A supervision training program for school counseling site supervisors

Most school counseling site supervisors have not received training in clinical supervision despite regularly serving as supervisors for school counseling students. In this article, we describe how one university has created a clinical faculty supervision training program for school counselors to address this need. The program infrastructure, training activities, session content, and evaluation methods are described. We present informal program evaluation data (N = 19) assessing participants’ perspectives of the program and discuss implications for supervision training.     

The agency supervisor model: developing supervisors who facilitate therapist transfer of training in community behavioral health service organizations

ABSTRACT

The Agency Supervisor training model, which accentuates the training function of clinical supervision, is an innovative strategy for scaling evidence-informed behavioral health services. The present study introduced a new measure, the Supervision Evaluation Form (SEF) (N = 1,264), to examine the effectiveness of agency supervisors in implementing strategies that facilitate transfer of training. The SEF was described by two correlated factors, and SEF total scores were positive predictors of therapist performance, as measured by independent reviews of treatment case materials (N = 832). Findings indicate that providing more supervisory transfer support within the Agency Supervisor model may contribute to higher quality treatment episodes.     

Identifying the core competencies for clinical supervision at a youth-focused social services agency

ABSTRACT

The purpose of this article is to present a framework outlining competencies required for effective clinical supervision within the context of community-based multidisciplinary service agencies. The clinical supervision competency framework was developed through a literature review and input from the supervisors and senior managers of a community-based youth-focused service agency. The framework includes nine domains of clinical supervision competencies. Within each domain, the competencies are further categorized into Values, Knowledge, and Skills. Practical implications of the clinical supervision competency framework for multi-disciplinary, community-based agencies are discussed.     

Training Supervisors of Practitioners: Analysis of Efficacy

ABSTRACT

This article describes and discusses the efficacy of a training program for supervisors of practitioners offered on a yearly basis by the College of St. Catherine/University of St. Thomas School of Social Work Supervision Institute since 1994. Analysis of pre- and post-training data reveals that participants in the program are able to articulate how they benefited from the knowledge and skills they gained. Participants valued having time for consultation with their peers and with the group leaders. A follow-up study documented their continued use of what they learned and their desire for more training and/or support. The authors recommend a three-part program to provide community-focused training for supervisors of practitioners, including basic knowledge and skills in the practice of supervision, providing training on setting specific topics, and adding opportunities for supervisors to develop networks for peer consultation. Ongoing evaluations of training programs for supervisors of practitioners are needed to demonstrate the efficacy of such efforts with supervisees and ultimate outcomes for clients.     

Why Do Field Supervisors Drop Out of Student Supervision?

Abstract

Social workers, supervising students during their field instruction, significantly affect the students' professional competence. This study focuses on the factors causing them to drop out of supervision, on the assumption that an understanding of the phenomenon will enable academia to reduce the turnover by taking appropriate measures to ensure their enduring commitment.

An instrument was developed reflecting the possible reasons, and including questions relating to their experience of supervision. A few more questions were added related to supervisors' level of commitment to student supervision and their satisfaction while they were supervising students in the past. The questionnaire was sent to 83 former supervisors; 63% responded.

The findings show that the main reasons for their drop out were extrinsic; therefore, it is essential to develop a policy of incentives, offering differential rewards related to the supervisors' professional profile.     

Role Patterns in Group Supervision

Abstract

An analysis was made of 22 supervision groups in two psychotherapy training programmes at different levels. Its main focus concerned role patterns based on self-image ratings and changes over time. The results showed no significant differences between the two categories of supervisees, whereas the differences between the supervisors and the supervisees, independent of level of training, were highly significant. The results indicate that it is just as difficult to find one's voice and role in a supervision group at an advanced as at a basic level. For the supervisors the result was interpreted in terms of their roles in relation to the supervisees and the aim of the supervision.     

