Toward Accountability in Supervision: A Single‐Case Illustration

Holahan, William L.; Galassi, John P.

doi:10.1002/j.1556-6978.1986.tb00664.x

Cited by 10 publications

(8 citation statements)

References 15 publications

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“…Tracey ( 1983) discussed the role of single-case research designs in supervision, and Holahan and Galassi (1986) illustrated their use as an accountability procedure in supervision.…”

Section: Showing That Changes In These Measures Are a Function Of Supmentioning

confidence: 99%

“…Measures of supervision effectiveness are of limited value in the absence of a procedure to indicate that changes on the measures are, in fact, accounted for by supervisory interventions. Tracey ( 1983) discussed the role of single-case research designs in supervision, and Holahan and Galassi (1986) illustrated their use as an accountability procedure in supervision.…”

Section: Showing That Changes In These Measures Are a Function Of Supmentioning

confidence: 99%

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A Conceptual Framework for Evaluating Supervision Effectiveness

Galassi

Trent

1987

Couns Edu & Supervision

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The authors attempt to bridge the gap between the research literature on supervision and its application to evaluating individual supervisor effectiveness. A conceptual framework is presented for making decisions about evaluation. In this framework the decision maker is directed to consider three issues-the purpose of evaluation, the developmental stage of the counselor, and the focus of evaluation-in selecting measures of' effectiveness. Within this context, some promising measures of supervision effectiveness are discussed, and methods for linking changes in supervisee functioning to supervisor interventions are considered.Although there are a number of reviews of research on psychotherapy training and supervision (e.g., Ford, 1979;Lambert, 1980;Matarazzo, 1978;Russell, Crimmings, & Lent, 1984), most of the studies reviewed have focused on beginning counselor-therapists and the learning of basic counseling skills. These studies have been informative but offer little for guiding the individual supervisor about how best to assess counselor competence at different stages of training and in relation to supervisor interventions.The literature suggests that the need for evaluating supervision effectiveness is great but that the incidence is relatively low. Although the American Psychological Association (APA), for example, requires evaluation of psychology training in its approved programs, little systematic assessment of that training occurs (Norcross & Stevenson, 1984). Moreover, it seems that supervisor feedback and ratings are the principal sources of assessment of supervision, with few alternatives considered. Program decision makers (i.e., those responsible for educational interventions, such as supervisors, administrators, and advisers) are confronted with a diversity of measures and conflicting research findings. Yet, their choices of how to evaluate their programs depend on a clear reading of this literature.

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“…Tracey ( 1983) discussed the role of single-case research designs in supervision, and Holahan and Galassi (1986) illustrated their use as an accountability procedure in supervision.…”

Section: Showing That Changes In These Measures Are a Function Of Supmentioning

confidence: 99%

Section: Showing That Changes In These Measures Are a Function Of Supmentioning

confidence: 99%

A Conceptual Framework for Evaluating Supervision Effectiveness

Galassi

Trent

1987

Couns Edu & Supervision

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“…Both supervisors counted responses, with joint agreement needed for a response to be counted in a particular category. When the student made multiple responses, supervisors counted units of thought as was done in the Holahan and Galassi (1986) study. If the supervisors disagreed on the category for a response or a unit of thought, they replayed the tape and discussed the issue until they reached a consensus.…”

Section: Questionmentioning

confidence: 99%

“…Even this study found that the training method did not produce changes in therapist performance in a real counseling situation. Holahan and Galassi (1986), using a single case baseline design, were able to document the effect of a brief supervisory intervention on changes in the behavior of one student. Their study involved training one student in his second practicum experience to increase feeling statements and decrease questions.…”

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confidence: 99%

The Results of the Implementation of a Professional Supervision Model on Counselor Trainee Behavior

Martin

McBRIOE

1987

Couns Edu & Supervision

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This article presents the results of the application of a professional model for practicuni supervision using co-equal supervisors. This study found that beginning practicum students (a) learned to use a counseling theory in a professional manner with clients, (b) were rated by an expert rater as having skills equal to or higher than a comparison group of interns, graduate students, and employed agency counselors, and (c) rated the professional supervision practicum higher than did those under the usual apprenticeship supervision model. The authors suggest that counselor educators and supervisors can train students in less time to respond at a more complex skill level than has been previously reported in the literature. G E n c Martin andMartha C MrBnde are associate professors of counrelzrig in thc Drpartmrnt of Counselzng and Educational Pyychology and Foundations at the Unzverszty of Ne~ictdri, La, Vegas DECEMBER 1987 1.ii I xi COUNSELOK EDUCATION AND SUPEKVISION

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“…To address the research questions proposed, a single-case research design (SCRD) was selected. Single-case research designs were utilized previously to determine the relationship between supervision intervention and supervisee behavior (Holahan & Galassi, 1986) and are an accepted methodology for establishing evidence of best practices (Lenz, 2015). Single-case designs complement larger between-group designs by focusing on the function of an intervention on an identified outcome through continuous monitoring of the data of a few individuals.…”

Section: Methodsmentioning

confidence: 99%

Using reality therapy in clinical supervision : a psychotherapy-driven model.

Hunter¹

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Clinical supervision is the signature pedagogy of counseling, with most professional counselors engaging in some type of supervision during their careers (Bernard & Goodyear, 2014). Psychotherapy-based models of supervision are the oldest models, originally intended to train supervisees to practice a specific psychotherapy (e.g., psychodynamic, behavioral; Watkins & Scaturo, 2013). Pearson (2006) indicated that contemporary clinical supervision could be informed by both the research in the role of development in clinical supervision and the tenets of a theory of psychotherapy. Although Pearson (2006) provided a conceptualization of psychotherapy-driven models of supervision, there is little research into the efficacy of such models. Reality therapy is a psychotherapy designed to enhance client responsibility in making choices to meet needs by examining client wants and behaviors toward meet wants, then promoting client self-evaluation of behaviors to determine if new or modified actions may better meet personal wants (Wubbolding, 2011). Reality therapy is an established psychotherapy used with clients and can be conceptualized as a psychotherapy driven supervision model. A reality therapy driven supervision model is described in this paper as a model that applies the tenets of internal control psychology v and self-evaluation to both the client-counselor relationship and the supervisee-supervisor relationship to improve supervisee's practice of counseling and use of supervision. This study is a single-case research design to evaluate the proposed reality therapy driven model of clinical supervision as an effective model for increasing supervisee report of counseling skill use and counseling self-efficacy. Three participant supervisees received reality therapy driven supervision during part of their semester-long clinical field experience. The findings indicated that for two of the three participants, self-report of skills and self-efficacy significantly increased during the reality therapy driven supervision phase, while accounting for the supervisees' predicted growth trend. The third participant did not have a significant change in self-report of skills or self-efficacy; however, all three participants evaluated the reality therapy driven supervision process positively, stating that the model promoted self-evaluation and accountability. The results may indicate that reality therapy driven supervision may be an effective model for some supervisees. Discussion includes implications for supervision practice and future research. vi

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Toward Accountability in Supervision: A Single‐Case Illustration

Cited by 10 publications

References 15 publications

A Conceptual Framework for Evaluating Supervision Effectiveness

A Conceptual Framework for Evaluating Supervision Effectiveness

The Results of the Implementation of a Professional Supervision Model on Counselor Trainee Behavior

Using reality therapy in clinical supervision : a psychotherapy-driven model.

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