Supervision in rehabilitation psychology: Application of Beatrice Wright’s value-laden beliefs and principles.

Abstract

Clinical supervision is of critical importance for training subsequent generations of psychologists. Specialty training in rehabilitation psychology requires exposure to specific knowledge, skills, and attitudes related to disability and specialized supervision and mentorship. In the literature to date, minimal guidance exists regarding supervision training and methods specifically for rehabilitation psychologists. This article aims to provoke discussion regarding supervision practice and dissemination of the values fundamental to our specialty. The foundational wisdom of Dr. Beatrice Wright (1983) is applied for the purposes of this endeavor. Examples of clinical supervision scenarios are presented as teaching vignettes to demonstrate ways in which supervisors and mentors can incorporate this content, promote discussion, and apply it to real-world practice.

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

“…Nearly three‐quarters of counselling psychology students had completed a course in clinical supervision; however, less than half of clinical psychology students have such academic background and strikingly, 61% of respondents reported no coursework on clinical supervision (Lyon, Heppler, Leavitt, & Fisher, ). However, increasingly, subspecialties (e.g., neuropsychology: Shultz, Pedersen, Roper, & Rey‐Casserly, ; rehabilitation: Tackett, Nash, Stucky, & Nierenberg, ) and specific populations (e.g., Leppma et al, 2016) desire increased supervision training and competency frames and rue the lack of specific training.…”

Developing an integrative level–dimensional taxonomy model for rehabilitation psychology research and practice.

“…An integrative level–dimensional taxonomy approach allows a clearer, more complete and organized way to bring together all aspects of the many interacting variables which influence all behavior and experience. Treatment planning and execution can be made specific to the unique presenting dimensional aspects of each individual, rather than from a generalized categorical perspective (Tackett, Nash, Stucky, & Nierenberg, 2016).…”

The foundational principles as psychological lodestars: Theoretical inspiration and empirical direction in rehabilitation psychology.

“…Two articles explore the role of the Foundational Principles in education and training. Tackett, Nash, Stucky, and Nierenberg (2016) describe how the Principles can guide clinical supervision in rehabilitation psychology. They emphasize the importance of values clarification-on the basis of the Principle of Human Dignity-and that rehabilitation psychologists need to explicitly incorporate foundational principles into the process and content of supervision.…”