The Importance of Competency-based Clinical Supervision and Training in the Twenty-first Century: Why Bother?

Falender, Carol A.; Shafranske, Edward P.

doi:10.1007/s10879-011-9198-9

Cited by 88 publications

(70 citation statements)

References 51 publications

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“…We indeed have witnessed, as Falender and Shafranske (2012) have put it, a sea change in psychotherapy supervision; supervision as we know it has been and is being transformed. The competency-based culture has solidly taken hold, the evidence-based culture is getting there, and accountability rules the day.…”

Section: Resultsmentioning

confidence: 96%

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Watkins

2011

J Contemp Psychother

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Psychotherapy supervision has increasingly become or is on the fast track to becoming competencybased, evidence-based, particularized, and accountable. In this paper, I explore how that appears to be so by: (1) briefly considering the concepts of ''competencies'' and ''evidencebased practice'' as preeminent guides for psychotherapy supervision practice and training; and (2) briefly reviewing the current status, pressing needs, and future possibilities of psychoanalytic, cognitive-behavioral, humanistic-existential, and integrative psychotherapy supervision. Based on my examination, the following conclusions are proposed:(1) the supervision relationship, individualization, developmental differentiation, and self-reflection (for supervisee and supervisor) appear to be crucial cornerstones for the conceptualization and actuation of supervision process and practice across psychotherapy-based supervision approaches; (2) all indications suggest that three emphasescompetency-based supervision, evidence-based practice, and accountability-will continue to substantially influence, affect, and inform psychotherapy supervision practice for its near and distant future; (3) psychotherapy-based supervision approaches will need to be and indeed appear to now be in the process of becoming increasingly particularized in how each of their respective approach-specific competencies are defined and explicated; and (4) psychotherapy supervision has come to be increasingly viewed as an educational process and practice that is best facilitated by: (a) a rich and enriching supervision training environment that vigorously addresses and attempts to meaningfully integrate declarative, procedural, and reflective knowledge bases throughout the supervisory endeavor; and (b) the considered and deliberate utilization of facilitative technology that has the potential to substantially enhance and expand the value of the supervisee's training/supervision experiences. Some discussion is provided about those four conclusions, and a retrofitted psychotherapy supervision for the new millennium is considered.Keywords Psychotherapy supervision Á Competencybased supervision Á Evidence-based supervision Á Psychotherapy-based supervision approaches Á Clinical supervision From my perspective, psychotherapy supervision is an educative process by which and through which we as supervisors strive to embrace, empower, and emancipate the therapeutic potential of the supervisees with whom we have the privilege to work. Ideally, it is a passionate and impassioned learning process that is infused with and punctuated by faith, hope, awe and wonder about the possibilities of being and becoming a psychotherapist. As supervisors, we adopt a host of varied roles over time in our efforts to best help each supervisee (e.g., spiritual liberator, possibility purveyor, motivational coach). Our objective is to provide the rich and nourishing soil within which supervisee identity can take form, treatment skills can be developed, and independence can be actuated. At our core, we b...

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Section: Resultsmentioning

confidence: 96%

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Watkins

2011

J Contemp Psychother

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“…With the recent recognition of clinical supervision as a distinct professional practice Fouad et al, 2009) comes the necessity for determining competencies of supervisors and supervisees, what comprises effective supervision, and further, to identify the mechanisms to achieve these. We take up each of these issues from a competency-based approach to supervision oriented to the articulation of best practices drawing upon theory and the empirical literature.All supervision models aim to enhance competence; however, competency-based supervision (Falender & Shafranske, 2004, 2012a offers an explicit, meta-theoretical approach to the assessment and development of competence. This approach identifies the specific knowledge, skills, attitudes, and values that form foundational and advanced…”

mentioning

confidence: 99%

“…All supervision models aim to enhance competence; however, competency-based supervision (Falender & Shafranske, 2004, 2012a offers an explicit, meta-theoretical approach to the assessment and development of competence. This approach identifies the specific knowledge, skills, attitudes, and values that form foundational and advanced professional competencies in measurable terms (Falender & Shafranske, 2007).…”

