Identifying the core competencies for clinical supervision at a youth-focused social services agency

Jamshidi, Parastoo; Aubry, Tim; Vandette, Marie-Pier; Valiquette-Tessier, Sophie-Claire; Fenn, Kim

doi:10.1080/07325223.2018.1449157

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…A. C. Miller and Luke (2018) extended the lesbian, gay, bisexual, transgender, and queer or questioning responsive model for supervision of group work to include a quantitative exploration of its application to supervision of classroom guidance among school counselors in training. Conceptual applications included a critical review of application of learning style frameworks for supervision (Tangen, 2018), application of Mezirow’s transformative learning theory to counselor development in supervision (Watkins, Davis, & Callahan, 2018), integration of the discrimination model within supervision of adventure‐based counseling (Christian & Perryman, 2018), and a competencies framework for supervision in social service agencies (Jamshidi, Aubry, Vandette, Valiquette‐Tessier, & Fenn, 2018).…”

Section: Supervisionmentioning

confidence: 99%

Counselor Education and Supervision: 2018 Annual Review

Minton

Hightower

2020

Couns Edu & Supervision

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The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.

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Section: Supervisionmentioning

confidence: 99%

Counselor Education and Supervision: 2018 Annual Review

Minton

Hightower

2020

Couns Edu & Supervision

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“…Besides the requisite technical knowledge and skills of the practice, these competencies invariably also involve the supervisor’s professional use of self. The supervisory alliance and reflective practice of the supervisor are examples of the domains under which supervisory competencies are grouped (Falender et al, 2014; Jamshidi et al, 2018; Olds and Hawkins, 2014). Beyond knowledge or skills equipping, the development of these supervisory competencies requires supervision support to provide the reflective space and needed feedback.…”

Section: Introductionmentioning

confidence: 99%

Supervision of supervisory practice: From idea to practice

Wong

Ghoh

et al. 2022

International Social Work

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Little is known about how social work supervisors can be equipped and supported. A qualitative evaluation of a supervision of supervisory practice (SOSp) training programme with nine supervisors with 2 years of experience was done. Benefits for the supervisors were the application of knowledge and skills that improved the supervisory practice, and the opportunity to receive feedback. However, lack of time was a major obstacle for quality supervision. Supervisees reported experiencing a more collaborative supervision and an increase in confidence and perception of competence in case management. This exploratory study highlights the importance of developing competencies in the education and support functions of supervision.

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“…Despite the growing interest in supervision assessment tools (Watkins, 2014), there remains a paucity of consistent and validated instruments available to clinicians, with many supervisors practicing with little to no formal supervision training, relying predominantly on their own experience as supervisees (Falender & Shafranske, 2004; Jamshidi, Aubry, Vandette, Valiquette‐Tessier, & Fenn, 2018). Furthermore, many existing competency assessment tools are discipline specific and are not tested against multi‐disciplinary teams in public and private settings (Bagnall, Sloan, Platz, & Murphy, 2011; Gonslavez & Milne, 2010; Reiser & Milne, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, many existing competency assessment tools are discipline specific and are not tested against multi‐disciplinary teams in public and private settings (Bagnall, Sloan, Platz, & Murphy, 2011; Gonslavez & Milne, 2010; Reiser & Milne, 2014). Often tools are based on expert knowledge alone, with little inclusion of frontline practitioner voice in interpretation of competencies, connection to effective practice or scaffolding of skills, and competencies often include skills, which are considered aspirational or at an expert level (Jamshidi et al., 2018).…”

Section: Introductionmentioning

confidence: 99%

Supporting conscious competency: Validation of the Generic Supervision Assessment Tool (GSAT)

Hamilton

Briggs

Peterson³

et al. 2021

Psychol Psychother

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Objectives Clinical supervision is essential for ensuring effective service delivery. International imperatives to demonstrate professional competence has increased attention on the role of supervision in enhancing client outcomes. Although supervisor competency tools are recognised as important components in effective supervision, there remains a shortage of tools that are evidenced‐based, applicable across workforces and freely accessible. Design An expert multidisciplinary group developed the Generic Supervision Assessment Tool (GSAT) to assess supervisor competencies across a range of professions. Initially the GSAT consisted of 32 items responded to by either a supervisor (GSAT‐SR) or supervisee (GSAT‐SE). The current study, using surveys, employed a cross‐sectional design to test the reliability and construct validity of the GSAT. Methods The study consisted of two phases and included 12 professional groups across Australasia. In 2018, exploratory factor analysis (EFA) was undertaken with survey data from 479 supervisors and 447 supervisees. In 2019 survey data from 182 supervisors and 186 supervisees were used to conduct confirmatory factor analysis (CFA). The results were used to refine and validate the GSAT. Results The final GSAT‐SR has four factors with 26 competency items. The final GSAT‐SE has two factors with 21 competency items. The EFA and CFA confirmed that the GSAT‐SR and the GSAT‐SE are psychometrically valid tools that supervisors and supervisees can utilise to assess competencies. Conclusion As a non‐discipline specific supervision tool, the GSAT is a validated, freely available tool for benchmarking the competencies of clinical supervisors across professions, potentially optimising supervisory evaluation processes and strengthening supervision effectiveness. Practitioner points Supervisor competency tools are recognised as important components of safe and effective supervision provision yet there is a dearth of valid, reliable and effective measures. The Generic Supervision Assessment Tool (GSAT‐SR and GSAT‐SE) are unique psychometrically valid, and reliable measures of supervisor competence. The GSAT‐SR and the GSAT‐SE can enhance translation of evidence‐based supervision competency skills into regular practice. Validated with a broad cross section of professionals in diverse practice settings the GSAT provides a comprehensive conceptualization of supervisor competence.

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Identifying the core competencies for clinical supervision at a youth-focused social services agency

Cited by 4 publications

References 13 publications

Counselor Education and Supervision: 2018 Annual Review

Counselor Education and Supervision: 2018 Annual Review

Supervision of supervisory practice: From idea to practice

Supporting conscious competency: Validation of the Generic Supervision Assessment Tool (GSAT)

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