Effects of Field Instructor Training on Student Competencies and the Supervisory Alliance

Abstract

Objectives: This study of a field instructor (FI) training model, offered at two universities, focused on the relationship between student competencies, the supervisory alliance, and students' attachment styles. Method: The study used a pretest–posttest follow-up design of 100 randomly assigned FIs (training group = 48; control group = 52) and 64 students. The authors used Hierarchical linear modeling (HLM) to estimate linear growth models and the relation between variables at different times within and across supervisory dyads. Results: The training improved the supervisory relationship and selected student competencies as rated by FIs but not by students. These findings were not moderated by student attachment style; however; relationships were found between students' anxious and avoidant attachment styles and student-rated performance. Conclusion: This randomized controlled study underscores the need for future research in developing and testing FI training models.

Attachment theory within clinical supervision: application of the conceptual to the empirical

“…More specifically, a more avoidant trainee could, given a corrective supervision experience, think more positively of his or her supervisor than was initially expected. However, previous researchers have shown that any shift in working alliance is more likely in anxiouslyattached trainees, as their IWMs are more conducive to view others positively (Deal, Bennett, Mohr, & Hwang, 2011). Similarly, a more secure trainee's working alliance change scores should not change as drastically, given the trainee's IWM will not bias their expectations negatively (Watkins & Riggs, 2012).…”

“…Therefore, the measurement of supervisory-specific attachment and working alliance were measured without an attempt to modify their manifestation. Though there is one known intervention discussed in the research literature (Bennett, 2008a), the follow up data did not indicate that trainees' attachment concerns were altered, despite supervisor ratings indicating that they saw improvement in the supervisory relationship and trainee development (Deal, Bennett, Mohr, & Hwang, 2011). There is additional work needed in order to ascertain the best method of approaching problematic supervisory attachment styles.…”

“…In one study, anxious trainees rated themselves as lower in self-awareness and motivation and more dependent on their supervisor overall (Deal, Bennett, Mohr, & Hwang, 2011). In opposition to avoidant trainees, however, the anxious students perceived improvement in those areas more quickly over the course of their training.…”

“…Finally, a fearful style mixes desire for intimacy with distance, seeking feedback but afraid of receiving it (Pistole & Watkins, 1995). An unpublished dissertation from 2003 cited by several studies (Bennett, 2008b;Deal et al, 2011;Bennett, Mohr, Deal, & Hwang, 2011;Renfro-Michel & Sheperis, 2009) found a negative association between fearful trainees, overall professional development, and investment in counseling and supervision.…”

“…Test-retest reliability has been demonstrated ranging from 8 months to four years (Kirkpatrick & Hazan, 1994;Herzberg, Hammen, Burge, Daley, Davila, & Lindberg, 1999;Scharfe & Bartholomew, 1988 Working Alliance Inventory-Short Version (WAI-SVO; WAI-SVEE, Tracey & Kokotovic, 1989). Adapted from the Working Alliance Inventory (Horvath & Greenberg, 1986, 1989) used for psychotherapy, this briefer, 12-item measure has been used in several studies pertaining to supervisory working alliance (Bennett et al, 2008;Deal et al, 2011;Marmarosh et al, 2013). The words client/therapist were substituted for supervisor/supervisee, depending on the respondent.…”