scholarly journals Multi-Tiered Intensive Supervision: A Culturally-Informed Method of Clinical Supervision

2021 ◽  
Author(s):  
Angie D. Cartwright ◽  
Chandra D. Carey ◽  
Huan Chen ◽  
Dominique Hammonds ◽  
Ana G. Reyes ◽  
...  
Keyword(s):  
Clinical Supervision ◽  
Phenomenological Study ◽  
Self Awareness ◽  
Doctoral Level ◽  
Personal Impact ◽  
Supervision Training ◽  
Intensive Supervision ◽  
Culturally Informed ◽  
Counseling Theory ◽  
Traditional Supervision

n this exploratory phenomenological study, the authors researched the experiences of doctoral level supervisors (N=5) who piloted a new supervision approach, Multi-Tiered Intensive Supervision (MTIS). MTIS is a 13-week supervision intervention that involves hierarchical supervisory experiences which includes clinical supervision with three different professionals. This approach applies an anti-racist framework and merges the components of traditional supervision models which allows concepts such as knowledge development of multicultural counseling theory, conceptualization of the intersectionality of cultural identities and enhanced personal self-awareness across each layer of supervision. Five themes were identified: (a) recognition of power, privilege, and oppression; (b) personal impact; (c) deficits in current supervision training and models; (d) supervisory skill development; and (e) impact of MTIS. Implications and recommendations for supervisors, counselor education programs, and researchers are provided.

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.

Clinical Supervision in School Counselling and Career Counselling: Is It Time to Develop a New Story?

2005 ◽  
Vol 15 (1) ◽  
pp. 105-116 ◽  
Author(s):  
Mary McMahon
Keyword(s):  
Clinical Supervision ◽  
Professional Practice ◽  
Career Counselling ◽  
Research Directions ◽  
Supervision Training ◽  
Intensive Supervision ◽  
School Counsellors ◽  
History Of ◽  
New Ideas ◽  
New Research

AbstractSupervision provides benefits for school counsellors and career counsellors such as support, an opportunity to gain new ideas and strategies, and personal and professional development. Despite this, studies have also shown that school counsellors perceive that the amount of time they participate in supervision is inadequate. In career counselling, there is little evidence that supervision has even been established as a mainstream professional practice. The reasons for this curious situation, whereby little time is spent on a potentially beneficial activity, are uncertain. The present study investigated the supervisory experiences of a group of school counsellors and career counsellors for a six month period following their completion of an intensive supervision training program. Participants recorded their supervisory experiences in a structured diary. Even though the participants were well informed about supervision, the findings of the present study are consistent with those of previous studies. This history of repeatedly similar findings suggests that it may be timely to ask some fundamental questions about supervision in these two professions. Such questions in turn suggest possible new research directions.

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

The Experiences of Faculty of Color in Departments of Educational Leadership and Administration: The Role of Emotional and Social Intelligence in Navigating Promotion and Tenure to Achieve the Rank of Associate Professor

2020 ◽  
pp. 194277512090219
Author(s):  
Rene O. Guillaume
Keyword(s):  
Educational Leadership ◽  
Social Intelligence ◽  
Phenomenological Study ◽  
Associate Professor ◽  
Faculty Of Color ◽  
Relationship Building ◽  
Self Awareness ◽  
Promotion And Tenure ◽  
Qualitative Phenomenological

This article presents the findings from a qualitative phenomenological study with 21 Faculty of Color in departments of educational leadership and administration who were tenured within the past 7 years. An emphasis was placed on examining the role of emotional and social intelligence as the participants successfully navigated the promotion and tenure process. Results of the study provide three themes: Sense of Belonging Through Community, Understanding Self, and Strategic Recognition of Organizational Environment. Participants were able to draw on the competencies of self-awareness, organizational awareness, and relationship building in ways that positively impacted their tenure and promotion journey.

scholarly journals Limitations of Multicultural Supervision in Clinical Neuropsychology

2019 ◽  
Vol 34 (7) ◽  
pp. 1303-1303
Author(s):  
M J Cohen ◽  
M Fredrick-Keniston ◽  
D Jain
Keyword(s):  
Clinical Supervision ◽  
Self Awareness ◽  
Limited Information ◽  
Culturally Competent ◽  
Clinical Neuropsychology ◽  
Multicultural Supervision ◽  
Multicultural Practice ◽  
Competency Based ◽  
General Aspects ◽  
And Training

