Psychology Supervisors' Training, Experiences, Supervisory Evaluation and Self-Rated Competence

Abstract

Training in supervision, familiarity with the supervisory literature, and experiences as supervisors were surveyed in 62 supervisors at clinical psychology internships. Supervisors had received or obtained relatively little training in supervision, had read relatively little about supervision, and had limited supervisory experience. Supervisors' appraisals of both their own supervisory and evaluation skills and the skills of other supervisors are presented. Estimates about the incidence of various problems within supervision, including distress and impairment in interns, are also provided.The authors discuss a range of concerns regarding the establishment of standards for more extensive training in supervision for psychologists, including ethical issues, the need for additional and more substantive research in supervision, and the potential expansion of supervisors' roles. The development of guidelines for training and supervising supervisors is recommended. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678.

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development

“…The training that is recommended includes didactic and practicum experiences, although, typically, practicum experiences are offered less often (Hillman et al 1998). Some even indicate that providing supervision services without training is an indication that one is practicing outside their area of competence and is thus unethical (Blair and Peake 1995;Borders et al 1991;Borders and Cashwell 1992;Carroll 1996;Harrar et al 1990;Robiner et al 1997).…”

“…Hillman et al (1998), Rodenhauser (1995), Klein (1993), Ellis and Douce (1994), and Minnes (1987) state there is a paradox in counseling supervision training, namely, while the supervisory role is considered important, training in how to be a supervisor is very limited. While training in supervision for doctoral students in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs may be required and be recommended for other programs (Borders et al 1991;Dye and Borders 1990), many professionals providing counseling services report no training in supervision (Johnson and Stewart 2000;Robiner et al 1997). The historical idea that preparation as a counselor is an adequate preparation for supervisory functioning may limit the requirement or perceived value of supervisory training in many programs (Baranchok and Kunkel 1990).…”

“…Often the transition from counselor to supervisor has taken place without the benefit of training and supervision specific to supervisory skills (Baranchok and Kunkel 1990;Davies 1997;Johnson and Stewart 2000;Materna 1993;Robiner et al 1997;Styczynski 1980). The fact that little supervisory training is provided to some counseling professionals is puzzling given that supervision is an integral part of ensuring competent counseling services, and counseling professionals spend a large amount of time providing supervision services (Baranchok and Kunkel 1990;Styczynski 1980).…”

Assessing and predicting supervisors' evaluations of psychotherapists – an empirical study

“…Presumably, interindividual differences between different supervisors, and in the patterns of interaction of supervisors and SEs may have contributed to such weak effects. As studies by Robiner, Saltzman, Hoberman and Schirvar (1997) and Stevens, Goodyear and Robertson (1997) have shown, styles of supervision and evaluation can easily be modified by a training program for supervisors. However, we found some evidence that -in contrast to an initial holistic impressionsupervisors' evaluations were based on specific and selective comparisons and conclusions.…”

Verhaltenstherapeutische Weiterbildung in Deutschland: Bilanz und Ausblick

“…Eine längerfri-stige Supervisionstätigkeit stellt auch nicht unbedingt ein geeignetes Qualitätskriterium dar, denn erfahrene Supervisoren unterscheiden sich nach amerikanischen Studien von unerfahrenen im wesentlichen nur darin, daß sie ihre professionelle Rolle besser ausfüllen können [Marikis et al, 1985;Worthington, 1984;1987;Überblick bei Frank, 1998]. Nach Befunden einer Studie von Robiner et al [1997] Schön et al, [1998;siehe auch Bruch und Hoffmann, 1996;Laireiter und Elke, 1994;Lieb, 1998a,b;Döring-Seipel et al, 1995]. Lassen sich nur über unangenehme persönliche Erfahrungen wesentliche neue Einsichten sammeln, oder ist dies auch bei positiven der Fall?…”