Assessing supervision’s clinical and multicultural impacts: The Supervision Outcome Scale's psychometric properties.

Abstract

Relatively few measures are available to assess supervision's impacts on supervisees and the clients they serve, despite the potential value of information from those measures in improving supervisors' practice. This article describes the development of the Supervision Outcome Scale (SOS) and reports its psychometric properties. Results from the exploratory and confirmatory factor analyses with 2 indepen dent samples of counseling and clinical psychology doctoral students indicated that SOS measures 2 distinct constructs related to impacts of supervision: clinical competence outcome (decrease in client symptoms, improvement in supervisee competence) and multicultural competence outcome (improve ment in supervisee multicultural competence). SOS was also found to have adequate internal reliability and concurrent validity, as it correlates significantly with supervisory working alliance. Research and training implications on SOS as a useful tool to track both supervisee and supervisor development are discussed.

Current trends in clinical supervision: Introduction to the special section

“…Supervisor multicultural competence as articulated by Ancis and Ladany (2010) refers to three domains, namely "multicultural knowledge, multicultural self-awareness and multicultural skill" (p. 50) and the competence to facilitate this learning with supervisees for their competency development and clinical practice. As suggested by Tsong and Goodyear (2014), because culture comprises many constituents, including sexual orientation, gender, race, ethnicity, religion, socio-economic status which may call forth preconceptions, attitudes and beliefs, all supervisory encounters may be considered as multicultural experiences. Indeed, all aspects of supervision (e.g.…”

Pertinencia de la formación para la supervisión clínica

“…Diversos autores han desarrollado diferentes modelos de supervisión (Boswell, Nelson, Nordberg, McAleavey y Castonguay, 2010;Holt et al, 2015;Myers y Sweeney, 2008;Plakun, Sudak y Goldberg, 2009); algunos de los que tienen mayor soporte empírico son el modelo basado en la Functional Analytic Psychotherapy (FAP) (Callaghan, 2006a(Callaghan, y 2006bKohlenberg y Tsai, 1991), Competency Based Clinical Supervision (Falender, 2014b), Cube Model for Competency Development (Rodolfa et al, 2013) y el Evidence Based Clinical Supervision (Milne, 2009). Además, se han desarrollado diferentes instrumentos para medir la efectividad de la supervisión como la Escala de Terapia Cognitiva (Newman, 2010), Teacher's PET (Milne, 2009a), el Enhacing Assessment of Common Therapeutic Factors (Kohrt et al, 2015) y The Supervision outcome Scale's (Tsong y Goodyear, 2014).…”

Evaluation of professional supervision in Aotearoa/New Zealand: An interprofessional study

“…Again, however, we see that this optimism is not shared by all. Others note that, to date, few measures have been developed to evaluate either the effect of supervision on the supervisees or on their work with clients (Falender & Shafranske ; Tsong & Goodyear ).…”