Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

Abstract

Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency-based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency-based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017;Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self-assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competencybased supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy.

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

“…Video feedback methods used during clinical training are generally thought to assist supervisors in providing accurate feedback on strengths and weaknesses, which may better inform trainee self-reflection and their ability to self-assess their competence (Falender & Shafranske, 2017;Sutton, Townend, & Wright, 2007). In-vivo and delayed videobased reviews, as well as simulated role plays are common examples of observation-based supervisory instruments, which have been heralded as necessary for instilling reflective practice and improving self-assessment (Gonsalvez, Brockman, & Hill, 2016;Kaslow, Celano, & Stanton, 2009).…”

“…Although training programs purport to implement various activities to promote the development of trainees' reflective practice (Orchowski, Evangelista, & Probst, 2010), given the dearth of empirical research, it is unclear how effective most are (Cooper et al, 2015). A key aspect of training thought to facilitate accurate reflective self-assessment is the provision of observation informed supervision (Falender & Shafranske, 2017;Gonsalvez, Brockman, & Hill, 2016).…”

“…While educators, supervisors and assessors hold responsibility for the former, the licensed practitioner needs to take responsibility to maintain their competence (McManus, Rakovshik, Kennerley, Fennell, & Westbrook, 2012). The capability to accurately self-assess and to appropriately identify when one needs to upskill becomes pivotal to ensuring client safety (Falender & Shafranske, 2017).…”

“…Secondly, reflective practice, described as a conscious process of accurately observing, analysing, and evaluating one's own proficiency (Boud, Keogh, & Walker, 2013), and an openness to examine and effectively use feedback (Gonsalvez & Calvert, 2014), is singled out as a foundational competency (Kaslow et al, 2007;Rodolfa et al, 2005). Within such a conceptual perspective, systematic and intentional evaluation of one's knowledge, skills and attitudes against established standards (Faculty & Loacker, 2000) becomes a central element of the reflective practitioner competency (Eva & Regehr, 2008;Tiuraniemi, Läärä, Kyrö, & Lindeman, 2011).…”

Evidence‐based practice within supervision during psychology practitioner training: A systematic review

“…Additionally, while the current review only concerns EBP competencies, the identified research gap raises concerns about potential neglect of other competencies, especially those recently highlighted by expert groups as warranting special attention (e.g., Falender & Shafranske, ). These competencies include but are not limited to diversity and multicultural competence, reflective practice, and ethical attitudes and behaviours.…”