well to stick to observations of actual trainee clinical behavior.…”

Section: Infantalize Your Traineementioning

confidence: 99%

The Ingredients of Supervisor Failure

Ladany

2014

J Clin Psychol

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Trainees all too often learn more about how not to conduct supervision than how to conduct supervision effectively. The purpose of this article is to present a conceptualization of the theoretical, empirical, and practical elements of supervisor failures. Specifically, the article attends to the following behaviors that may lead to supervisor failure: (a) denigrate the supervisory relationship; (b) demonstrate multicultural incompetence; (c) become an unethical supermodel; (d) use evaluation instruments that could not pass for an undergraduate thesis; (e) teach your trainee how to diagnose narcissism by example; (f) apply psychotherapy models in supervision as if there is a theoretical or empirical basis; (g) infantalize your trainee; (h) collude with your trainee; (i) make your trainee your surrogate psychotherapist; and (j) go on a date with your trainee. Recommendations for increasing supervisor success and limiting supervisor failure are provided.

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4/ Growth in Supervision:

Cited by 73 publications

References 12 publications

The use of theoretical models in psychology supervisor development research from 1994 to 2010: A systematic review.

The use of theoretical models in psychology supervisor development research from 1994 to 2010: A systematic review.

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

The Ingredients of Supervisor Failure

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