Web-Based Supervisor Training: Real Relationships in Cyberspace

Rosenfield, Lynn

doi:10.1080/00377317.2012.693025

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…In addition to the lack of personal contact, the most frequently reported potential disadvantage of e-supervision is the lack of non-verbal signals (Bohannon et al, 2013;Cameron et al, 2015;Duan et al, 2019;Gammon et al, 1998;Rosenfeld, 2012;Rousmaniere, 2014;Rousmaniere et al, 2014;Vaccaro & Lambie, 2007;Wood et al, 2005), as well as data protection (Benefield et al, 2006;Rousmaniere & Renfro-Michel, 2016;Stokes, 2018). In some past meta-studies of e-supervision (Deane et al, 2015;Inman et al, 2019;Martin et al, 2018), internet connections and technology dependence were also mentioned as common potential barriers.…”

Section: Advantages and Disadvantages Of E-supervisionmentioning

confidence: 99%

Comparing Presence and Absence of Initial In-Person Contact and Written Feedback in RE&CBT E-Supervision

Miljkovic¹

2023

J Rat-Emo Cognitive-Behav Ther

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This pilot study aims to analyze the effects of the presence and absence of initial inperson contact and written feedback in RE&CBT e-supervision, comparing it on the Supervisory Working Alliance Inventory, the Supervisor Satisfaction Questionnaire, and the Trainee Disclosure Scale. During a period of six months, five supervisees performed ten e-supervision divided into two groups, a control group that did only the initial meetings in-person and an experimental group in which two supervisees completed whole process online. Additionally, in the first five e-supervision, the supervisor reviewed an entire session with written feedback with an additional meeting for each group. In the last five e-supervision, the supervisor only partially reviewed client sessions during supervision. After ten e-supervision, an individual post-interview was conducted with each participant. This study's primary statistical method for calculating and combining effect sizes was Tarlow Baseline Corrected Tau and Open Meta Analyst software. Both groups scored above average on the first two scales, but the disclosure scale had highly irregular and inconsistent patterns. The combined qualitative and quantitative results suggest that novice therapists generally prefer to have their entire sessions reviewed with written feedback and that a single in-person contact is unlikely to influence e-supervision satisfaction and working alliance. Given that there are no adequately validated e-supervision models, this pilot study used a pilot model named Supported Model of Electronic Supervision (SMeS). This model showed potential, but it needs further testing on a larger sample with more clearly operationalized steps. This study experimentally supports the effectiveness of RE&CBT supervision for the first time.

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Section: Advantages and Disadvantages Of E-supervisionmentioning

confidence: 99%

Comparing Presence and Absence of Initial In-Person Contact and Written Feedback in RE&CBT E-Supervision

Miljkovic¹

2023

J Rat-Emo Cognitive-Behav Ther

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“…It is also becoming more common for supervision to be partly or wholly conducted remotely via tele‐ or videoconference (Abbass et al, ; Deane et al, ; Reese et al, ; Rosenfield, ). The application of technology is not limited to e‐supervision (other applications include clinical one‐on‐one sessions or groups, online support groups, psychoeducation, psychometric testing, and research); however, the supervision context presents a scenario where confidential information is commonly discussed, and the supervisory setting is the focus in this article.…”

Section: Technology‐assisted Supervisionmentioning

confidence: 99%

Preliminary Exploration of Psychologists’ Knowledge and Perceptions of Electronic Security and Implications for Use of Technology‐Assisted Supervision

