The Supervisory Experience

Background: Supervision of behavior analysts seeking certification and supervision of service delivery are key processes in the provision of quality behaviour analytic services to individuals with developmental disabilities. Our study is the first to examine international supervisory practices within the field of applied behaviour analysis. Method: An online survey was distributed to 92 professionals internationally, assessing supervisory practice, supervisor support, work demands, job satisfaction, and burnout. Results: Findings indicate high satisfaction with the supervisor and supervisory experience. Excessive work demands positively correlate with high burnout and low job satisfaction. Half of all professionals only worked with one or two clients before certification. Supervisor and collegial support seem to decrease the likelihood of suffering burnout and increase job satisfaction, although relationships were not statistically significant. Conclusions: Supervisor and collegial support warrant further research as protective factors. Implications for an evidence-based supervisory practice that produces ethical and competent supervisees are discussed.

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‘Courses for Horses’: designing, adapting and implementing self practice/self-reflection programmes

The Cognitive Behaviour Therapist ◽

10.1017/s1754470x19000138 ◽

2019 ◽

Vol 12 ◽

Cited By ~ 1

Author(s):

Mark H. Freeston ◽

Richard Thwaites ◽

James Bennett-Levy

Keyword(s):

Evidence Base ◽

Therapist Development ◽

List Type ◽

Training Methods ◽

Learning And Development ◽

Self Reflection ◽

Therapeutic Modalities ◽

Potential Risks ◽

Training Programmes ◽

Supervisory Experience

AbstractSelf-Practice/Self-Reflection (SP/SR) has been proposed both as an adjunct to therapy training programmes, and also as a means for therapist development among experienced therapists. Research suggests it develops aspects of knowledge and skill that may not be addressed through other training methods. With increasing interest in SP/SR, a growing evidence base regarding both participant benefits and potential risks from SP/SR, and the development of SP/SR programmes across a range of therapeutic modalities, we argue it is timely to identify a set of principles that can guide the design, adaptation and implementation of SP/SR programmes. At this stage, there is little empirical evidence to guide trainers wishing to implement SP/SR in different contexts. Accordingly, these principles have been derived from reflection on developing, testing and implementing SP/SR programmes as well as on other training and supervisory experience. The first set of principles detailed in Section 1 draw on various theories of learning and development and frame the processes involved, the next principles speak to the content of SP/SR programmes, and the final principles address structure. Within Section 2, the principles are then considered for their practical implications. In Section 3, the sharing of what are initially private self-reflections is then considered together with some implications for SP/SR programmes, especially when there is assessment involved. We argue that SP/SR will continue to progress with well-designed standard programmes, careful implementation, thoughtful adaptation, ongoing innovation, and especially more evaluation.Key learning aims(1)To understand the principles for designing, adapting and implementing SP/SR programmes that are drawn from theory and from the authors’ experience of developing and implementing SP/SR programmes over the last 20 years.(2)To understand the possible factors that guide the processes, content and structure of SP/SR programmes.(3)To understand how best to maximize effective engagement and learning (and limit harm) when planning or implementing an SP/SR programme.

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Role of early supervisory experience in supervisor performance.

Journal of Applied Psychology ◽

10.1037/0021-9010.78.3.443 ◽

1993 ◽

Vol 78 (3) ◽

pp. 443-449 ◽

Cited By ~ 63

Author(s):

Walter C. Borman ◽

Mary A. Hanson ◽

Scott H. Oppler ◽

Elaine D. Pulakos ◽

et al

Keyword(s):

Supervisory Experience

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Learning Clinical Integration: A Case Study Approach

Journal of Psychology and Theology ◽

10.1177/0091647118767976 ◽

2018 ◽

Vol 46 (2) ◽

pp. 85-97 ◽

Cited By ~ 4

Author(s):

Brad D. Strawn ◽

Earl D. Bland ◽

Paul S. Flores

Keyword(s):

Model Building ◽

Special Volume ◽

Case Study Approach ◽

Clinical Integration ◽

Dynamic Complexity ◽

Study Approach ◽

Emergent Phenomenon ◽

Fourth Wave ◽

Supervisory Experience

The present article identifies three waves in the integration of psychology and theology literature including apologetic, model building, and empirical validation, bringing the discussion to a fourth wave, clinical integration. Rather than a model or destination, clinical integration is an emergent phenomenon of the dynamic complexity of the particular therapeutic configuration and therefore is best learned through supervisory experience, which includes observing, hearing, and reading cases. Subsequently, the articles that make up this special volume are case studies. In addition, the article notes the lack of cultural and theological diversity in the integration literature so invited authors were selected not only for their scholarship, but also for being newer voices in the field and for their personal diversity. The rewards, challenges, and ethics of writing about clinical cases are also explored.

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Supervisory experience at work is linked to low rate of hippocampal atrophy in late life

NeuroImage ◽

10.1016/j.neuroimage.2012.08.015 ◽

2012 ◽

Vol 63 (3) ◽

pp. 1542-1551 ◽

Cited By ~ 37

Author(s):

Chao Suo ◽

Irene León ◽

Henry Brodaty ◽

Julian Trollor ◽

Wei Wen ◽

...

Keyword(s):

Late Life ◽

Hippocampal Atrophy ◽

Supervisory Experience ◽

Low Rate

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A Comparative Study of Two Tests of Supervisory Knowledge

Psychological Reports ◽

10.2466/pr0.1966.18.2.535 ◽

1966 ◽

Vol 18 (2) ◽

pp. 535-538 ◽

Cited By ~ 2

Author(s):

F. J. Thumin ◽

D. S. Page

Keyword(s):

Concurrent Validity ◽

College Education ◽

Face Validity ◽

Human Relations ◽

Electric Company ◽

College Training ◽

Time Required ◽

Supervisory Practices ◽

Personnel Department ◽

Supervisory Experience

The objective of the present study was to obtain a comparative assessment of two supervisory knowledge tests (the Supervisory Practices Inventory and the Supervisory Inventory on Human Relations) in terms of face and concurrent validity, time required for administration—and correlation with age, supervisory experience, and college education. Both tests were administered to 55 supervisors with the Emerson Electric Company, after which they were asked to indicate which test, in their opinion, would do the better job of measuring a man's knowledge of supervisory procedure, and which would yield, for them, the better score. Statistical analysis revealed that neither test had a significant correlation with supervisory effectiveness, using Personnel Department rankings as the criterion. In terms of relative face validity (i.e., acceptance by supervisors) the Supervisory Inventory on Human Relations was superior. This test also had a significant relationship with college training, although neither test was significantly related to age of employee or supervisory experience. The tests were equivalent in time required for administration.

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Co-Therapy Viewed Developmentally

Transactional Analysis Bulletin ◽

10.1177/036215377900900116 ◽

1979 ◽

Vol 9 (1) ◽

pp. 67-73

Author(s):

Ken Lessler ◽

Bob Dick ◽

Jim Whiteside

Keyword(s):

Stage Model ◽

Service Model ◽

Energy Distributions ◽

Therapy Relationship ◽

Supervisory Experience

Co-therapy is observed to be an extensively used service model which, while having supporters, was strongly criticized by Berne and others. The writers propose a four-stage model of the developing co-therapy relationship, based upon their clinical and supervisory experience. Using this model, the criticisms of co-therapy are evaluated and major interpersonal, intrapersonal, and technical foci, energy distributions, and the use of supervision are discussed at each stage of the developing relationship.

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