Development and validation of the Supervisory Relationship Questionnaire (SRQ) in UK trainee clinical psychologists

Palomo, Marina; Beinart, Helen; Cooper, Myra

doi:10.1348/014466509x441033

Cited by 91 publications

(108 citation statements)

References 28 publications

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“…Each item is rated on a seven point Likert scale ranging from Strongly Disagree to Strongly Agree, providing a total score (maximum 469). The SRQ has a high reliability and validity (Palomo, Beinart, and Cooper 2010). The authors do not provide an optimum score; however their sample obtained a mean SRQ score of 364 (SD 69.9).…”

Section: : Structured Feedback From Superviseementioning

confidence: 92%

“…Each participant is required to obtain feedback from at least one of their supervisees using the Supervisory Relationship Questionnaire (SRQ) (Palomo, Beinart, and Cooper 2010) and/or the Short Supervisory Relationship Questionnaire (SSRQ) (Cliffe, Beinart, and Cooper 2016) or the Leeds Alliance in Supervision Scale (LASS) (Wainwright 2010). The SRQ consists of six subscales with a total of 67 items.…”

Section: : Structured Feedback From Superviseementioning

confidence: 99%

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Developing and Implementing Supervisor Training for Clinical Psychologists in the United Kingdom

2016

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Engagement in supervision is a professional requirement for clinical psychologists in the UK (Division of Clinical Psychology 2014). There is, however, little guidance regarding how psychologists should be taught the skills required to be a supervisor, or how these skills should be evaluated. This article starts by reviewing the development of national guidance for the training of clinical psychologists as supervisors. Nationally agreed learning objectives for supervisor training are presented. The article then describes how this guidance was operationalised within a region of the UK, and how this has been developed over a number of years. The training and its evaluation processes are outlined and mapped against the learning objectives, with suggestions for future developments.

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Section: : Structured Feedback From Superviseementioning

confidence: 92%

Section: : Structured Feedback From Superviseementioning

confidence: 99%

Developing and Implementing Supervisor Training for Clinical Psychologists in the United Kingdom

2016

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“…Such analysis can examine the level of perceived organizational support (Eisenberger et al, 1986), psychological safety (Edmondson, 1999) or perceived security of supervisor-subordinate relationship (Palomo, Beinart & Cooper, 2010). The low level of these factors would basically indicate that an official intervention might be perceived as threatening among organizational members.…”

Section: Practical Considerations Of Radical Candor Interventionmentioning

confidence: 99%

Construction and Application of Radical Candor: Efficiency of Criticism at Work

Vich

Kim²

2016

CEBR

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Negative feedback has been repeatedly identified as beneficial for organizational learning, adaptability, and performance. Despite having these advantages, most organizations still do not use negative feedback to its full potential, as they fail to spread it correctly among their members. The application of negative feedback, therefore, faces several issues like misuse or process avoidance that are mostly driven by psychological factors. The purpose of this paper is to discuss potential benefits of a newly emerged organizational approach called radical candor for contemporary state of the art in feedback-related behavior and to propose how it might be successfully applied in organizational settings. We define radical candor as a proactive and compassionate engagement in an unpleasant and direct feedback process. Radical candor may help reduce the influence of psychological factors like extreme levels of attachment, harsh emotions or low self-esteem in order to make organizational members more engaged and satisfied with the negative feedback process. Organizations willing to apply radical candor might consider either official implementation from top to bottom (through managers and leadership) or unofficial intervention through the agents (employees of all levels) depending on company characteristics.

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“…Use of such measures has been criticised because of the failure to acknowledge differences between the therapeutic and supervisory relationship, such as the focus on the professional development of the supervisee (Palomo et al 2010). …”

Section: 4mentioning

confidence: 99%

“…The questionnaire was developed from the views of supervisees concerning the factors of the supervisory relationship that contributed most and least to their clinical effectiveness (Beinart, 2004, as cited in Palomo et al, 2010). Initial research suggests that 'a safe base' was the most important factor reported by trainee clinical psychologists (Palomo et al, 2010).…”

Section: Palomo Et Al (2010) Used Exploratory Factor Analysis To Devmentioning

confidence: 99%

An investigation of factors involved when educational psychologists supervise other professionals

Callicott¹,

Leadbetter

2013

Educational Psychology in Practice

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This research explores inter-professional supervision involving an educational psychologist supervising another professional and complements the recent guidelines on professional supervision produced by The Division of Educational and Child Psychology (DECP) (Dunsmuir and Leadbetter, 2010). The factors explored were purposes and boundaries of supervision; models of supervision; skills of the supervisor, including those that are distinctive to the profession of educational psychology; benefits and problems associated with supervision including the process of evaluation and ethical and legal issues pertaining to supervision.An interpretative epistemological stance was adopted. Ten semi-structured interviews were carried out with educational psychologists (supervisors) and other professionals (supervisees) recruited through purposive sampling. Interviews were transcribed orthographically and coded using thematic analysis.Findings suggest that inter-professional supervision was viewed positively. Supervision skills were recognised as a necessary pre-requisite but not necessarily distinctive to the profession of educational psychology. This research highlights the conflicting conceptualisations of supervision and the importance of contracting for increasing understanding of the supervision process, alerting stakeholders to important ethical and legal implications, and reconciling differences in expectations concerning the aims and functions of supervision. ACKNOWLEDGEMENTS

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Development and validation of the Supervisory Relationship Questionnaire (SRQ) in UK trainee clinical psychologists

Cited by 91 publications

References 28 publications

Developing and Implementing Supervisor Training for Clinical Psychologists in the United Kingdom

Developing and Implementing Supervisor Training for Clinical Psychologists in the United Kingdom

Construction and Application of Radical Candor: Efficiency of Criticism at Work

An investigation of factors involved when educational psychologists supervise other professionals

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