Predicting Supervision Outcomes: What is Different about Psychological Assessment Supervision?

Abstract

Objective: Psychological assessment is a key activity for psychologists and a foundational element of psychology training, and psychological assessment supervision differs from psychotherapy supervision. The present study investigated factors that promote effectiveness in psychological assessment supervision. Method: Participants were 47 assessment practica students at a clinical psychology doctoral program in the USA, their supervisors, and faculty evaluators of the Clinical Qualifying Exam-Assessment (CQE-A), which was the student competency outcome measure. Students were grouped by CQE-A performance: pass (n = 15), remediate (n = 23), and fail (n = 9). Results: Successful students performed better on tasks that required them to integrate complex client information, reported more supplemental supervision experiences, such as in group or provided by unlicensed advanced trainees, and indicated that supplemental experiences were associated with greater confidence. Successful students were rated as more able to manage anxiety during the CQE-A and to use practicum supervision effectively. Students who failed reported greater focus in supervision on basic skills, and demonstrated inaccuracy in skills self-assessment. Student satisfaction was positively correlated with regular monitoring, ongoing feedback, clear goals and expectations, clear evaluation criteria, an initial baseline skills assessment, regular meetings, and supervisors staying updated. Conclusions: Linking skills assessment, goal setting, and evaluation are important for successful student outcomes. A developmental approach may aid in customizing supervision. Tools, such as supervision agreements and training to orient students to the process of assessment supervision, may impact student ability to use supervision effectively. Group and supplemental supervisors can aid in monitoring students and fine tuning skill development.

Avaliação psicológica online: considerações a partir da pandemia do novo coronavírus (COVID-19) para a prática e o ensino no contexto a distância

“…As competências clínicas da AP, similares à psicoterapia, envolvem técnicas de entrevista, conhecimento de princípios e padrões éticos, competências multiculturais, habilidades diagnósticas e habilidades interpessoais. Há ainda competências específicas à área da AP, tais como conhecimentos psicométricos, seleção de instrumentos, administração e levantamento de testes, interpretação e integração de achados, desenvolvimento de indicações terapêuticas, escrita de documentos e habilidades de devolução (Vannucci, Whiteside, Saigal, Nichols, & Hileman, 2017).…”

“…Atualmente, ainda existem poucos estudos voltados à eficácia da supervisão em AP presencial (Vannucci et al, 2017), sendo mais comuns estudos e diretrizes sobre supervisão e treinamento em psicoterapia ou atendimento psicológico em saúde (APA, 2014). A isso se soma a necessidade de verificação das práticas de supervisão de AP online, visando compreender quais estratégias são mais efetivas na transmissão de conhecimento prático aos alunos, que possivelmente não se dão da mesma forma nos contextos presenciais e online.…”

Psikolojik Danışman Adaylarının Süpervizyon Deneyimlerine İlişkin Değerlendirmeleri: Bir Karma Yöntem Çalışması

“…Aday psikolojik danışmanların süreçteki yaşantılarının ele alınması, sürecin verimliliği ve süreçten beklentilerinin neler olduğunun ortaya konması, süpervizyon sürecinin etkililiğini ve ilgili değişkenlerin ne olduğunu tespit etmeye dönük bir veri sağlamaktadır (Atik, 2017). Alanyazında psikolojik danışman eğitimindeki süpervizyon sürecine yönelik çalışmalar son yıllarda hem yurt içi hem de yurt dışı araştırmalarda sıklıkla konu edilmektedir (Aladağ ve Bektaş, 2009;Amanvermez, Zeren, Erus ve Buyruk-Genç, 2020;Atik, Çelik, Güç ve Tutal, 2016;Bernard ve Goodyear, 2009;Erbaş, Koç ve Esen, 2020;Eryılmaz ve Mutlu, 2018;İlhan, Sarıkaya ve Yöntem, 2018;Kalkan ve Can, 2019;McKinley, 2019;Meydan, 2015;Meydan ve Koçyiğit-Özyiğit, 2016;Vannucci, Whiteside, Saigal, Nichols ve Hileman, 2017). Örneğin psikolojik danışman adaylarının gelişimsel süpervizyon modeline yönelik görüşlerinin incelendiği bir araştırmada, süpervizyon oturumlarının tüm aşamalarında hem meslekî hem bireysel gelişim düzeylerine çeşitli yönlerden katkı sağladığı sonucuna ulaşılmıştır (Eryılmaz ve Mutlu, 2018).…”

Enhancing profession-wide competencies in supervision and assessment: An evaluation of a peer mentorship approach.

“…However, it is missing important factors related to assessment supervision. For example, to be an effective assessment supervisor, one must have a strong understanding of the psychometric properties and validation processes for tests ( Vannucci et al, 2017). Otherwise, supervisors may have a difficult time teaching their trainees how to properly select, administer, score, and interpret tests.…”

“…Assessment trainees also need guidance on how to integrate results, provide recommendations, write integrated reports, and provide feedback. Vannucci et al (2017) demonstrated the need for these assessment-specific skills when analyzing student and supervisor variables correlated with passing an assessment qualifying exam and student satisfaction with supervision. Regularity of supervisor monitoring and time spent in supervision correlated with passing the qualifying exam.…”