The objectives approach to clinical supervision: Towards integration and empirical evaluation

Abstract

linical supervision in psychology training and practice is a significant and growing need in the Australian and international contexts. This paper briefly reviews current models of supervision and critically examines their implications for current research and practice. Two significant problems with current supervision models are that they lack the specificity to translate into clinical practice and the empirical research to demonstrate supervision effectiveness. The objectives approach, a paradigm from curriculum design and educational research, is described and applied to the domain of clinical supervision. It is argued that the new approach enhances conceptual clarity and provides a framework that facilitates choice of appropriate supervision objectives and methods, assessment of trainee competence, and evaluation of supervision efficacy. Based on the theoretical framework, a pilot study that examined concordance between supervisor and trainee with regard to supervision objectives and methods was conducted and results are described.

Measurement and Prediction of Clinical Psychology Students' Satisfaction with Clinical Supervision

“…Gonzales, Oades, and Freestone (2002) took a different approach and surveyed clinical psychology students and their supervisors regarding their perceptions of the objectives and methods of supervision. They identified discrepancy between students and supervisors in the relative importance allocated to skill development compared to knowledge enhancement, with the students desiring more demonstration and observation and less discussion.…”

Direct Observation of Psychology Supervisees' Clinical Work: A Snapshot of Current Practice

“…Using direct observation methods not only facilitates supervisors' capacity to effectively assess supervisees' competence and protect the well-being of their clients; it is also positively related to supervisees' satisfaction with supervision (Goodyear & nelson, 1997;Gonsalvez, Oades, & Freestone, 2002;Bernard & Goodyear, 2009). Furthermore, as Ellis (2010) recently demonstrated, concerns about potential "inappropriateness" (e.g., concerns about client discomfort, intrusiveness, impact on therapeutic relationship) of methods such as recording sessions for supervisory purposes are best considered as "myths.…”

“…since supervision is typically embedded in training programs which regularly introduce new professional challenges to supervisees, the need for ongoing direct observation is likely to remain prominent-even for advanced supervisees-throughout the training and supervisory process. However, there is relatively little known about how frequently supervisors at any level of training or supervision make use of methods that permit direct observation of supervisees' work with clients/patients (e.g., Gonsalvez et al, 2002;Falender & shafranske, 2004;Borders & Brown, 2005). the purpose of this study was to determine how frequently supervisors working with professional psychology supervisees make use of methods allowing for direct observation of supervisees' clinical work.…”

Consistency of supervisor and peer ratings of assessment interviews conducted by psychology trainees

“…Conversely, an over reliance on subjective methods is not recommended, because self-report of case work may be unreliable, may miss important information, and may be vulnerable to bias particularly during early stages of counsellor development, when trainees are less capable of accurate self appraisal (Campbell, 1994;Gonsalvez & Calvert, 2014;Townend, Iannetta & Freeston, 2002). Finally, important knowledge-application (e.g., SUPERVISOR AND PEER RATINGS case conceptualization), skills (e.g., generic counseling and other specialized therapy skills) and relationship (e.g., self-awareness and transference reactions) competencies are difficult to assess accurately without recourse to data from some form of observation (Bennett-Levy et al, 2003;Gonsalvez, Oades, & Freestone, 2002;Kaslow et al, 2009). For instance, the way the counsellor communicates affect, the use of body language, and variation of tone, pace and timing of interventions are critical to credible evaluation of the counsellor's empathic skills.…”

“…case conceptualization), skills (e.g., generic counseling and other specialized therapy skills) and relationship (e.g., self-awareness and transference reactions) competencies are difficult to assess accurately without recourse to data from some form of observation (Bennett-Levy et al, 2003;Gonsalvez, Oades, & Freestone, 2002;Kaslow et al, 2009). For instance, the way the counsellor communicates affect, the use of body language, and variation of tone, pace and timing of interventions are critical to credible evaluation of the counsellor's empathic skills.…”