Supervisor Development

ABSTRACT

This study examined the influence of experience (time-served) and training (formal instruction) on supervisory stance, supervisory emphases, and self-efficacy Current thinking (Hess, 1987; Watkins, 1993) suggests that, as supervisors develop they show more support to supervisees and demonstrate higher levels of self-efficacy and are less critical and dogmatic. Supervisors (n = 60) completed a measure of supervisory emphasis and identified thoughts they would convey to a trainee they had observed on videotape. Experience and training were positively associated with changes in supervisors' self-efficacy Multivariate analyses indicated that training, but not experience, was associated with more supportive, less critical, and less dogmatic thoughts. Neither experience nor training was associated with two measures of supervisory emphasis. Thl results of this study suggest that more supportive, less critical, and less dogmatic approach to supervision are a result of specific training in supervision. Further, it would appear that experience alone is not sufficient to enhance a supervisor's development.     

Disentangling clinical learning experiences: an exploratory study on the dynamic tensions in internship

Clinical practice is an essential component of medical training, but not all internships yield the appropriate and expected learning results. We report on an exploratory study of the learning process during internship in undergraduate medical education. We hypothesised that learning experiences in clinical practice are determined by characteristics of the interns, characteristics of the training setting and the meaningful interactions between them. As the study focused on the perceptions and interpretations of both interns and their supervisors of interns' experiences in practical training, qualitative research methods were used for data collection and analysis. This consisted of student shadowing, complemented by informal and semistructured interviews with both interns and supervisors. Analysis revealed 5 components that constitute learning experiences in clinical internship. These components represent dynamics in the clinical environment that constantly require students to (re-)define and (re-)position themselves: the agenda of the internship (working versus learning); the attitude of the supervisor (evaluator versus coach); the culture of the training setting (work-orientated versus training-orientated); the intern's learning attitude (passive versus proactive), and the nature of the learning process (informal versus formal). The model of components and tensions offers a conceptual framework to analyse and understand students' learning during internship. It not only contributes to a grounded theoretical conceptualisation of clinical learning, but may also be used in efforts to improve the quality of learning during internship, as well as the level of support and supervision.     

The Fifth International Interdisciplinary Conference on Clinical Supervision

Doctoral students in counselor education and supervision programs take a course specific to clinical supervision as part of their doctoral course work. The transition from supervisee to supervisor occurring during this course can be challenging, as it is frequently the first time that students are asked to provide supervision to counselors in training. The purpose of this qualitative research was to gain information about the process of doctoral students' development from supervisees into supervisors. Significant themes emerged from the data related to the transition of becoming supervisors: the importance of creating the supervisory relationship and the need for further supervisory skills.     

Graduate school training in CBT supervision to develop knowledge and competencies

ABSTRACT

Cognitive behavioral therapy (CBT) is the dominant training model adopted by clinical psychology training programs and is commonly reported as the primary theoretical orientation among community therapists. However, few American psychologists receive formal training in supervision to support CBT, despite APA recommendations related to supervision competencies. Graduate training is an optimal time and place for supervision training, and we describe a CBT supervision workshop within a clinical doctoral program. Twenty-three trainees (69.6% Caucasian/White, 73.9% women) reported declarative knowledge of supervision and perceived supervision competencies before and after the workshop. Trainees increased declarative knowledge and perceived supervision competencies. Graduate training in CBT supervision may help develop a well-trained supervisor workforce that can better support the use of evidence-based therapies, such as CBT.     

Student Process Recording in Practice with Children

ABSTRACT

Written process recording (PR) is a traditional means of teaching social work practice in field agencies. However, schools of social work and field supervisors do not sufficiently differentiate the process of recording adult sessions from the process of recording sessions with children. Social work students and their supervisors are sometimes uncertain about how PR of child interviews should be written. This study examines the experiences of four supervisory pairs (students and supervisors) who wrote and used PR of child sessions in field supervision. The four pairs were drawn from different social work field practice settings, a residential treatment center, two outpatient mental health services, and a public school. The findings of interviews reveal four key points: (1) PR reflects a stage-wise learning process; (2) students' strong emotions are revealed in PR; (3) PR provides opportunities to teach theories and techniques relevant to a child perspective; and (4) outcome-driven expectations do not negate the usefulness of PR. These findings are useful for students and supervisors interested in practicing with children.     

