An integrative approach to assessment supervision

Yalof, Jed; Abraham, Pamela Pressley

doi:10.1521/bumc.2009.73.3.188

Cited by 2 publications

(1 citation statement)

References 20 publications

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“…Psychometrically based psychological assessment is a unique skill of clinical psychologists (Clemence & Handler, ; Falender et al, ) and a substantial element of graduate training (Childs & Eyde, ; Clemence & Handler, ; Krishnamurthy et al, ; Stedman, Hatch, & Schoenfeld, ). Psychological assessment supervision differs from psychotherapy supervision both in content and process (Finkelstein & Tuckman, ; Yalof & Abraham, ), the challenges faced by students and supervisors, and how outcomes measurement is conceptualized. Greater emphasis should be given to understanding the process of providing psychological assessment supervision, measuring outcomes, and identifying best practices.…”

Section: Introductionmentioning

confidence: 99%

Predicting Supervision Outcomes: What is Different about Psychological Assessment Supervision?

Vannucci¹,

Whiteside

Saigal³

et al. 2017

Australian Psychologist

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Objective: Psychological assessment is a key activity for psychologists and a foundational element of psychology training, and psychological assessment supervision differs from psychotherapy supervision. The present study investigated factors that promote effectiveness in psychological assessment supervision. Method: Participants were 47 assessment practica students at a clinical psychology doctoral program in the USA, their supervisors, and faculty evaluators of the Clinical Qualifying Exam-Assessment (CQE-A), which was the student competency outcome measure. Students were grouped by CQE-A performance: pass (n = 15), remediate (n = 23), and fail (n = 9). Results: Successful students performed better on tasks that required them to integrate complex client information, reported more supplemental supervision experiences, such as in group or provided by unlicensed advanced trainees, and indicated that supplemental experiences were associated with greater confidence. Successful students were rated as more able to manage anxiety during the CQE-A and to use practicum supervision effectively. Students who failed reported greater focus in supervision on basic skills, and demonstrated inaccuracy in skills self-assessment. Student satisfaction was positively correlated with regular monitoring, ongoing feedback, clear goals and expectations, clear evaluation criteria, an initial baseline skills assessment, regular meetings, and supervisors staying updated. Conclusions: Linking skills assessment, goal setting, and evaluation are important for successful student outcomes. A developmental approach may aid in customizing supervision. Tools, such as supervision agreements and training to orient students to the process of assessment supervision, may impact student ability to use supervision effectively. Group and supplemental supervisors can aid in monitoring students and fine tuning skill development.

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Section: Introductionmentioning

confidence: 99%

Predicting Supervision Outcomes: What is Different about Psychological Assessment Supervision?

Vannucci¹,

Whiteside

Saigal³

et al. 2017

Australian Psychologist

View full text Add to dashboard Cite

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An Exploratory Study Examining Current Assessment Supervisory Practices in Professional Psychology

Iwanicki

Peterson

2016

Journal of Personality Assessment

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The extant literature reveals a considerable amount of research examining course work or technical training in psychological assessment, but a dearth of empirical research on assessment supervision. This study examined perspectives on current assessment supervisory practices in professional psychology through an online survey. Descriptive and qualitative data were collected from 125 survey respondents who were members of assessment-focused professional organizations and who had at least 1 year of supervision experience. Responses indicated a general recognition of the need for formal training in assessment supervision, ongoing training opportunities, and adherence to supervision competencies. Responses indicated more common use of developmental and skill-based models, although most did not regard any one model of assessment supervision as superior. Despite the recommended use of a supervision contract, only 65.6% (n = 80) of respondents use one. Discussion, directed readings, modeling, role-play, and case presentations were the most common supervisory interventions. Although conclusions are constrained by low survey response rate, results yielded rich data that might guide future examination of multiple perspectives on assessment supervision and ultimately contribute to curriculum advances and the development of supervision "best practices."

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An integrative approach to assessment supervision

Cited by 2 publications

References 20 publications

Predicting Supervision Outcomes: What is Different about Psychological Assessment Supervision?

Predicting Supervision Outcomes: What is Different about Psychological Assessment Supervision?

An Exploratory Study Examining Current Assessment Supervisory Practices in Professional Psychology

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