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confidence: 99%

Competent clinical supervision: Emerging effective practices

Falender

Shafranske

Ofek

2014

Counselling Psychology Quarterly

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With the recognition that clinical supervision is a distinct professional practice comes the necessity for identification of effective practices. In this competency-based era, a meta-theoretical, interpersonal framework is provided in competency-based clinical supervision in which specific attention is paid to the strengths and emerging competencies of the supervisee and to the clinical and supervision competencies of the supervisor. In this article, the authors address the state of the literature on effective clinical supervision and the specific knowledge, skills, and attitudes that comprise competent supervision. A brief summary of research on several particular pivotal areas (e.g. alliance, multicultural competence, legal, and ethical issues) is included. A selfassessment device is provided for both current supervisors and supervisors-inpreparation to assess readiness, competence, and areas in which additional training and experience are desirable. Finally, a vignette illustrating the implementation of effective supervision practices is provided.Clinical supervision plays the central role in the development of competence of a counseling psychologist. It provides experiences that are essential to the process of learning how to competently practice as a clinician as well as facilitates the acquisition of professional attitudes that provide the foundation for ethical practice throughout one's career. While training is often assumed to be the primary (or exclusive) responsibility, supervisors are charged with the duty to ensure the welfare of clients and to serve as gatekeepers for the profession, so that only those who are qualified become psychologists. With the recent recognition of clinical supervision as a distinct professional practice Fouad et al., 2009) comes the necessity for determining competencies of supervisors and supervisees, what comprises effective supervision, and further, to identify the mechanisms to achieve these. We take up each of these issues from a competency-based approach to supervision oriented to the articulation of best practices drawing upon theory and the empirical literature.All supervision models aim to enhance competence; however, competency-based supervision (Falender & Shafranske, 2004, 2012a offers an explicit, meta-theoretical approach to the assessment and development of competence. This approach identifies the specific knowledge, skills, attitudes, and values that form foundational and advanced

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“…Through the use of distinct supervisory competencies (American Psychological Association, 2015; Borders et al, 2011; Falender & Shafranske, 2012; Bernard & Goodyear, 2014), clinical supervision has been shown to benefit clinicians by increasing their treatment knowledge, confidence, and skill (Beutler & Kendall, 1995; Holloway & Neufeldt, 1995; Wheeler & Richards, 2007). However, little empirical attention has been given to the effectiveness of clinical supervision on improving client outcomes, considered by many to be the “acid test” by which clinical supervision should be judged (Bernard & Goodyear, 2014; Ellis & Ladany, 1997; Falender & Shafranske, 2012; Lichtenberg et al, 2007). In addition, no studies have detailed the cost of supervising clinical practice, a surprising void in the literature given the widespread use of clinical supervision for training purposes.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness and Cost of Clinical Supervision for Motivational Interviewing: A Randomized Controlled Trial

Martino

Paris

Añez

et al. 2016

Journal of Substance Abuse Treatment

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The effectiveness of a competency-based supervision approach called Motivational Interviewing Assessment: Supervisory Tools for Enhancing Proficiency (MIA: STEP) was compared to Supervision-As-Usual (SAU) for increasing clinicians’ motivational interviewing (MI) adherence and competence and client retention and primary substance abstinence in a multisite Hybrid Type 2 effectiveness-implementation randomized controlled trial. Participants were 66 clinicians and 450 clients within one of eleven outpatient substance abuse programs. An independent evaluation of audio recorded supervision sessions indicated that MIA: STEP and SAU were highly and comparably discriminable across sites. While clinicians in both supervision conditions improved their MI performance, clinician supervised with MIA: STEP, compared to those in SAU, showed significantly greater increases in the competency in which they used fundamental and advanced MI strategies when using MI across seven intakes through a 16-week follow-up. There were no retention or substance use differences among the clients seen by clinicians in MIA: STEP or SAU. MIA: STEP was substantially more expensive to deliver than SAU. Innovative alternatives to resource-intensive competency-based supervision approaches such as MIA: STEP are needed to promote the implementation of evidence-based practices.

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The Importance of Competency-based Clinical Supervision and Training in the Twenty-first Century: Why Bother?

Cited by 88 publications

References 51 publications

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Psychotherapy Supervision in the New Millennium: Competency-Based, Evidence-Based, Particularized, and Energized

Competent clinical supervision: Emerging effective practices

The Effectiveness and Cost of Clinical Supervision for Motivational Interviewing: A Randomized Controlled Trial

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