Trauma-informed supervision in deployed military settings

ABSTRACT

Uniformed mental health care providers often practice in extremis; that is, in difficult and dangerous contexts defined by deployment to combat theaters, isolated practice settings, and exposure—directly and indirectly—to traumatic experiences. Frequent exposure to client trauma heightens the risk of secondary traumatic stress and compassion fatigue among military health care providers. Supervision for military interns, residents, and junior practitioners must be competent, caring, and trauma-informed. In this article, we describe the unique characteristics of clinical practice in deployed military settings, including the unique professional and ethical quandaries for both practitioners and their clinical supervisors. We then offer a framework for trauma-informed supervision in deployed military settings, including several specific recommendations for supervisors in these contexts.     

Block versus longitudinal integrated clerkships: students’ views of rural clinical supervision

Context

Medical students undertaking longitudinal integrated clerkships (LIC s) train in multiple disciplines concurrently, compared with students in block rotations who typically address one medical discipline at a time. Current research suggests that LIC s afford students increased access to patients and continuity of clinical supervision. However, these factors are less of an issue in rural placements where there are fewer learners. The aim of this study was to compare rural LIC and rural block rotation students’ reported experiences of clinical supervision.

Methods

De‐identified data from the 2015 version of the Australian national rural clinical schools (RCS s) exit survey was used to compare students in LIC s with those in block rotations in relation to how they evaluate their clinical supervisors and how they rate their own clinical competence.

Results

Multivariate general linear modelling showed no association between placement type (LIC versus Block) and reported clinical supervision. The single independent predictor of positive perception of clinical supervisors was choosing an RCS as a first preference. There was also no association between placement type (LIC versus Block) and self‐rated clinical competence. Instead, the clinical supervision score and male gender predicted more positive self‐ratings of clinical competence.

Conclusions

The quality of clinical supervision in block placements and LIC programmes in rural Australian settings was reported by students as equivalent.

     

Supervisory Training Experiences and Overall Supervisory Development in Predoctoral Interns

ABSTRACT

A questionnaire about the extent and quality of supervision training in graduate programs and predoctoral internship sites was completed by 233 predoctoral interns. Results indicated that 72% of interns reported having supervised at least one trainee during their graduate training, although only 39% had completed a graduate course on supervision. The total number of supervision training activities and the number of mentored supervision hours were found to predict interns' psychotherapy supervision development level scores.     

The Practice of Compassion in Supervision in Residential Treatment Programs for Clients with Severe Mental Illness

ABSTRACT

Clinical supervision for residential care staff is essential and yet has rarely been studied. Drawing from the reflective practice tradition, we interviewed residential care supervisors about their clinical decision-making processes and analyzed the data qualitatively to identify common themes and distill their beliefs and reported practices. We found that supervisors prioritized a compassion-based model of supervision characterized by fostering staff self-care, developing staff's empathy and responsiveness to clients, helping staff with disappointments in their relationships with clients, accurately evaluating client progress, preserving safety, and nurturing teamwork. A supervisor's subjective experience of his caregiving of staff could be explained using a second-level analytic concept we termed a caregiving heuristic—one's beliefs, values, and guidelines for action as a caregiver—of which compassion was, for these supervisors, a foundational element. The supervisors envisioned compassion as a central means by which they could prevent compassion fatigue, develop their staff's caregiving heuristics, and improve job satisfaction and quality of client care.     

Innovative model for clinical education in dietetics

Aim:  Professional practice placement programs in dietetics face a number of challenges in respect of quantity, quality and sustainability. The aim of the present study is to report on the development of an innovative placement model based on a variety of training and supervision approaches to address these aforementioned challenges.
Methods:  The model was developed following an investigation of existing practice and the literature with approaches that were identified as important to the requirements and constraints of dietetics clinical training incorporated into the model.
Results:  Although one-on-one supervision is the predominant approach in Australian dietetic education, the educational literature and the authors' experience showed that a variety of approaches are represented in some form. The model developed involves the pairing of two students with one supervisor with students changing peer partners and supervisors every three weeks during the nine-week placement to diversify exposure to working and learning styles. The model integrates four customised approaches: incremental exposure to tasks; use of a clinical reasoning framework to help structure student understanding of the methods and judgements involved in patient care; structured enquiry in group discussions; and peer observation and feedback.
Conclusions:  The model has potential to achieve efficiencies in supervisors' involvement by coordinating the skill development activities of students as a group and promoting peer-assisted learning.     

