Self-Report in Supervision

Noelle, Monique

doi:10.1300/j001v21n01_10

Cited by 16 publications

(14 citation statements)

References 9 publications

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“…Supervisee self-report is the most frequently used source of data on supervisee performance and client/patient progress (e.g., Goodyear & Nelson, 1997;Noelle, 2003;Scott, Pachana, & Sofronoff, 2011). The accuracy of those re ports, however, is constrained by human memory and in formation processing as well as by supervisees' self-pro tective distortion and biases, (Haggerty & Hilsenroth, 2011;Ladany, Hill, Corbett, & Nutt, 1996;Pope, Sonne, & Green, 2006;Yourman & Farber, 1996) that result in their not disclosing errors, resulting in the loss of potentially important clinical data.…”

Section: G U Id E Lin E 2 : a M A Jo R S U P E Rv Is O Ry Re S P O N mentioning

confidence: 99%

Guidelines for clinical supervision in health service psychology.

Goodyear¹

2015

American Psychologist

211

161

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This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convened by the American Psychological Association (APA) Board of Educational Affairs (BEA).

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Section: G U Id E Lin E 2 : a M A Jo R S U P E Rv Is O Ry Re S P O N mentioning

confidence: 99%

Guidelines for clinical supervision in health service psychology.

Goodyear¹

2015

American Psychologist

211

161

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“…Recall that the supervision experts judged 35 of the 37 supervision descriptors as undeniably inadequate supervision. Second, an essential component of effective supervision is observing the supervisee's in-session work (e.g., Bernard & Goodyear, 2014;Huhra, Yamokoski-Maynhart, & Prieto, 2008;Noelle, 2002)-failure to do so is also a legal liability concern. We included these two supervision descriptors for mainly two reasons.…”

Section: Reconceptualizing the Framework And Selecting De Facto Supermentioning

confidence: 99%

“…Because the current literature and guidelines lack clear explication of adequate and inadequate supervision, the construct definition and taxonomy delineated here are open to debate. Nevertheless, we included this criterion in the definition of minimally adequate supervision, the taxonomy of DFIS descriptors, and construct definition for inadequate supervision because many believe that it is vital for the supervisee's competence and professional development (e.g., AAMFT, 2003AAMFT, , 2007Bernard & Goodyear, 2014;Falender & Shafranske, 2004;Huhra et al, 2008;Noelle, 2002). Nevertheless, we included this criterion in the definition of minimally adequate supervision, the taxonomy of DFIS descriptors, and construct definition for inadequate supervision because many believe that it is vital for the supervisee's competence and professional development (e.g., AAMFT, 2003AAMFT, , 2007Bernard & Goodyear, 2014;Falender & Shafranske, 2004;Huhra et al, 2008;Noelle, 2002).…”

Section: Practical Implications and Future Directionsmentioning

confidence: 99%

Inadequate and Harmful Clinical Supervision

Ellis

Berger

Hanus

et al. 2013

The Counseling Psychologist

167

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Two studies were conducted to revise and empirically test Ellis's framework for inadequate and harmful supervision, and to determine the occurrence of inadequate and harmful clinical supervision from the supervisees' perspective. For Study 1, we delineated 10 criteria for minimally adequate clinical supervision and defined inadequate and harmful supervision by differentiating self-identified and de facto supervision for each. Ratings from 34 supervision experts were used to generate a taxonomy of 16 de facto inadequate and 21 de facto harmful supervision descriptors. Because harmful supervision was distinct from, yet subsumed by, inadequate supervision, we revised the taxonomy and definitions accordingly. In Study 2, the occurrence of inadequate and harmful supervision was assessed for 363 supervisees; 93.0% were currently receiving inadequate supervision and 35.3% were currently receiving harmful supervision. Over half of the supervisees had received harmful clinical supervision at some point. Implications for research, training, and practice are discussed.

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“…To inform this learning process and meet service user needs, supervisors and providers have relied on provider self-report and progress notes (Accurso et al, 2011). The discussion of provider self-report and progress notes have potential strengths for understanding the clinical encounter, but also introduce potential obfuscation of key information given the nature of the supervisory relationship (Noelle, 2003). Opportunities for external practice review and feedback may provide insights into areas for improvement and share the substantial responsibility for practice quality with others.…”

Section: Discussionmentioning

confidence: 99%

The Availability of Supervision in Routine Mental Health Care

Choy-Brown

Stanhope

2018

Clin Soc Work J

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Clinical supervision is an embedded resource for practice quality in community mental health organizations. Supervision has been found to increase provider competence and decrease stress. In addition, supervision has been associated with service user outcomes including decreased depressive symptoms. However, little is known about the availability and nature of supervision in real world settings. The primary aims of this study were to identify available supervision and the extent to which contextual factors are related to that availability. The data source for this study was a multi-state and multi-site (N=14) NIMH-funded trial survey of providers (N=273). Supervision was measured by hours per week (quantity) and by utilization of best practice activities (content). Univariate, chi-square, independent samples t-tests, and ANOVA analyses were used to assess supervision content and quantity and to examine subgroup differences. Participants reported an average of 2.17 hours of supervision per week and 28.6% of participants endorsed best practice content. Supervision quantity varied significantly across sites (p<.05) and program type (p<.05) while content did not. Individual role within the organization had a significant relationship with reported supervision content (p<.001). In these settings, organizations are exercising discretion in how to utilize supervision within the available time. Supervision time also varied by program type, increasing with the intensity of services. Findings demonstrate that reports of availability vary according to position within the organization and the intensity of services within a given program type. Implications for workforce development, access to quality services, and implementation of evidence-based practices are discussed.

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Self-Report in Supervision

Cited by 16 publications

References 9 publications

Guidelines for clinical supervision in health service psychology.

Guidelines for clinical supervision in health service psychology.

Inadequate and Harmful Clinical Supervision

The Availability of Supervision in Routine Mental Health Care

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