The Developmental Process of Clinical Supervisors in Training: An Investigation of the Supervisor Complexity Model

Abstract

The authors investigated C. E. Watkins's (1994) supervisor complexity model (SCM). The Psychotherapy Supervisor Development Scale (PSDS; C. E. Watkins, L. J. Schneider, J. Haynes, & R. Nieberding, 1995) was used to ascertain development over a 15‐week supervision practicum for 12 doctoral students and to compare their development with 7 doctoral students who had not yet begun their practicums. A set of retrospective interview questions produced responses that were used to investigate the viability of the 4 proposed discrete developmental stages in the SCM. The PSDS findings are congruent with theory. The retrospective interview findings, although interesting, are less definitive. Recommendations for research and training are presented.

Measuring the Effectiveness of a Genetic Counseling Supervision Training Conference

“…One previous study in counseling psychology found that doctoral students in a supervision practicum that included both didactic and experiential components had higher PSDS scores in the middle of and at the end of this training (Baker et al 2002). Further, they suggested that the PSDS is a reliable tool for measuring the impact of supervision training modalities on supervisor development.…”

Evaluation of a youth agency's supervision practices: A mixed-method approach

“…Specifically, training that combines both didactic and experiential components and where the practical training involves the supervision of supervision appears to generate a more significant impact on the supervisor's professional development and practice (Baker, Exum, & Tyler, 2002;Borders, 1996;Gosselin et al, in press;Haley, 2002;Lyon, Heppler, Leavitt, & Fisher, 2008;McMahon & Simons, 2004;Vidlak, 2002). Second, it appears that the key number of training experiences, that is the minimum amount of training that is necessary to produce any discernible change in professional practice, averages between two to three consecutive training opportunities.…”

Supervision by Doctoral Students: A Study of Supervisee Satisfaction and Self-Efficacy, and Comparison with Faculty Supervision Outcomes

“…Furthermore, a future study that included supervisee/supervisor interviews and focus groups would complement and provide more insight into the findings reported in the current study. A future comparative study could investigate perceived self-efficacy of doctoral student supervisors and their supervisees, taking into consideration the developmental levels of both the supervisor trainee and supervisee trainee (Baker et al, 2002;Watkins, 1993). Future research could study the supervisory styles of doctoral student supervisors as they move through their development as supervisors.…”

“…In addition, although the supervision of master's students by doctoral students is customary in counseling programs that offer doctoral degrees, there is scant research pertaining to the supervision practices of doctoral students such as the level of satisfaction and perceived self-efficacy of their supervisees. Baker, Exum, and Tyler (2002) compared 12 doctoral students' development as supervisors over a 15-week practicum with 7 other doctoral students who had not yet begun their practicum. Using responses to interview questions, Baker and colleagues examined the viability of the four proposed developmental stages of the Watkins (1993) Supervisor Complexity Model (SCM).…”