Clinical supervision of mental health services: a systematic review of supervision characteristics and practices associated with formative and restorative outcomes

Associations between treatment adherence–competence–integrity (ACI) and adult psychotherapy outcomes: A systematic review and meta-analysis.

“…We argue that competence–/integrity–outcome associations increase through the integration of (a) detailed awareness of psychological treatment protocols, (b) routine outcome monitoring, (c) generation of regular and routine self and supervisor ACI ratings using valid and reliable measures, (d) provision of corrective and specific supervisor feedback, and (e) deliberate and sustained practice of microskills. Research in the fields of clinical supervision/training (Bradley & Becker, 2021; Milne et al, 2011) and deliberate practice (Chow et al, 2015) indicate that the above methods optimize learning transfer and lead to measurable improvements in clinical skills and thus therapist competence. The present findings lend support to clinical guidelines that require practicing therapists to formally monitor and demonstrate competence and/or integrity as part of their accreditation and employment requirements (e.g., NCCMH, 2020).…”

A behaviour‐based coding tool for assessing supervisors' adherence and competence: Findings from a motivational interviewing implementation study

“…The lower levels of Corrective Feedback are consistent with previous findings on supervisors withholding corrective feedback to avoid negative supervisee reactions (Bailin et al, 2018; Beckman et al, 2019). However, performance‐related feedback has shown to be an effective supervisor skill in both clinical practice (Bailin et al, 2018; Bradley & Becker, 2021; Caron et al, 2021; Ivers et al, 2012) and other organizational settings (Sleiman et al, 2020). Additional findings show that supervisees can handle corrective feedback well and that it does not negatively affect the supervisor–supervisee working alliance or supervisee skill acquisition (Beckman et al, 2019, 2021; Ellis, 2010; Ladany et al, 2013).…”

“…Historically, few systematic studies have been conducted on the effects of clinical supervision on therapist competence and/or client outcome. However, there is some research, of varying quality, that provides some support for supervision effects on supervisees (Alfonsson et al, 2018; Barrett et al, 2020; Barwick et al, 2012; Bradley & Becker, 2021; de de Roten et al, 2013; Hoge et al, 2011; Kuhne et al, 2019; Madson et al, 2019; Milne et al, 2011; Park et al, 2019; Schwalbe et al, 2014; Spence et al, 2012). Yet, a recent review of reviews of research on clinical supervision from 1995 to 2019 concluded that the evidence supporting supervision impact on supervisee and client outcomes is weak at best, and that methodological problems are still hampering the field (Watkins, 2020).…”

Implementing a supervision model in community children’s mental health: Experiences of supervisors and practitioners.

“…While EBI program purveyors typically offer initial training and consultation, workplace-based supervisors have the opportunity and responsibility to provide guidance, practice skills, observe and monitor program delivery (Bunger et al, 2017; Weisz et al, 2018). Supervisor activities can promote skill development, including discussing interventions, role playing, and constructive feedback (Bradley & Becker, 2021). The development and evaluation of EBI-specific supervision models incorporating these activities can direct workplace-based supervisors to focus on client outcomes; program fidelity; practitioner competence; professional development; and emotional support to ultimately enhance the supervision provided in community-based, publicly funded settings (Hoge et al, 2014).…”