A comparison of individual supervision at forensic, inpatient, and college counseling internship sites.

Abstract

Research has studied the process and outcomes of supervision; however, much of the focus of this research has been in college counseling centers. Other settings in which interns work have not been studied to determine whether there are differences in the focus of supervision, supervisory style, supervisee needs, or competencies of supervisors across settings. The current study aimed to clarify this literature by examining interns' perceptions of their supervisors in forensic/correctional, inpatient psychiatric hospital, and college counseling center settings. Site differences were found for the super vision emphasis variables of professional behavior skills and personalization skills; however, no differ ences in setting were found on supervisory style or supervisor competency. Human skills competency and an interpersonally sensitive style of supervision were found to be the best predictors of supervisee needs being met. This suggests that although differences exist in settings in which interns work, there are common factors underlying what is effective supervision.

The science of training III: Supervision, competency, and internship training.

“…Further empirical study of setting differences such as these could be very useful to both sites and internship applicants as they seek to match trainee strengths and needs with internship site opportunities. Although some findings may generalize (e.g., no differences in supervisory style have been identified as associated with internship setting; Eisenhard & Muse-Burke, 2015), the findings of the studies herein cannot be assumed to generalize across all internship settings.…”

“…There also appear to be some differences across settings in terms of skill development emphasis. For example, while forensic settings emphasize competencies pertaining to professional behavior with clients, counseling centers differentially emphasize personalization skills (e.g., attitudes, feelings, and mannerisms as they relate to the client; Eisenhard & Muse-Burke, 2015). Further empirical study of setting differences such as these could be very useful to both sites and internship applicants as they seek to match trainee strengths and needs with internship site opportunities.…”

Psychotherapy training and supervision with undergraduate and graduate students.

“…E. Hill, Sullivan, et al, 2007;Knox et al, 2011;Ladany et al, 1997). Supervisors' demonstration of more advanced skills (maintaining boundaries/roles, positive boundary crossings, interpersonal behavior, attending to parallel process, engaging in reflective practice) was associated with supervisee growth and satisfaction, stronger supervisory relationships, reduced supervisee anxiety, improved supervisee work with clients but also with occasional supervisee confusion or discouragement (Eisenhard & Muse-Burke, 2015;Ellis et al, 2015;C. E. Hill, Anderson, et al, 2016;Johnston & Milne, 2012;Kozlowski et al, 2014;Marmarosh et al, 2017;Shaffer & Friedlander, 2017;Zetzer et al, 2020).…”

The Tadros Theory: A Clinical Supervision Framework for Working with Incarcerated Individuals and Their Families

“…The challenges of conducting clinical supervision in correctional settings are minimally described in the literature (Carrola et al, 2016 ; Norton 1990 ). Eisenhard and Muse-Burke ( 2015 ) report that clinical supervision of therapists treating the incarcerated tends to focus more on therapist boundaries with incarcerated individuals, and professional behavior skills, than on clinical processes such as conceptualization and treatment. This finding suggests a critical need for clinical supervision in correctional settings to balance both skills related to the risks of a carceral environment (Carrola et al, 2016 ) and traditional clinical supervision process conversations (e.g., model conceptualization).…”