Nature, extent, and importance of what psychotherapy trainees do not disclose to their supervisors.

Ladany, Nicholas; Hill, Clara E.; Corbett, Mel; Nutt, Elizabeth A.

doi:10.1037/0022-0167.43.1.10

Cited by 366 publications

(599 citation statements)

References 53 publications

Supporting

Mentioning

533

Contrasting

Unclassified

Order By: Relevance

“…The systematic search identified 21 measurement instruments related to supervision of which five were not published in scientific journals [50–54], six were published but not as papers to validate the instrument [55–60] and 11 were published as validation studies [61–71]. Additionally, three instruments were found where respondents assessed an external event [18,72,73], and one instrument related to the primary health care field [74].…”

Section: Resultsmentioning

confidence: 99%

Development and validation of the ExPRESS instrument for primary health care providers’ evaluation of external supervision

Schriver

Cubaka

Vedsted

et al. 2018

Global Health Action

View full text Add to dashboard Cite

Background: External supervision of primary health care facilities to monitor and improve services is common in low-income countries. Currently there are no tools to measure the quality of support in external supervision in these countries. Aim: To develop a provider-reported instrument to assess the support delivered through external supervision in Rwanda and other countries. Methods: “External supervision: Provider Evaluation of Supervisor Support” (ExPRESS) was developed in 18 steps, primarily in Rwanda. Content validity was optimised using systematic search for related instruments, interviews, translations, and relevance assessments by international supervision experts as well as local experts in Nigeria, Kenya, Uganda and Rwanda. Construct validity and reliability were examined in two separate field tests, the first using exploratory factor analysis and a test–retest design, the second for confirmatory factor analysis. Results: We included 16 items in section A (‘The most recent experience with an external supervisor’), and 13 items in section B (‘The overall experience with external supervisors’). Item-content validity index was acceptable. In field test I, test–retest had acceptable kappa values and exploratory factor analysis suggested relevant factors in sections A and B used for model hypotheses. In field test II, models were tested by confirmatory factor analysis fitting a 4-factor model for section A, and a 3-factor model for section B. Conclusions: ExPRESS is a promising tool for evaluation of the quality of support of primary health care providers in external supervision of primary health care facilities in resource-constrained settings. ExPRESS may be used as specific feedback to external supervisors to help identify and address gaps in the supervision they provide. Further studies should determine optimal interpretation of scores and the number of respondents needed per supervisor to obtain precise results, as well as test the functionality of section B.

show abstract

Section: Resultsmentioning

confidence: 99%

Development and validation of the ExPRESS instrument for primary health care providers’ evaluation of external supervision

Schriver

Cubaka

Vedsted

et al. 2018

Global Health Action

View full text Add to dashboard Cite

show abstract

Section: Abstract: Therapist Crying Tears Emotional Expressions Sumentioning

confidence: 99%

“…In this way, TCIT may be a likely candidate for non-disclosure in the supervision process. Previous supervision researchers have found that when supervisees hide information from supervisors, the supervisory working alliance is perceived to be weaker (Ladany, Hill, Corbett, & Nutt, 1996).Thus, facilitating disclosure and discussion of TCIT may enhance the supervisory alliance.Finally, although no researchers have focused on supervision or training regarding TCIT in psychology, research has been conducted on crying amongst medical professionals. In a 2009 study of medical trainees, Sung et al (2009) found that the vast majority of medical trainees felt that discussion of physicians' crying was inadequate, and, in a recent study on tears of physicians, Majhail and Warlick (2011) emphasized the importance of supervision and "debriefing" with colleagues with regards to professionals' tears.…”

