Building Competencies in Clinical Supervision: Outcomes of Integrating Self-Assessment Resources From the American Speech-Language-Hearing Association's Ad Hoc Committee on Supervision Training

2018 ◽  
Vol 3 (11) ◽  
pp. 4-20
Author(s):  
Jana Waller ◽  
Marie Sanford ◽  
Tina Caswell
Keyword(s):  
Clinical Supervision ◽  
Ad Hoc ◽  
Self Assessment ◽  
Supervision Training ◽  
Supervision Outcomes

Relationship between multicultural discussions and clinical supervision outcomes

2014 ◽  
Author(s):  
Julia C. Phillips ◽  
Mike C. Parent ◽  
Mary Dozier ◽  
Pamela L. Jackson
Keyword(s):  
Clinical Supervision ◽  
Supervision Outcomes

Intensive Clinical Supervision Training in Tomsk, Russia

2013 ◽  
Author(s):  
Sabina R. Glab ◽  
Jennifer Kehoe ◽  
Daniel Babskie ◽  
Joseph F. Reichmann ◽  
Bradley Janey
Keyword(s):  
Clinical Supervision ◽  
Supervision Training ◽  
Clinical Supervision Training

Clinical Supervision in Child Protection Practice: A Review of the Literature

2019 ◽  
pp. 152483801987569 ◽  
Author(s):  
George Karpetis
Keyword(s):  
Clinical Supervision ◽  
Child Protection ◽  
Theoretical Perspective ◽  
Journal Articles ◽  
Internal Factors ◽  
Theoretical Perspectives ◽  
Depth Analysis ◽  
Supervision Practices ◽  
The Impact ◽  
Supervision Outcomes

Aiming to identify the mechanisms generating positive clinical supervision outcomes in child protection, this narrative review provides an in-depth analysis of the theories underpinning clinical supervision in the latest child protection literature. The conceptual analysis of 28 peer-reviewed journal articles highlighted the presence of the psychodynamic, managerialist, critical, behavioral, systemic, humanistic, and eclectic theoretical perspectives. Implicit theoretical eclecticism permeated most of the publications examined. This eclecticism resulted in confusing child protection practices as different theories require different practice techniques and result in different practice outcomes. The study found that half of the publications exclusively adopted the critical and managerialist theoretical perspectives that undervalue the impact of internal factors in the behaviors of families and practitioners. Despite the fact that all the publications acknowledged the centrality of emotions in supervision, only the psychodynamic theoretical perspective elaborated on the precise process through which emotions are conceptualized in clinical supervision. Because most of the publications neither identified the operationalization process nor evaluated any clinical supervision outcomes, questions arise about the theoretical robustness and essentially the effectiveness of child protection practice itself. Therefore, a need emerges for case studies to explore the process through which theory-bound clinical supervision practices generate effective child protection outcomes.

Clinical supervision training across contexts

2015 ◽  
Vol 13 (4) ◽  
pp. 262-266 ◽  
Author(s):  
Joanna Tai ◽  
Margaret Bearman ◽  
Vicki Edouard ◽  
Fiona Kent ◽  
Debra Nestel ◽  
...  
Keyword(s):  
Clinical Supervision ◽  
Supervision Training ◽  
Clinical Supervision Training

scholarly journals Developing supervisory competence: preliminary data on the impact of CBT supervision training

2012 ◽  
Vol 5 (4) ◽  
pp. 83-92 ◽  
Author(s):  
Katherine Newman Taylor ◽  
Kenneth Gordon ◽  
Simon Grist ◽  
Charlotte Olding
Keyword(s):  
Clinical Supervision ◽  
Repeated Measures ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Evidence Base ◽  
Preliminary Evaluation ◽  
Repeated Measures Design ◽  
Supervision Training ◽  
Psychological Therapies ◽  
The Impact

AbstractClinical supervision is key to the delivery and governance of effective psychological work. We place increasing emphasis on the evidence base in our clinical decision making, and yet there is no comparable body of information to inform our supervisory practice. This is a serious problem for psychological therapists; there is an urgent need for theoretically driven and empirically evaluated approaches to supervision, and the training of such skills. This preliminary evaluation examined the impact of a 5-day training designed for Improving Access to Psychological Therapies (IAPT) supervisors new to the role. A within-subject, repeated-measures design was used to compare self-assessed supervision competencies over the course of training. Twenty-eight IAPT supervisors completed 5 days’ training based on the Supervision Competencies Framework and IAPT Supervision Guidance. Significant improvements were found in ratings of generic, specific, applied and meta-supervision competencies, as well as overall competency. This evaluation gives preliminary support for the impact of training on supervisory competencies. There are clear limitations, particularly the lack of objective measures and comparison training. Nevertheless, in the context of a very limited evidence base to date, the study contributes to a more robust approach to developing supervisory competence in clinical practice.

scholarly journals Protective Parents, Democratic Parents and Support to Physical Activity and Sport

2019 ◽  
Vol 14 (40) ◽  
pp. 51-59 ◽  
Author(s):  
Higinio González-García ◽  
Antonia Pelegrín Muñoz ◽  
José Luis Carballo Crespo
Keyword(s):  
Physical Activity ◽  
Parental Education ◽  
Ad Hoc ◽  
The Other ◽  
Self Assessment ◽  
Care Education ◽  
Levels Of Care ◽  
Other Hand ◽  
Personalized Education ◽  
Adjustment Test

The aim of this study is to determine if parental education styles influence on parents support in sport of athletes. The sample consisted of 374 athletes and physical practitioners. In order to measure the different variables were used, an ad hoc Sociodemographic questionnaire, the Oviedo Scale of Infrequency Response (INF-OV) and the Self- Assessment Multifactorial Childhood Adjustment Test (TAMAI). The results showed significant differences in: care education close to mother protectionism (p<.05), mother personalized education (p<.01), father personalized-assistance education (p<.01) and father protectionism (p<.01), in favour of athletes who felt support from parents. On the other hand, mother restriction (p<.01) and father restriction obtained significant differences, in favour of athletes who did not feel support in the practice of physical activity and sport. The regression analysis showed that care education close to mother protectionism (p<.05) and father personalized assistance education (p<.05), are linked with perceived greater support in sport. On the other hand, higher levels of mother restriction (p<.05) and father restriction (p<.05) are related to perceiving less support in the practice of physical activity and sport. It was concluded that athletes who perceived support for physical activity, obtained higher levels of care education close to mother protectionism, mother personalized education, father personalized education and father protectionism. Key words: parents, athletes, collaboration, sport career, education.

Examining the Status of Supervision Education in Rehabilitation Counsellor Training

2016 ◽  
Vol 22 (1) ◽  
pp. 51-56
Author(s):  
Roxanna N. Pebdani ◽  
Terri K. Ferguson-Lucas ◽  
Shengli Dong ◽  
Spalatin N. Oire
Keyword(s):  
Clinical Supervision ◽  
Clinical Implications ◽  
Counsellor Training ◽  
Doctoral Level ◽  
Content Learning ◽  
Supervision Training ◽  
The Status ◽  
Doctoral Programmes ◽  
Clinical Supervision Training ◽  
Level Training

Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes.

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