Problem solving: A model for supervision in professional psychology.

Abstract

Although problem-solving models have been applied to certain aspects of training and practice in professional psychology, their use in supervision has generally been minimal. In this article, a problem-solving model for use in supervision in professional psychology is presented. Literature on problem-solving models, application of such models to psychology and other fields, models of supervision, and supervision in psychology are briefly reviewed. The following processes are included as part of the model: problem identification, generation of alternative solutions, evaluating solutions, decision making, actual performance, and evaluating results. Implementation of the problem-solving model and possible sources of difficulty in carrying out the various processes within the model are discussed. The presented model is viewed as having the advantages of being atheoretical, systematic, and appropriate for use in clinical, counseling, and school psythology.Problem-solving theory has been a high-interest area in psychology for many years. Problem solving has been conceptualized as synonomous with activities ranging from the scientific method (Brown & Ghiselli, 1955) and decision making (Brim, Glass, Lavin, & Goodman, 1962) to psychotherapy (Urban & Ford, 1971) and administration (Eckles, Carmichael, & Sarchet, 1975). In training professionals, the fields of education, medicine, psychology, social work, and engineering have all incorporated problem-solving procedures. In such training, problem solving is typically presented as a strategy or model for handling professional concerns.In preparing psychologists for research, problem solving has often been equated with the scientific method (Brown & Ghiselli, 1955). Kanfer and Phillips (1970) described a behavioral clinician's plan of conduct that is similar to a problem-solving model. Gottman and Leiblum (1974) applied a modified problem-solving approach to conducting psychotherapy, and D' Zurilla and Goldfried (1971) related problem solving and behavior modification. The application of a problem-solving model to school psychology training has been made by Comtois and Clark (1976), Sloves (1978), Burke, Haworth, and Brantley (1980, and Wasik (Note 1). In spite of the previous examples, there has been little conceptualization of the use'of problem solving as it specifically relates to supervising individuals. The purpose of this article is to present a rationale for using problem solving in supervision in professional psychology, to discuss a possible model, and to present some aspects of implementing such a model. Overview of Supervision in Professional PsychologyIn professional psychology, the oldest tradition of supervision is in psychotherapy (Doehrman, 1976;Ekstein & Wallerstein, 1958;Hess, 1980). As such, supervision has historically been most closely aligned with the specialty area of clinical psychology. Individuals who have developed theory and procedures in the area of supervision in-

Interpersonal Problem Solving : A Selective Literature Review to Guide Practice

“…A. Kaufman, 1971;Kratochwill & Bergan, 1990;La Monica, 1982;Margolis & Brannigan, 1987;Miller & Feggestad, 1987;VanGundy, 1988;Wasik & Fishbein, 1982). In addition to having some unique features, these models share some common processeslstepslphases.…”

“…Information regarding method of implementation (key tasks and sequences of procedures), data collection, feedback procedures, number and type of personnel needed, expenses to be incurred, time required for implementation, and interpersonal effects of carrying out the solution are specified for every solution (R. A. Kaufman, 1971;Wasik & Fishbein, 1982). An accurate enumeration of such implementation details assists problem solvers to select a solution during the next phase, that is optimal in terms of impact and feasibility.…”

“…The final phase of the decision-making stage involves: (a) weighing the various alternatives against each other in terms of the positive and negative effects of their consequences (Wasik & Fishbein, 1982), and (b) identifying and selecting the solution to be implemented.…”

A Conceptual Model for the Expansion of Behavioral Consultation Training

“…The process is defined as a joint problemsolving effort between the supervisor and the consultant through which both parties construct goals, reflect on information and actions, and develop action plans (Argyris, Putnam, & McLain Smith, 1985;Wasik & Fishbein, 1982). In this regard, peer supervisors act much like consultants, helping novice consultants to organize their observations and evaluate their actions.…”

Assessing School Psychology Supervisor Characteristics: Questionnaire Development and Findings

“…Supervisors may not receive training in supervisory issues, given that training programs have not consistently included supervisory skills in the curriculum (Fischetti & Crespi, 1999;Ward, 2001). Although promising models of supervision have been offered (e.g., Burke, Haworth, & Brantley, 1980;Wasik & Fishbein, 1982), this has been an ongoing concern in professional psychology, as the development of supervisors as consultants has received limited attention (Brown, Pryzwansky, & Schulte, 1991) that is relevant for school psychology practice. Cowan (2007) pointed out the applicability of the supportive, reciprocal relationship in professional development as discussed by Zins (1996) to supervision processes.…”