Surveys of measles vaccination coverage in eastern and southern Africa: a review of quality and methods used

ObjectiveTo assess the methods used in the evaluation of measles vaccination coverage, identify quality concerns and provide recommendations for improvement.MethodsWe reviewed surveys that were conducted to evaluate supplementary measles immunization activities in eastern and southern Africa during 2012 and 2013. We investigated the organization(s) undertaking each survey, survey design, sample size, the numbers of study clusters and children per study cluster, recording of immunizations and methods of analysis. We documented sampling methods at the level of clusters, households and individual children. We also assessed the length of training for field teams at national and regional levels, the composition of teams and the supervision provided.FindingsThe surveys were conducted in Comoros, Eritrea, Ethiopia, Kenya, Lesotho, Malawi, Mozambique, Namibia, Rwanda, Swaziland, Uganda, Zambia and Zimbabwe. Of the 13 reports we reviewed, there were weaknesses in 10 of them for ethical clearance, 9 for sample size calculation, 6 for sampling methods, 12 for training structures, 13 for supervision structures and 11 for data analysis.ConclusionWe recommend improvements in the documentation of routine and supplementary immunization, via home-based vaccination cards or other records. For surveys conducted after supplementary immunization, a standard protocol is required. Finally, we recommend that standards be developed for report templates and for the technical review of protocols and reports. This would ensure that the results of vaccination coverage surveys are accurate, comparable, reliable and valuable for programme improvement.     

Speech-Language Pathology Students' Perceptions of Supervisory Feedback During Their Clinical Training

A questionnaire to determine the frequency and types of feedback provided by a major supervisor during their clinical training was sent to 200 speech-language pathologists. Results, obtained from 57% of those surveyed, indicated that the students frequently were provided both oral and written feedback regarding clinical sessions, lesson plans, and reports. No significant differences were found between the supervision given to bachelor's and master's students, or to students trained in the 1960s, 1970s, or 1980s. Frequency data were compared to national guidelines, while qualitative data were compared to previously published literature concerning supervision of students during their clinical training.     

Training Master's Level Counseling Students in the Fundamentals of Clinical Supervision

Although the helping professions have traditionally viewed clinical supervision as a doctoral level responsibility, a survey of nationally accredited counselor education programs found that a majority of site supervisors held a Master's degree as the tenninal degree. Therefore, an argument can be made for delivery of training in the fundamentals of clinical supervision to advanced students in a counselor education Master's program. This paper describes such a training component at one university and the outcomes of training including advantages, disadvantages, and potential pitfalls.     

海淀区奥运保障支援人员卫生法律法规知识调查

目的了解2008年奥运会期间北京市海淀区奥运保障支援单位卫生监督员掌握法律法规知识的现状,探讨影响监督员法律法规知识知晓度的因素,为加强和提高我国卫生监督队伍人员素质提供依据。方法采用自行设计的《监督员法律法规知识问卷》,对参与保障支援工作的69名外省市监督员进行问卷调查,分别运用Epidata3.1软件和SPSS11.5统计软件包进行数据录入和分析。采用两样本t检验比较不同性别监督员法律法规知识的得分情况,采用单因素方差分析(ANOVA)比较不同工作年限和学历的监督员的得分情况。结果监督员的学历和工作年限对其法律法规知识的知晓度有影响。学历较高的,其法律法规知识知晓率较高;工作年限为11～20年的,法律法规知识知晓程度最高;工作年限长于20年的监督员对法律法规知识的掌握程度有所下降。而监督员对卫生监督法律法规知识的掌握程度没有性别和地域差异。结论监督员对卫生监督法律法规知识的掌握程度普遍较好,应结合影响监督员知识掌握程度的因素加强对监督人员的培训。