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

Gonsalvez, Craig J.; Deane, Frank P.; Caputi, Peter

doi:10.1080/03069885.2015.1068927

Cited by 6 publications

(3 citation statements)

References 33 publications

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“…As predicted, discrepancies between self-and supervisorassessments decreased as trainees gained clinical experience. Despite the lack of research in this specific area, a similar pattern was noted by a study that compared peer-and supervisor assessments after a recorded clinical assessment interview (Gonsalvez, Deane, & Caputi, 2016). It is possible that experience provides time and opportunities to allay anxieties and self-doubt and to enhance confidence, making it less likely for trainees to under-rate their performance (Laitila & Oranen, 2013).…”

Section: Supervised Clinical Experiencementioning

confidence: 77%

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Hitzeman

Gonsalvez

Britt

et al. 2020

Clinical Psychologist

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Background Although accurate self‐assessment is essential for professional development, little is known about psychology trainees' abilities to self‐assess. The present study enhances our understanding of the influence of clinical psychology training on self‐assessment and competence development, by systematically examining self‐assessment capacity among postgraduate trainees vis‐a‐vis supervisors' assessments of trainee competence across multiple domains of competency. Methods Self‐ and supervisor‐assessment ratings were measured by the Clinical Psychology Practicum Competencies Rating Scale, which assessed trainees across global and specific psychology practitioner competencies. Assessments were in relation to trainees' end‐of‐placement evaluation, and included 35 trainee‐supervisor dyads. Results Results indicated that trainees are reasonably accurate in their self‐evaluations, although they tended to underrate their performance. Assessments by both trainees and supervisors suggest that functional competencies develop more slowly than foundational competencies. Clinical experience and reflective practice were unrelated to self‐assessment accuracy, although the use of observational techniques in supervision increased trainee and supervisor agreement concerning assessments. Conclusions Results support the developmental model of competence attainment, offer preliminary support for the reliability of trainee self‐assessments, and demonstrate the importance of observation‐based supervision for fostering accurate self‐assessment.

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Section: Supervised Clinical Experiencementioning

confidence: 77%

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Hitzeman

Gonsalvez

Britt

et al. 2020

Clinical Psychologist

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“…Alongside this body of work, tools have been developed to permit the assessment of competency acquisition during placements, and these tools have since been adopted internationally (Gonsalvez, Deane, & Caputi, ). Although commendable, it is unclear how this shift towards competency assessment been applied to the detection and management of PPC in the Australian and New Zealand clinical psychology training context.…”

Section: Competency Approaches To Clinical Psychology Trainingmentioning

confidence: 99%

Addressing Professional Competency Problems in Clinical Psychology Trainees

Perry¹,

Donovan

Knight³

et al. 2017

Australian Psychologist

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Objective: Clinical psychology trainees with problems of professional competence (PPC) continue to be a challenge for courses. Despite the rapid development of competency-based training models, the impact of this shift to the identification and management of professional competency problems is unclear. This project aims to describe how clinical psychology trainees with PPC are identified and managed within the Australian and New Zealand context. Method: An online survey was distributed through Australian and New Zealand universities offering clinical psychology training programmes. Questions addressed approaches to monitoring progress on placements, identification and management of trainees determined to be underperforming on placements, and the perceived usefulness of a range of strategies such as the use of standardised-rating tools. Results: Thirty one responses were received, representing 40 clinical psychology training courses in 22 institutions across Australia and New Zealand. In all cases, at least one trainee with a PPC had been detected in the previous 5 years, most commonly attributed to psychological, behavioural, and developmental issues. Respondents reported the use of a range of preventive and remedial strategies, including the use of psychometrically validated competency evaluation rating forms to assist in the grading of placements. Conclusion: Trainees with PPC occur on a fairly regular basis in clinical psychology training courses in Australian and New Zealand. While some processes involved in the identification and management of these students have been refined and systematised, some opportunities to facilitate early identification and remediation may yet need further enhancement.

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“…At each level, students must integrate newly learned knowledge and skills into practice. Gonsalvez, Deane, and Caputi () used hierarchical clustering analyses on supervisor evaluations of students on placement, and identified four competency super clusters, which were described as: good professional attributes and conduct; scientist practitioner and professional management capabilities; assessment and intervention skills; and psychological testing skills. The competency‐based model has gained popularity due to its evidence‐based foundation, and became the accepted model of supervision by the Psychology Board of Australia (PsyBA) in 2013 (Gonsalvez, ; Psychology Board of Australia, ).…”

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confidence: 99%

Barriers to Provision of External Clinical Psychology Student Placements

Shires

Vrklevski

Hyde

et al. 2017

Australian Psychologist

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Objective: With increasing focus on the treatment of mental health problems the need for clinical psychologists is expanding, driving strong demand for postgraduate clinical psychology training programs. Although the number of training places in Australia has increased, the availability of external placements appears to have lagged behind, causing significant challenges to students. Using a survey of clinical psychologists in New South Wales, Australia, this study evaluated the capacity for placements and explored issues that may impact on field placement capacity. Method: A survey was developed in order to identify potential student placement capacity and factors that may prevent potential supervisors from offering placements to students. The survey was distributed electronically through clinical psychology networks targeting those employed in NSW. Results: One hundred and forty endorsed clinical psychologists completed the survey. Of these, 42% stated they felt unable to offer field placements to students within the next 12 months. The most commonly cited barriers to offering a placement included a lack of time (21%); not being a PsyBA supervisor (18%); being employed part-time (18%) and the concern that clinical supervision time did not attract funding under the current public health funding model (16%). Conclusion:The study provides an estimate of clinical field placement capacity in NSW. The results suggest that the capacity in the existing clinical psychology workforce could meet clinical field placement demand. The authors discuss reasons why anecdotally, this does not appear to reflect the reality of field placement coordinators and students. The authors provide possible strategies for addressing the issues raised.What is already known on this topic 1 Externally supervised clinical psychology student placements are a critical facet of clinical psychology training. 2 University placement coordinators report challenges in sourcing sufficient numbers of external student placements to meet demand. 3 Research on barriers to the provision of supervised student placements is limited.What this paper adds 1 Shortage of time and inability to access approved supervisor training are the most commonly cited barriers to the provision of external student placements. 2 Systems issues, such as the standards and regulations within professional and accrediting bodies, the nature of workplaces and industrial awards, pose greater barriers to potential placement supervisors than do individual internal factors, such as motivation. Part-time employment presents as a barrier to the provision of supervised placements but more information is required in order to determine how this plays a role.Of central importance to training in clinical psychology is the development of the clinical competencies required for the effective treatment of mental health problems (Gonsalvez, Hyde, Lancaster, & Barrington, 2008). This is achieved by a combination of theoretical and practical teaching, both internal to the educational institution and with...

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

Cited by 6 publications

References 33 publications

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Addressing Professional Competency Problems in Clinical Psychology Trainees

Barriers to Provision of External Clinical Psychology Student Placements

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