La supervision clinique comme catalyseur de l’intégration des données probantes à la pratique de la psychologie: Une revue narrative.

Abstract

La supervision clinique constitue une plateforme idéale pour favoriser la pratique de la psychologie basée sur les données probantes (PBDP) chez les professionnels débutants. Or, bien que la supervision soit décrite comme une activité essentielle à l'application pratique des théories apprises dans les programmes de formation universitaires, très peu de données existent pour guider le superviseur dans cette tâche complexe. La présente revue narrative a deux objectifs : 1) identifier les moyens à la disposition du superviseur pour inciter les supervisés à la PBDP; 2) définir les données probantes relatives à la supervision pouvant aider le psychologue superviseur à choisir les pratiques exemplaires susceptibles de favoriser une supervision efficace. Les deux objectifs de la revue sont discutés à la lumière des données empiriques disponibles sur la définition de la supervision, l'établissement d'un contrat de supervision, l'évaluation, les modèles théoriques, les interventions de supervision les plus efficaces, les enjeux interpersonnels de la supervision et le cas particulier de la supervision par les pairs. La supervision est systématiquement identifiée comme un facteur positif dans la formation et un agent facilitant le développement professionnel des supervisés. Les questions liées aux façons d'optimiser l'efficacité de la supervision, en matière d'interventions, d'aspects normatifs et d'évaluation, demeurent peu étudiées et devront faire l'objet de recherches futures.

Where’s the science? Introduction to a special issue of Canadian Psychology on science in psychology.

“…Clinical supervisors can play a crucial role in transmitting the attitudes and values associated with EBP, demonstrating how these services can be implemented and encouraging the development of competencies in the services. However, as noted by Belleville and Viau-Quesnel (2014, pp. 216–226), there is a dearth of research on how one can be an effective supervisor and, indeed, on whether “good” supervision has discernible effects on either trainee skill development or the outcome of clinical services.…”

“…Collectively, the articles included in this issue provide important information and perspectives on the evolving relationship between science and practice. More specifically, the authors of articles in this special issue of Canadian Psychology on science in psychology propose several solutions to the science-practice gap (see also Lilienfeld, Ritschel, Lynn, Cautin, & Latzman, 2013, for insightful recommendations), including the dissemination of research findings through review papers (Hunsley et al, 2014), the development of high-quality practice guidelines (Stamoulos et al, 2014), the use of progress-tracking measures in clinical practice (Ionita & Fitzpatrick, 2014), the creation of research-practice networks (Tasca et al, 2014), the development of evidence-based supervision in which the supervisor models the use of science in practice (Belleville & Viau-Quesnel, 2014), and the dissemination of science to the public (Bousfield et al, 2014). Although they are not necessarily new, each of these suggestions has tremendous merit.…”

Psychology’s Gordian Knot: Problems of identity and relevance.

“…These skills can largely be acquired from supervisors who model evidence-based ideology and practice (Babione, 2010; Collins et al, 2007). There is a need to develop evidence-based supervision (Belleville & Viau-Quesnel, 2014) and some preliminary efforts to do so are being explored (Holt et al, 2015). Several authors have also outlined recommendations for how to teach EBPP and a few programs have implemented evidence-based practice frameworks and content to enhance graduate training in psychology (e.g., Bearman et al, 2015; Collins et al, 2007; Hershenberg et al, 2012; Hunsley, 2007b; Leffler et al, 2013).…”

Setting the stage for an evidence-based model of psychotherapy supervisor development in clinical psychology.

“…A second challenge in this area of research is that psychotherapy supervisor development models are largely untested and not grounded in the empirical literature (Barker & Hunsley, 2013; Belleville & Viau-Quesnel, 2014). Moreover, most empirical investigations of psychotherapy supervisor development remain atheoretical and lack conceptual-methodological rigour (Barker & Hunsley, 2013; Goodyear & Bernard, 1998; Hoffman, 1994; Watkins, 2012b).…”

“…In Canada and in the United States, psychotherapy supervision has been defined as a core professional competency within mental health professions, and more specifically in clinical and counselling psychology (Canadian Psychological Association, 2002; Falender et al, 2004). However, how supervisors develop competencies in psychotherapy supervision remains an understudied area (Barker & Hunsley, 2013; Belleville & Viau-Quesnel, 2014; Watkins, 2012b). Given that (a) psychotherapy supervisors do not spontaneously acquire skills necessary for supervising effectively (Hoffman, 1994), (b) experience alone does not adequately prepare one to become a psychotherapy supervisor (Worthington, 2006), and (c) the development of specific competencies are necessary for the ethical and professional practice of psychotherapy supervision (Watkins, 2012b), it is crucial that we increase our understanding of “what makes for the effective teaching of effective supervision” (Hunsley & Barker, 2011, p. 144).…”