Descriptive study of process and outcome variables of supervision over time.

Abstract

Whereas most supervision researchers have used outcome measures, in this study we examined and compared both process and outcome variables within supervision. Specifically, trainees were asked to give their perceptions of the most important issues and the most important supervisor interventions at the end of each weekly supervision session throughout a semester as well as at the conclusion of supervision. Supervisees in the study were at three levels of training (beginning practicum, advanced practicum, and doctoral intern). The results lend additional support to previous findings that emphasized the importance of supervisory support and client-treatment planning for trainees. A finding different from those of previous studies was that this was true not only for beginning trainees but for trainees at all levels of experience. In addition, the results provide descriptive data that are supportive of a developmental model of supervision both between trainee levels and within trainee groups.Supervision is well established as a significant aspect of the applied training of professional psychologists (American Psychological Association [APA], 1980;Bartlett, Goodyear, & Bradley, 1983) and is thought to have a dominant influence on the development of the practitioner-intraining (Karr & Geist, 1977;Pierce & Schauble, 1970, 1971. It is important, therefore, to study and understand the supervision process to best facilitate trainee learning.During the past 5 years, there has been an increasing focus on understanding just what occurs in the supervision process (e.g., Holloway, 1982) and how to make it most effective (e.g., Holloway & Hosford, 1983). Among the current theories of supervision, one of the more recent perspectives to receive attention is viewing supervision as a developmental process (e.g.

Psikolojik Danışman Eğitiminin Farklı Düzeylerinde Bireyle Psikolojik Danışma Uygulaması Süpervizyonunda Kritik Olaylar

“…Süpervizyonla ilgili KOT kullanılarak yürütülen çalışmalarda süpervizyondaki kritik olayların, oturumlara ve danışanlara ilişkin önemli kişisel tepkiler; psikolojik danışmayı etkileyen kişisel faktörler ve kişisel farkındalık; duygusal farkındalık ve özerklik; mesleki gelişim ve mesleki kimlik; etkili psikolojik danışma yapabileceğine ilişkin sahip olunan yeterlilik inancı; süpervizyon ilişkisi; süpervizör geribildirimi; süpervizör tarzları ve rolleri olmak üzere farklı boyutlarla ilgili olduğu ortaya konmuştur (Ellis, 1991;Henderson, Cawyer ve Watkins, 1999;Hepner ve Roelke, 1984;Howard ve diğ., 2006;Rabinowitz, Heppner ve Roehlke, 1986;Trepal ve diğ., 2010). Ayrıca, süpervizyon sürecinde olumsuz ve potansiyel olarak zarar verici deneyimlere ilişkin kritik olaylar da saptanmıştır.…”

Becoming psychotherapists: Experiences of novice trainees in a beginning graduate class.

“…Heppner and Roehlke (1984), for example, found that most of the critical incidents in supervision of beginning practicum students involved issues related to support and selfawareness; trainees were satisfied with supervision when they received support and skills training. In another study involving a critical incidents methodology, trainees cited supervisory support, treatment planning, advice, and direction as the most important supervisory interventions (Rabinowitz, Heppner, & Roehlke, 1986). These two studies provide some initial information about the experiences of novice trainees in supervision, but they need to be updated and replicated using more in-depth qualitative methods to examine the range of reactions and discover more about how trainees use supervision to become psychotherapists.…”

The Adaptive Counseling and Therapy Model and Supervision of Mental Health Care

“…It has been argued that the degree of support present in supervision changes within each trainee level (Rabinowitz, Heppner, & Roehlke, 1986), and the current finding suggests that support may be a crucial aspect of a supervisory relationship, from the trainee's perspective, across all stages. Given that the level of direction was not a major factor in preferred style, the conclusion is strengthened.…”