Clinical supervision research from 1981 to 1993: A methodological critique.

Ellis, Michael V.; Ladany, Nicholas; Krengel, Maxine; Schult, Deborah

doi:10.1037/0022-0167.43.1.35

Cited by 139 publications

(151 citation statements)

References 105 publications

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“…However, while much research exists on the effects of supervisors on trainees, there has been a continual, but mostly unheard, call for examination of the effect of supervisors on client outcome (Ellis, Ladany, Krengel, & Schult, 1996;Holloway & Neufeldt, 1995;Lambert & Arnold, 1987). Holloway and Carroll (1996), in particular, called this issue into sharp focus by chastising researchers for focusing too much on the impact of supervision on trainee development at the expense of public protection, drawing an analogy to "viewing parenthood solely for the enrichment of parents" (p. 54).…”

mentioning

confidence: 99%

Exploring the contribution of supervisors to intervention outcomes.

Callahan¹,

Almstrom²,

Swift³

et al. 2009

Training and Education in Professional Psychology

107

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Supervision has been identified as perhaps the most important mechanism for developing competencies in therapists in training. However, there is scant research on the effect of supervisors on client outcome. Moreover, in a relatively recent review of the existing literature, significant methodological concerns were raised that attenuate the interpretability of the existing reported findings. The current study therefore sought to address such methodological concerns. Crosstabulation of supervisors by client outcome categories (i.e., recovered, reliably improved, no reliable change, deteriorated) indicated that supervisors are significantly related to client outcome, generating a moderate effect. Training programs are therefore encouraged to routinely track client outcomes as an objective indicator of quality supervision. Additional implications for training programs and suggestions for future research are discussed.

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mentioning

confidence: 99%

Exploring the contribution of supervisors to intervention outcomes.

Callahan¹,

Almstrom²,

Swift³

et al. 2009

Training and Education in Professional Psychology

107

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“…Natürlich geht es um die Erforschung eines sehr komplexen Gegenstandes [Holloway, 1995;Wampold und Holloway, 1997]. Soll sie praxisrelevant und zudem auch methodisch angemessen erfolgen, heißt das, daß hohe und nicht leicht zu erfüllende Anforderungen zu bewältigen sind [siehe dazu die methodenkritische Metaanalyse von Ellis et al, 1996].…”

Section: Rahmenbedingungenunclassified

Verhaltenstherapeutische Weiterbildung in Deutschland: Bilanz und Ausblick

Frank¹

1999

Verhaltenstherapie

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This review article is a synopsis of training programs for behavior therapy in Germany. It focuses on contextual conditions, different training elements (theoretical lessons, professional supervision, self-experience / self-discovery) as well as on characteristics of trainees and trainers. Empirical contributions to the topic of training in behavior therapy published in this and the preceding issue of VERHALTENSTHERAPIE are summarized and evaluated with regard to essential criteria of quality. National and international studies are added to broaden the view of this synopsis. It could be shown that postgraduate training is able to obtain sufficient positive effects. The trainees are satisfied with behavior therapy programs in Germany. They report improvements in their knowledge, their ability to use behavior therapy techniques as well as in their working situation. Finally, first results also indicate that the treated patients profit from elements of the training. Recommendations for further research are offered.

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“…The level of agreement reported is modest but is consistent with findings from previous studies where untrained raters are used Tweed et al, 2010). Researchers have highlighted the need for the development SUPERVISOR AND PEER RATINGS and more efficient use of structured and psychometrically validated scales within supervision (Ellis, Ladany, Krengel, & Schult, 1996;Gonsalvez & McLeod, 2008). It is possible that better inter-rater reliability (between and within supervisor and peer groups) would have been achieved through training of raters.…”

Section: Between Supervisor Ratingsmentioning

confidence: 99%

Consistency of supervisor and peer ratings of assessment interviews conducted by psychology trainees

Gonsalvez

Deane

Caputi

2015

British Journal of Guidance & Counselling

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Observation of counsellor skills through a one-way mirror, video or audio recording followed by supervisors and peers feedback is common in counsellor training. The nature and extent of agreement between supervisor-peer dyads is unclear. Using a standard scale, supervisors and peers rated 32 interviews by psychology trainees observed through a one-way mirror. Results indicated that peers and supervisors used similar dimensions to cluster the various competencies. Peers rated counsellor performance more positively for general counselling skills but not for specialised techniques. Analyses revealed good supervisor-peer agreement for some items and poor agreement on others, with some differences being unacceptably large. The study has important implications for how feedback involving supervisors and peers might be managed and for peer supervision models. Observation of counsellor skills through a one-way mirror, video or audio recording followed by supervisors and peers feedback is common in counsellor training. The nature and extent of agreement between supervisor-peer dyads is unclear. Using a standard scale, supervisors and peers rated 32 interviews by psychology trainees observed through a one-way mirror. Results indicated that peers and supervisors used similar dimensions to cluster the various competencies. Peers rated counsellor performance more positively for general counselling skills but not for specialised techniques. Analyses revealed good supervisor-peer agreement for some items and poor agreement on others, with some differences being unacceptably large. The study has important implications for how feedback involving supervisors and peers might be managed and for peer supervision models. (Gonsalvez & Milne, 2010). First of all, novice trainees lack both competence and confidence, and have to be supported through phases of misgivings and self-doubt as they deal with high levels of affect and difficult psychological problems (Stoltenberg, Bailey, Cruzan, Hart, & Ukuku, 2014). Secondly, the requirement for intensive supervision is mainly determined by the perceived importance of observation that may be immediate (e.g., through a one-way mirror or co-therapy) or delayed (e.g., through review of video or audio recordings). As a supervisory technique, observation is supported by expert consensus (see Reiser, 2014) and by research (e.g., Townend, Iannetta & Freeston, 2002). Conversely, an over reliance on subjective methods is not recommended, because self-report of case work may be unreliable, may miss important information, and may be vulnerable to bias particularly during early stages of counsellor development, when trainees are less capable of accurate self appraisal (Campbell, 1994;Gonsalvez & Calvert, 2014;Townend, Iannetta & Freeston, 2002). Finally, important knowledge-application (e.g., SUPERVISOR AND PEER RATINGS case conceptualization), skills (e.g., generic counseling and other specialized therapy skills) and relationship (e.g., self-awareness and transference reactions) competencies are...

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Clinical supervision research from 1981 to 1993: A methodological critique.

Cited by 139 publications

References 105 publications

Exploring the contribution of supervisors to intervention outcomes.

Exploring the contribution of supervisors to intervention outcomes.

Verhaltenstherapeutische Weiterbildung in Deutschland: Bilanz und Ausblick

Consistency of supervisor and peer ratings of assessment interviews conducted by psychology trainees

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