Abstract Multicultural awareness, competency based clinical supervision, and the clinical neuropsychology subspecialties are areas of growing importance in the psychology field. Specific guidelines exist for multicultural practice, clinical supervision, as well as training in clinical neuropsychology. However, there are significantly fewer resources and training procedures that focus on multicultural supervision, very limited information regarding neuropsychology supervision, and almost non-existent resources that address multicultural considerations in clinical neuropsychology supervision. Objective: This Poster highlights the most important literature regarding general aspects of multicultural supervision in psychology, supervision in clinical neuropsychology, while also introducing ideas and considerations regarding the dire need of multicultural supervision in clinical neuropsychology. Method The authors reviewed the literature regarding general aspects of multicultural supervision in clinical psychology, supervision in clinical neuropsychology, and additionally highlighted the gaps related to supervision in multicultural neuropsychology. Finally, they introduced ideas to address some of the needs in the arena of supervision in multicultural neuropsychology. Discussion Available resources that explore, delineate, or evaluate competent multicultural supervision in clinical neuropsychology are absent. Partially, the limited understanding of - and research that focuses on - the influence of diversity in neuropsychological assessment and interventions might explain the lack of resources allotted to competent multicultural supervision in clinical neuropsychology. It is proposed that in clinical, neuropsychology supervisory process (as in therapy supervision) should include a culturally competent supervisor who can assist in the development of self-awareness, knowledge, and skills in order to provide interventions that understand, honor, and respect the clients’ multiple diversity dimensions.

The Role of Professional Advocate in Endoscopy: The A-Equip Model

2020 ◽  
Vol 18 (Sup8) ◽  
pp. S18-S24
Author(s):  
Loraine Chenai Mahachi
Keyword(s):  
Quality Improvement ◽  
Clinical Supervision ◽  
Workforce Education ◽  
Advisory Group ◽  
Self Awareness ◽  
The Face ◽  
Human And Social Capital ◽  
Tools And Techniques ◽  
Clinical Audits

In endoscopy, quality improvement (QI) is paramount and integral to Joint Advisory Group (JAG) accreditation. The challenge is to keep staff engaged and enthused in the face of factors that influence their emotions and behaviour. This was demonstrated in the author's endoscopy recovery units being used to cope with an inpatient surge for 14 months, which increased stress, sickness and turnover and lowered compliance with clinical audits. The professional advocate (PA) was tasked with addressing this and established that the QI systems in place were inadequate without investment in the team's human and social capital. The PA acted according to the Advocating and Educating for Quality Improvement (A-EQUIP) model to create a positive environment and support continuous improvement using various wellbeing tools and techniques. Restorative clinical supervision, human factors training and concepts from neurological and social sciences were employed to increase self-awareness, improve attitudes and build resilience in the workforce. These techniques have received positive feedback and become integral to the service. Endoscopy services should prioritise investment in workforce education and wellbeing and adopt the role of PA, which should be considered as part of JAG workforce standards.

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.

Culturally Informed Sport Psychology: Introduction to the Special Issue

2011 ◽  
Vol 5 (4) ◽  
pp. 283-294 ◽  
Author(s):  
Robert Schinke ◽  
Zella E. Moore
Keyword(s):  
Sport Psychology ◽  
Geographic Location ◽  
Socioeconomic Background ◽  
Self Awareness ◽  
Special Issue ◽  
Professional Literature ◽  
Daily Work ◽  
Cultural Constructs ◽  
Cultural Aspects ◽  
Culturally Informed

Sport psychologists work with athletes from a vast array of cultural backgrounds. Numerous factors comprise the cultural composition of both the client and the practitioner, including, though not necessarily limited to, ethnicity, socioeconomic background and status, race, socialization, sexual orientation, religion, gender, and geographic location. These intersecting and often deeply ingrained personal variables can certainly impact the nature of the therapeutic relationship, intervention strategies, and intervention outcomes with athletic clientele. Yet, while other domains of professional psychology have long embraced the integration of cultural aspects, the field of sport psychology has been slow to join the dialogue or to learn from these relevant sources. Therefore, this special issue of the Journal of Clinical Sport Psychology was conceptualized and constructed with the intention of opening these lines of discussion to help ensure that sport psychologists are gaining a comprehensive understanding of the athletes with whom they work, demonstrating respect for and integration of cultural constructs in the treatment room, and maintaining personal and professional self-awareness. As Co-Editors of this unique special issue, Drs. Robert Schinke and Zella Moore provide the present paper to begin this important dialogue. This paper sets the stage for six informative articles by leading professionals in their areas, including both theoretical articles and articles highlighting culturally informed direct service provision with athletes from around the world. We hope that this timely special issue leads to numerous additional questions, cutting-edge research ideas, and most importantly, an enhanced or renewed commitment from sport psychologists to integrate the concepts found within these pages, and those already found within the professional literature of mainstream psychology, into their daily work with athletes.

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