From the Back to the Front Burner: Clinical Supervisor Training and Evaluation
AdvisorHartley, Michael T.
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractDespite agreement on the importance of satisfactory and quality clinical supervision, evaluation models of supervisory competence have received little attention in the professional literature. The purpose of this multiple baseline design was to evaluate whether, following a training intervention, supervisors with six or more months of supervision experience increased their use of three essential supervisory practices during dyadic supervision: (a) supervisee goal review, (b) client progress review, and (c) provision of formative feedback. Each of three is necessary to the promotion of supervisee professional development. Following its introduction, the intervention in this study increased the frequency and accuracy of each supervisor’s use of the three practices during observations of dyadic supervision. Furthermore, the intervention resulted in supervisor and supervisee changes in perceptions of delivered supervision; specifically, greater alignment of perceptions. Implications will focus on the need to further define and evaluate specific, not assumed, supervisor needs.
Degree ProgramGraduate College
Counselor Education and Supervision