The Case Presentation Approach in Clinical Supervision

Biggs, Donald A.

doi:10.1002/j.1556-6978.1988.tb00762.x

Cited by 23 publications

(32 citation statements)

References 14 publications

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“…In addition, students may need to be trained in different conceptualization and assessment strategies. Supervisors may need to encourage and model a more complete process of formulating the tentative gender and multicultural hypothesis that are required in clinical work, and then develop treatment plans based on a clear understanding of client gender and cultural roles (Biggs, 1988).…”

Section: Resultsmentioning

confidence: 99%

Gender Biases and Therapists’ Conceptualization of Couple Difficulties

Guanipa¹,

Woolley²

2000

The American Journal of Family Therapy

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Section: Resultsmentioning

confidence: 99%

Gender Biases and Therapists’ Conceptualization of Couple Difficulties

Guanipa¹,

Woolley²

2000

The American Journal of Family Therapy

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“…Case presentations have proved to be an effective mechanism for improving case conceptualization skills. 28 When presented in a conference format, trainees can benefit from the unique perspectives and contributions of each member of the treatment team. Of course, such conferences are possible only when experiential settings are chosen which include service providers from multiple disciplines.…”

Section: Trainee Developmentmentioning

confidence: 99%

Education and training of aged-care providers

Myers¹

1994

Disability and Rehabilitation

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Abstract:Population ageing has become a global concern. As persons age they are likely to experience multiple changes, declines, and losses, resulting in multifaceted needs. Psychosocial needs are varied and diverse, reflecting the extreme heterogeneity of the older population and the frequent co-morbidity of physical and mental problems. Training of care providers to work with older people requires an interdisciplinary focus, with biological, psychological, and social aspects of ageing as integral parts of the curriculum. Models for training of aged care professionals include the integration, separate course, area of concentration, and interdisciplinary approaches. In addition, supervised experiences and training in interpersonal skills are required for all service providers. The applications of training models in gerontological and counselling training are described. Implications for education and training of aged-care providers are discussed. Keywords: careers, elderly, training Article: Introduction As a group, older persons (i.e. those 65 years of age and older) are known to experience the greatest amount and type of disabling conditions and to require proportionately more care services than persons of other ages. For example, older persons account for 36% of total personal health care expenditures, with an average of four times more dollars spent for each person over 65 years than for each person under that age. Older persons average more contact with physicians and account for 34% of all hospital stays and 45% of all days of care in hospitals . 1Among the more than 26 million older Americans, at least 86% experience one or more chronic physical conditions which limit their daily living activities. 2,3 In spite of these conditions, most are functionally independent. However, 23% of older people living in the community have health-related difficulties with one or more personal care and home management activities. While less than 5% of all older persons live in nursing homes, over 80% of such individuals require assistance with daily living activities. 4 Physical illness and disability do not occur in isolation. Rather, biological processes are known to interact with psychological and social factors. Epidemiological studies by mental-health researchers have drawn attention to the interaction between physical and mental-health problems, which leads to substantial co-morbidity among older adults. 5,6 That is, physical problems can lead to mental and emotional disturbance, emotional distress can exacerbate physical symptoms, and the combination of both can lead to significant clinical impairments. If effective services are to be planned and provided for older persons, it is necessary to assess and evaluate the synergistic impact of both physical and mental conditions. 7 No single discipline -psychiatry, medicine, nursing, biology, sociology, counselling, rehabilitation -can claim to provide a comprehensive explanation of older individuals, the multiple determinants of their behaviours, or the multiple treatm...

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“…This model incorporates group supervision provided by collaborating professional supervisors who are jointly responsible for the overall development of trainees and for posilive client change. In addition to skills training and a focus on trainee development, a case presentation approach (Biggs, 1988) within a conjoint group framework has been used to build trainee skills in clinical observalion and to directly involve U~em in assessment and treatment plamiing. To complement the overall treahnenl approach, strategies consistent with a cognitive behavioral approach lo supervision (Kurpius & Morran, 1988) have been incorporated.…”

Section: Conjoint Supervision Modelmentioning

confidence: 99%

“…1982). co-facilitation (Pfeiffer & Jones, 1975), dual-focus (McBride & Marlin, 1986), Ule collaborative team (Sperling et al, 1986) and a case-presentation format (Biggs, 1988). Conjoint supervisors have equal rank.…”

Section: Conjoint Supervision Modelmentioning

confidence: 99%