Live supervision in the same room

Evans, Dave

doi:10.1080/02615478711220131

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…Clinical supervision is Ban intervention provided by a more senior member of a profession to a more junior colleague or colleagues who typically (but not always) are member of the same profession^ (Bernard and Goodyear 2013, p. 9). Similar to many health professions (e.g., American Psychological Association 2015 ;Borders 2006;Evans 1987;Haggman-Laitila et al 2007;Shulman 2005;Stoltenberg and McNeill 2010) clinical supervision in genetic counseling serves four essential purposes: (1) promoting the professional development of supervisees, (2) guaranteeing a high standard of patient care, 3) socializing individuals into the profession; and (4) enabling clinical supervisors to serve as gate-keepers for the field (Bernard and Goodyear 2013). Additionally, genetic counseling supervision increases recognition and resolution of ethical issues, helps students identify areas of strengths and weakness, and contributes to their overall professional development (Weil 2000).…”

Section: Introductionmentioning

confidence: 99%

Genetic Counseling Supervisors’ Self‐Efficacy for Select Clinical Supervision Competencies

Finley

Veach

MacFarlane

et al. 2015

Journal of Genetic Counseling

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Supervision is a primary instructional vehicle for genetic counseling student clinical training. Approximately two-thirds of genetic counselors report teaching and education roles, which include supervisory roles. Recently, Eubanks Higgins and colleagues published the first comprehensive list of empirically-derived genetic counseling supervisor competencies. Studies have yet to evaluate whether supervisors possess these competencies and whether their competencies differ as a function of experience. This study investigated three research questions: (1) What are genetic counselor supervisors' perceptions of their capabilities (self-efficacy) for a select group of supervisor competencies?, (2) Are there differences in self-efficacy as a function of their supervision experience or their genetic counseling experience, and 3) What training methods do they use and prefer to develop supervision skills? One-hundred thirty-one genetic counselor supervisors completed an anonymous online survey assessing demographics, self-efficacy (self-perceived capability) for 12 goal setting and 16 feedback competencies (Scale: 0-100), competencies that are personally challenging, and supervision training experiences and preferences (open-ended). A MANOVA revealed significant positive effects of supervision experience but not genetic counseling experience on participants' self-efficacy. Although mean self-efficacy ratings were high (>83.7), participant comments revealed several challenging competencies (e.g., incorporating student's report of feedback from previous supervisors into goal setting, and providing feedback about student behavior rather than personal traits). Commonly preferred supervision training methods included consultation with colleagues, peer discussion, and workshops/seminars.

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Section: Introductionmentioning

confidence: 99%

Genetic Counseling Supervisors’ Self‐Efficacy for Select Clinical Supervision Competencies

Finley

Veach

MacFarlane

et al. 2015

Journal of Genetic Counseling

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“…However, no commentators have noted that teamwork per se might add to the stresses of family therapy. Trainee and beginning therapists state that the use of live observation is stressful (Evans, 1987;Loewenstein and Reder, 1982) and other professions have also acknowledged this problem.…”

Section: Introductionmentioning

confidence: 99%

Stress and coping in the practice of family therapy: a British survey

Street

Rivett²

1996

Journal of Family Therapy

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A sample of 171 members of the Association for Family Therapy (UK) was surveyed and data obtained on their general level of experienced stress, the sources and levels of experienced stresses they encountered in their practica, and the professional and private coping strategies they used to mitigate the effects of these stressors. The results indicate that stress can be experienced in all practice contexts, with important factors in its overall configuration being personal/professionaI worth and agency expectation. Family therapists appear to prefer coping strategies of a more social nature and there is an ambivalent attitude towards 'therapy for therapists'.

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“…The arguments against this form of assessment have been presented elsewhere; in analogy (Doel, 1987), in parody (Shardlow, 1989) and more seriously (Shardlow and Doel, 1991). Baird (1991) reports one instance of a student fabricating accounts of interviews that never took place, whilst Evans (1987) reports a very much better performance by a student when directly observed in work with a client than that predicted by the practice teacher based upon student self-report and discussion in teaching sessions. Attempts have been made to argue for student selfreport in a refined form through the viva voce (Millard, 1972;Millard, 1978;Badger, 1991).…”

Section: Steven Shardlow and Mark Doelmentioning

confidence: 95%