Supervision and Peer Supervision in Online Setting: Experiences of Psychological Counselors

Amanvermez, Yağmur; Zeren, Şerife Gonca; Erus, Seher Merve; Genç, Arzu Buyruk

doi:10.14689/ejer.2020.86.12

Cited by 20 publications

(20 citation statements)

References 12 publications

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“…Students often choose online programs for their flexibility, convenience, and/or lack of available programs in their area (Bender & Dykeman, 2016 ). This practicality is also a clear benefit of TS, which makes it easier to create the time and space for supervision (Amanvermez et al, 2020 ; Nelson et al, 2010 ) and provides access to high quality supervision options (Inman et al, 2019 ). The technology for easily sharing digital files is another added benefit, which can streamline synchronous viewing of recorded therapy sessions (Nelson et al, 2010 ).…”

Section: Research On Telesupervisionmentioning

confidence: 99%

“…The nature of video platforms can make it difficult to fully read social cues and understand feedback (Tarlow et al, 2020 ), which can make assessing clinical skills and implementing feedback challenging (Reicherzer et al, 2012; Inman et al, 2019 ). Supervisees shared that slow or dropped internet connections were frustrating, and it was easier to be distracted during TS than in-person supervision (Amanvermez et al, 2020 ). Technological issues may require more time to build supervisor-supervisee rapport (Deane et al, 2015 ).…”

Section: Research On Telesupervisionmentioning

confidence: 99%

“…This involves encouraging supervisees to share experiences and interact with one another, as well as reaching out to supervisees who are experiencing challenges (Chapman et al, 2011 ; Clark & Haddock, 2015 ). To address challenges reading non-verbal cues, telesupervisors should encourage the use of verbal descriptions of in-the-moment emotional experiences, attend to verbal cues, provide clear feedback, and check-in with supervisees to ensure accurate understanding of what is communicated (Amanvermez et al, 2020 ; Clark & Haddock, 2015 ). Formal case presentations during group TS can also create opportunities for effective group communication to promote supervisee development (Perry, 2012 ).…”

Section: Research On Telesupervisionmentioning

confidence: 99%

“…Addressing technological problems is essential to successful TS beyond contributing to the supervisory relationship (Amanvermez et al, 2020 ). Due to potential for technological failings, alternative plans should be made in advance to prepare for lapses in the availability of tools.…”

Section: Research On Telesupervisionmentioning

confidence: 99%

“…Due to potential for technological failings, alternative plans should be made in advance to prepare for lapses in the availability of tools. Both supervisors and supervisees need to have training and resources available to ensure their ability and comfortability with the online setting (Amanvermez et al, 2020 ). The importance of adequate technology resources and support is also believed to be central to the success of distance-based programs overall (Snow et al, 2018 ).…”

Section: Research On Telesupervisionmentioning

confidence: 99%

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Intentionality in Academic Telesupervision: A Phenomenological Study of Faculty Telesupervisors’ Experiences

et al. 2021

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In response to the COVID-19 pandemic and a widespread shift to telehealth, there is an increased need to understand how we can best provide Telesupervision (TS). To help address the limited research on TS in the Marriage and family therapy (MFT) field, the present study seeks to describe the experiences of faculty telesupervisors who have provided TS as part of an online COAMFTE Accredited MFT master’s program since 2012 (telesupervision was provided before accreditation since 2005). Eighteen participants completed individual interviews or focus groups, which were analyzed using descriptive phenomenological procedures. Our results describe the essential structure of faculty supervisors’ experiences providing TS. Core themes include: general experiences with TS as a modality, online university-specific experiences with TS as a modality, a systemic lens is intentionally applied, diversity, equity, and inclusion (DEI) are intentionally addressed, and clinical competencies and ethics are intentionally addressed. A discussion of the essential experiences of faculty TS along with implications for clinical training and future research are reviewed.

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Section: Research On Telesupervisionmentioning

confidence: 99%

Section: Research On Telesupervisionmentioning

confidence: 99%

Section: Research On Telesupervisionmentioning

confidence: 99%

Section: Research On Telesupervisionmentioning

confidence: 99%

Section: Research On Telesupervisionmentioning

confidence: 99%

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Intentionality in Academic Telesupervision: A Phenomenological Study of Faculty Telesupervisors’ Experiences

et al. 2021

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Design and Evaluation of Peer Supervision for Community Mental Health Workers: A Task-Shifting Strategy in Low-Resource Settings

Pallikkuth,

Manoj Kumar,

Dictus

et al. 2023

Community Ment Health J

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The use of Lay Mental Health Workers (LMHWs) to tackle the treatment gap in low-resource settings is well established, and although they often receive training, the potential of proper supervision to improve outcomes remains untapped. Indeed, given the strain on expert resources, peer-supervision models based on supervisors’ seniority of work experience have significant potential especially in relation to community knowledge and embedding of LMHWs. This study summarizes the evaluation of a pilot program for peer supervision on the basis of Social Cognitive Theories of Self-Efficacy for LMHWs in Kerala, India. Two experienced LMHWs worked as supervisors for a total of 12 LMHWs over the course of a year. These participants were subsequently interviewed to analyze their experiences in order to evaluate the potential of peer supervision and distil relevant information to improve future training of LMHWs. The findings include improved performance and emotional support for the participants.

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Professional training and supervision after graduation: Is it worthwhile?

Doorn¹,

Barber²

2023

Becoming Better Psychotherapists: Advancing Training and Supervision.

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I n the early stages of becoming a therapist, psychotherapy training and clinical supervision are deemed crucial Sharkin & Plageman, 2003). However, the development of psychotherapists does not end when therapists complete their graduate training or when they gain licensure. The great majority of clinical practice will actually take place after licensure. After a graduate training of 2 to 6 years, it is not atypical for therapists to see clients until they retire 40 to 70 years later. Arguably, professional development begins in graduate training, but being a competent therapist is a lifelong learning experience .The primary goals of this chapter are (a) to provide an overview of empirical research on the effect of professional training and supervision of experienced therapists and (b) to offer suggestions for clinical and research questions that should be examined in the future. In terms of the scope of the review, we consider all types of professional development endeavors that licensed therapists might engage in, including in-person training, such as conferences and workshops as well as supervision and personal therapy. Following the pandemic, research on online formats of professional training and supervision has gained a greater momentum and thus is included in this chapter. Notably, the research on deliberate practice is also relevant to the training of licensed

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Supervision and Peer Supervision in Online Setting: Experiences of Psychological Counselors

Cited by 20 publications

References 12 publications

Intentionality in Academic Telesupervision: A Phenomenological Study of Faculty Telesupervisors’ Experiences

Intentionality in Academic Telesupervision: A Phenomenological Study of Faculty Telesupervisors’ Experiences

Design and Evaluation of Peer Supervision for Community Mental Health Workers: A Task-Shifting Strategy in Low-Resource Settings

Professional training and supervision after graduation: Is it worthwhile?

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