mentioning

confidence: 99%

When Therapists Cry: Implications for Supervision and Training

Blume-Marcovici

Stolberg

Khademi

et al. 2015

The Clinical Supervisor

View full text Add to dashboard Cite

The majority of psychologists cry in their role as therapists but no research has explored training or supervision in relation to this topic. Psychologists and trainees (N = 686) filled out a survey on therapist crying in therapy. Almost all (96.5%) reported that psychologists should be trained on how to handle their emotions, but only 36.4% reported receiving training on therapist crying. Half of all respondents reported having discussed crying with a supervisor; one third had never discussed their most recent tears with anyone. Suggestions are offered for supervisors in order to manage discussion of TCIT in psychotherapists' training. Keywords: therapist crying, tears, emotional expressions, supervision, training, consultationTCIT: SUPERVISION AND TRAINING 3 When Therapists Cry: Implications for Supervision and TrainingPsychologists cry in therapy. In 1987, Pope, Tabachnick, and Keith-Spiegel published results of a survey on which 57% of their 456 psychotherapist respondents reported that they had cried in the presence of a client. More recently, Blume-Marcovici, Stolberg and Khademi (2013) reported that 72% of psychologists and psychology trainees had cried at least once during a therapy session with a client. Findings from these studies indicate that the majority of psychologists and psychology trainees will experience therapist crying in therapy (hereafter, TCIT) at some point in their career. Indeed, research reports that those therapists who cry in therapy cry in approximately 7% of therapy sessions (Blume-Marcovici et al., 2013). Compared to prior research that has found clients to cry in approximately 21% of therapy sessions (Trezza, Hastrup, & Kim, 1988), these numbers allow us to estimate that therapists cry in therapy approximately one third as often as their clients, though this percentage does not account for intensity or duration of tears.Researchers have found that therapists are most likely to cry when session content focuses on grief, trauma, and termination of therapy (Blume-Marcovici, Stolberg, & Khademi, 2015), and that the most commonly reported emotions the therapist felt when crying in therapy are sadness, emotionally "touched," warmth, and loss (Blume-Marcovici et al., 2015). Although most of the time therapists reported that their tears were focused on the client, in 16% of cases therapists reported that their tears were related to their own (i.e., the therapist's) personal circumstance (Blume-Marcovici et al., 2015). And, although 82% of therapists reported that they believed TCIT helped the client feel that his/her therapist genuinely cared, 69% expressed concern that TCIT would cause the client to feel that the therapist would not be able to handle the client's emotion (Blume-Marcovici et al., 2013). Despite the fact that the majority of TCIT: SUPERVISION AND TRAINING 4 therapists believe TCIT can impact the therapy -in both positive and negative ways -no research exists regarding training, supervision, or consultation on TCIT.Given that the number of behaviors on which a s...

show abstract

“…Ladany, Hill, Corbett and Nutt (1996) examined this issue and found that supervisees not disclosing issues around clinical practice were intra-related to the supervisees' perceptions of the characteristics of supervision, and the scope to which supervision fit their needs, and aided their education and development.…”

Section: Ethical Issuesmentioning

confidence: 99%

“…Internally, we [emphasis added] not the larger system but frontline workers and supervisors, had failed. and other studies regarding the compatibility of administrative and educative functions of supervision (Bogo & McKnight, 2005;Caspi & Reid, 2002;Erera & Lazar, 1994a;Greenspan, Hanfling, Parker, Primm, & Waldfogel, 1994;Hung, Ng, & Fung, 2010;Itzhaky, 2001;Kadushin, 1992;Kadushin, Berger, Gilbert & Aubin, 2009;Ladany, Hill, Corbett & Nutt, 1996). There were also some leitmotifs that continued to flow over and over again in The current situation for child welfare agencies is one of coping with overwhelming budget pressures stemming from soaring caseloads and inadequate resources for addressing the more 3 complex needs of today's child welfare population (Anderson & Gobeil, 2003;Stephenson et al, 2000;Drake & Yadama, 1996;Kinjerski & Herbert, 2000;Regehr et al, 2000;Schmidt, 2000).…”

Section: Case Example In Supervisionmentioning

confidence: 99%

The Compatibility of Administrative and Educative Supervison

Calvert¹

View full text Add to dashboard Cite

Supervision is not a simple construct. Administrative focused supervision is necessary for the development of the organization and to keep an organization running smoothly; the supervisor ensures policies and mandates of the organization are being met.Educational focused supervision is about the development of the supervisee. Many supervisors are tasked with dual role supervision in human service organizations. However, my question is: How compatible are these two functions of supervision and under what provisions should they be practiced. Some writers have argued that these two roles are not mutually beneficial when carried out by the same supervisor. While others have maintained that administrative and educative supervision should be utilized together for the best outcomes. This thesis explores compatibility of practicing administrative and educative supervision together, and will intimately look at the logistics for the practical application of these two functions as a dual role supervisor, through an autoethnographical lens.

show abstract

Nature, extent, and importance of what psychotherapy trainees do not disclose to their supervisors.

Cited by 366 publications

References 53 publications

Development and validation of the ExPRESS instrument for primary health care providers’ evaluation of external supervision

Development and validation of the ExPRESS instrument for primary health care providers’ evaluation of external supervision

When Therapists Cry: Implications for Supervision and Training

The Compatibility of Administrative and Educative Supervison

Contact Info

Product

Resources

About