Developing a Peer Mentorship Program to Increase Competence in Clinical Supervision in Clinical Psychology Doctoral Training Programs

Foxwell, Aleksandra A.; Kennard, Beth; Rodgers, Cynthia; Wolfe, Kristin L.; Cassedy, Hannah F.; Thomas, Anna J.

doi:10.1007/s40596-017-0714-4

Cited by 7 publications

(4 citation statements)

References 21 publications

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“…What activities could be part of a supervision practicum experience? In a two-part practicum, students could begin the first section by discussing their own experiences of being a supervisee and then progress to applying generic supervision skills; watching video vignettes from an actual psychotherapy, assessment, and supervision sessions; and group discussions (Bernard & Goodyear, 2014; Falender, & Shafranske, 2012; Foxwell et al, 2017; Newman, 2013; Sharma, 2015). Bearman et al (2013) found that active supervision-training exercises (e.g., instructor modeling, role-playing) predicted higher overall evidence-based practice use in the next therapy session than more passive methods (e.g., discussion).…”

Section: Suboptimal Supervision and Its Implicationsmentioning

confidence: 99%

Preparing for entry-level practice in supervision.

Mann

Merced²

2018

Professional Psychology: Research and Practice

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Supervision is now recognized as a health-service psychology (HSP) core functional competency. However, supervision knowledge/skill acquisition, evaluation, and maintenance generally receive less attention than other core competencies. Knowledge/skill acquisition and evaluation are usually based on a single didactic course; typically, minimal practicum experience and direct "supervision of supervision" are provided. Supervision is barely covered on the national licensing exam. Furthermore, most jurisdictions do not require postlicensure continuing education in supervision. Once psychologists are licensed, they can supervise automatically and immediately. The current situation is problematic because emerging evidence suggests suboptimal supervision may be prevalent. Thus, a maladaptive feedback loop is maintained in which insufficiently trained supervisors provide suboptimal supervision to trainees, who then enter the field and replicate that with which they are familiar. This may have deleterious clinical, ethical, and legal implications. The present paper provides a framework for preparing HSP trainees more intentionally for entry-level practice in supervision. Public Significance StatementSupervision is a core competency within health-service psychology. The present paper's findings indicate that supervision training, evaluation, and maintenance are less rigorous than for other competencies. It is argued that this has potentially negative clinical, ethical, and legal implications. A recommendation for better preparing students/trainees for entry-level practice is provided.

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Section: Suboptimal Supervision and Its Implicationsmentioning

confidence: 99%

Preparing for entry-level practice in supervision.

Mann

Merced²

2018

Professional Psychology: Research and Practice

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“…Otros estudios se centran en metodologías de supervisión particulares como la metodología de supervisión entre pares (Foxwell et al, 2017) y el modelo llamado Time-Limited Dynamic Psychotherapy (TLDP) (Anderson et al, 2017), la supervisión Sandtray y la supervisión centrada en soluciones (SFS) (Stark et al, 2015), la metodología Bug-in-the-eye para la supervisión en vivo (Weck et al, 2016), el entrenamiento basado en Internet (IBT) con y sin supervisión (Bender & Dykeman, 2016).…”

Section: Modelos Y Metodologías De Supervisiónunclassified

Supervisión en psicología clínica: Una revisión sobre estudios empíricos 2012-2021

Botero-García

Giovanni²,

Arias³

2022

Univ Psychol

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La presente investigación tuvo como objetivo caracterizar la investigación sobre supervisión en psicología clínica en los últimos 10 años. Lo anterior con el propósito de señalar rutas futuras sobre investigación y formación en supervisión. Se realizó una revisión de literatura en la que se consultaron bases académicas usando el buscador EBSCO-host. El periodo de indagación fue 2012-2021. La consulta empleó las palabras clave en inglés: “clinical supervision” (OR) “supervision”, (AND) “therapy” (OR) “psychotherapy”, (OR) “psychological intervention” (OR) “behavioral intervention”. La búsqueda arrojó 123 artículos que cumplían los criterios de inclusión. Los resultados se organizan en ocho categorías: modelos de supervisión, competencias/habilidades clínicas, relación entre las personas supervisora y supervisada, técnicas, instrumentos, variación de supervisión según enfoques, utilidad y evaluación. Se observó mayor frecuencia de investigación en las categorías de técnicas de supervisión, competencias/habilidades clínicas y de supervisión, la evaluación de la supervisión y la relación supervisor-supervisado. Se evidenció la escasez de investigaciones empíricas sobre los diferentes modelos y prácticas pedagógicas en la supervisión, porque la mayoría de los estudios se centran exclusivamente sobre la experiencia personal de supervisión.

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“…For example, Newman et al (2013) described the application of a structured peer group supervision model utilized in training consultants, which resulted in positive feedback from trainees. Various professional development benefits, such as increased supervision competency and training satisfaction (Foxwell et al, 2017), are associated with providing and receiving peer mentoring. For example, a study evaluating peer mentorship in medical students reported high satisfaction with the mentorship program and increased perceived competency in conducting physical exams and interacting with patients (Choudhury et al, 2014).…”

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confidence: 99%

“…Further, the focus has been on peer mentoring for therapy supervision (for the peer mentors). Specifically, Foxwell et al (2017) found that their therapy peer-mentoring program was feasibly implemented and well received by peer mentors and mentees, because 90% of participants rated the program as a helpful addition to their training. Additionally, peer mentors reported an increase in their perceived knowledge of supervision and supervisory skills, which were assessed before and after participating in the peer-mentoring program.…”

mentioning

confidence: 99%

Enhancing profession-wide competencies in supervision and assessment: An evaluation of a peer mentorship approach.

Danzi

Tawfik

Ringle

et al. 2020

Training and Education in Professional Psychology

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There is a critical lack of research on training in supervision in the area of psychological assessment within health service psychology programs. This study sought to fill this research gap by presenting empirical data on the development of profession-wide competencies delineated by the new Standards of Accreditation using a peer mentorship approach, the multilevel assessment supervision and training (MAST) approach, implemented in a university training clinic. Questionnaires on training satisfaction and the development of profession-wide competencies were administered to both peer mentors (who received training in supervision through the MAST approach) and mentees (who received the peer mentorship). Data collected from these participants (n ϭ 49) indicated that the MAST approach provided several benefits for both peer mentors and mentees. Specifically, peer mentors reported that receiving training in supervision through the MAST approach was extremely useful for their professional development and continued to have benefits beyond graduate school. They also reported high levels of perceived competency in assessment and supervision. Mentees reported that having a peer mentor was helpful in their assessment training, especially in the development of technical skills such as scoring and report writing. Data also revealed areas where training in assessment supervision should be further developed, such as multicultural competency. This study highlights the need for further empirical research on training in supervision in the area of assessment. Public Significance StatementThis study addresses the lack of research on training in supervision in the area of assessment by examining a peer mentorship model, the multilevel assessment supervision and training (MAST) approach. Trainees perceived the MAST approach as being beneficial for their professional development in assessment and supervision.

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Developing a Peer Mentorship Program to Increase Competence in Clinical Supervision in Clinical Psychology Doctoral Training Programs

Abstract: This program was feasible and acceptable and appears to have had a positive impact on the graduate students who participated. Students reported both high satisfaction with the program as well as an increase in knowledge base and experience in supervision skills.

Cited by 7 publications

References 21 publications

Preparing for entry-level practice in supervision.

Preparing for entry-level practice in supervision.

Supervisión en psicología clínica: Una revisión sobre estudios empíricos 2012-2021

Enhancing profession-wide competencies in supervision and assessment: An evaluation of a peer mentorship approach.

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