Supervision
As a central component in the training of graduate students in clinical, counseling and school psychology, the provision of clinical supervision has been undergoing an evolution and transformation in developing more explicit competencies. We review defini
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19 Supervision
Robin L. Shallcross · W. Brad Johnson · Sarah Hope Lincoln
Abstract: As a central component in the training of graduate students in clinical, counseling and school psychology, the provision of clinical supervision has been undergoing an evolution and transformation in developing more explicit competencies. We review definitions of the terms of clinical supervision and competence, and define basic and expert levels of competence through a literature review and specific training examples of how to achieve these competency levels. The transformation this domain is experiencing can be summarized as a shift from learning how to supervise through observation or on the job training, to specific instruction and benchmarks of how to measure competence. This has implications of who is eligible to supervise by credentialing and licensing bodies, as well as capturing best practices in terms of providing excellent clinical, ethical and legal supervision.
19.1 Overview Clinical supervision is a central component in the training of graduate students in clinical, counseling, and school psychology. In many respects, effective professional education in psychology hinges upon the supervisory process: “it provides the structure and framework for learning how to apply knowledge, theory, and clinical procedures to solve human problems” (Falender & Shafranske, 2004, p. 6). Good supervision allows trainees to develop compe tence as psychologists, as they progress across the continuum from novice to autonomously functioning professional (Holloway, 1992; Rosenbaum & Ronen, 1998). Clinical supervision achieves a number of salient purposes, including fostering supervisee’s professional development, instilling and developing necessary skills and attitudes, ensuring that trainees who fail to develop sufficient skills and attitudes are not allowed to practice independently, monitoring and safeguarding client welfare, promoting ethical practice, and assisting trainees in the development of meta or higher-order competence as professional psychologists (Bernard & Goodyear, 2004; Falender & Shafranske, 2007; Vasquez, 1992; Watkins, 1997). Watkins summarized the importance of supervision this way: Psychotherapy supervision is important because, among other possibilities, it provides supervisees with feedback about their performance; offers them guidance about what to do in times of confusion and need; allows them the opportunity to get alternate views and perspectives about patient dynamics, interventions, and course of treatment; stimulates or enhances curiosity about patients and the treatment experience; contributes to the process of forming a therapist “identity” and serves as a “secure base” for supervisees, letting them know they are not alone in their learning about and performing psychotherapy. (Watkins, 1997, p. 3)
Numerous surveys in the professional psychology literature indicate that clinical supervision remains one of the most prevalent professional activities of clinical psychologists in both J. Thomas, M. Hers
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