Blackman

Deane

Gonsalvez

et al. 2017

Australian Psychologist

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Objective: Technology is increasingly used in the provision of psychology services, and technology-assisted supervision may offer improved access, convenience, and cost efficiencies in supervision settings, as well as augmenting and extending traditional supervision tools. The successful implementation and uptake of technology in supervision and training may be impacted by psychologists' understanding of digital security mechanisms and their perception of risk associated with new technologies. Method: Twenty-five psychologists completed a survey exploring knowledge of e-security, perceptions of risk associated with different behaviours in both digital and more traditional working contexts, and the extent to which they engaged in these behaviours. Comfort and willingness to utilise new supervision technologies was also assessed. Results: Results reveal a perceived lack of understanding of electronic security mechanisms. Comparisons of perceived risk between physical and equivalent digitally managed information were rated as similar. Psychologists tend to engage in higher perceived risk behaviours less often, although there are some clear discrepancies. Greater knowledge of e-security was associated with less comfort in using new supervision technologies. Conclusions: User perceptions of risk may impact the uptake of potentially useful technologies that support supervision. Education in the implementation of appropriate digital security mechanisms is recommended, coupled with further research to understand barriers associated with greater knowledge of security risks.

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“…There is a consensus among many that technology will be an integral component of psychology education, and advancing the field use of technology in education is key to optimal engagement with teaching services (Millis et al., ). It is common for supervision to be conducted remotely by established supervisor–supervisee pairs (e.g., Abbass et al., ; Reese et al., ; Rosenfield, ), although initiating and developing supervisory relationships and conducting supervision entirely remotely is uncommon.…”

Section: Need For E‐supervisionmentioning

confidence: 99%

Issues in the Development of e‐supervision in Professional Psychology: A Review

Deane

Gonsalvez

Blackman

et al. 2015

Australian Psychologist

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Objective Clinical psychology students and clinicians in regional and remote areas face challenges accessing required supervision and peer consultation. Distance supervision using existing online conferencing tools (e.g., SKYPE) is one option, but limitations of existing platforms require an external method of initiating a supervisory relationship and securely sharing confidential documents and videos. This paper addresses the development of an e-supervision application to overcome these limitations, and examines issues inherent to such a development. Method A newly developed e-supervision application provides online access to a database of clinical supervisors and peers for students to search, contact and meet, with additional document sharing and video annotation tools to support standard supervision activities. The authors provide a selected review of clinical, technical, legal and ethical considerations that have arising during the design, development and testing of this application. Results Technological barriers exist, both in internet capacity in rural areas, and with institutions allowing access to common meeting platforms. Online interactions necessitate a different communication style, which may deter new users. The highly confidential and sensitive nature of supervision resources (client videos and notes) requires the implementation of best practice security measures, and consideration of Australian Privacy law and informed consent procedures for clients. Conclusions Issues around online security, confidentiality and verification of users need to be considered and addressed in the development of online supervision services. User perceptions of security and utility will ultimately determine uptake of online supervision services, and further investigation of user perceptions is required. AbstractClinical psychology students and clinicians in regional and remote areas face challenges when accessing required supervision and peer consultation services which tend to be located in city centres.Advances in digital communication technology have seen changes in education delivery in many fields, including the use of online conferencing tools (such as Skype) to conduct live meetings. An esupervision application has been produced, providing online access to a database of clinical supervisors and peers for users to search, contact and meet, with additional document sharing and video annotation tools to support standard supervision activities. The online database and meeting application addresses a need for greater access to clinical supervision and peer consultation for regional and remote clinicians, as well as providing clinicians in all locations access to a wider choice of supervisors with appropriate specialisations and rare expertise that would be difficult to access offline. Issues around online security, confidentiality and verification of users need to be considered and addressed in the development of online supervision services. User perceptions of security and utility will ultimately determine...

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Web-Based Supervisor Training: Real Relationships in Cyberspace

Cited by 6 publications

References 10 publications

Comparing Presence and Absence of Initial In-Person Contact and Written Feedback in RE&CBT E-Supervision

Comparing Presence and Absence of Initial In-Person Contact and Written Feedback in RE&CBT E-Supervision

Preliminary Exploration of Psychologists’ Knowledge and Perceptions of Electronic Security and Implications for Use of Technology‐Assisted Supervision

Issues in the Development of e‐supervision in Professional Psychology: A Review

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