Effects of supervisor and supervisee degree level and gender on the supervisory relationship.

86 graduate counseling students and 92 supervisors rated their relationships 3 times during a semester. At the semester's end, supervisees decribed the perceived frequency of performance of supervisor behaviors. Supervisors and supervisees differed in their perceptions of the relationship and how it developed. Supervisees, in contrast to supervisors, saw improvement in their relationships over time. Male supervisees and supervisors both rated their relationships as better than females. Gender matching affected supervisees' perceptions of their relationships but not supervisors' perceptions. Semester-end ratings showed that supervisees discriminated between the quality of the relationship, which was affected by gender matching, supervisor gender, and supervisor behavior, and supervisor competence, which was affected only by supervisor behavior. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role diffusion in the supervisory relationship.

Discusses problems stemming from the supervisor's role and the power structure of the trainee–supervisor relationship when the trainees are clinical psychology graduate students. The tenets of systems theory, which present supervision as a dynamic process involving the triad of supervisor, therapist, and client, are reviewed. Ways in which supervisors are in dominant or deferent positions to their students are reviewed, parallels between the supervisory process and relationships between diagnosticians and patients, and therapists and clients, are explored. Mutuality in a mature supervisory relationship is also discussed. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment processes in the supervisory relationship: An exploratory investigation.

How do relational characteristics of clinical trainees and supervisors influence the supervisory relationship? Following suggestions that attachment theory might shed light on this question, the authors asked doctoral-level psychology interns (N = 87) to complete an online survey about attachment processes and supervision experiences. Findings indicated that perceived supervisor attachment style was significantly associated with supervision task and bond. Regardless of their own attachment style, participants reporting secure supervisors rated the supervisory bond higher than participants reporting insecure supervisors. Results of path analyses suggested that parental indifference, compulsive self-reliance, and perceived supervisor attachment style may be particularly important in shaping the supervisory alliance. Implications for training and supervision are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conflict resolution within the supervisory relationship.

158 graduate students in clinical psychology were surveyed concerning the occurrence, handling, and outcome of conflicts in their supervisory experiences. 38% of the Ss with supervised experience reported a major conflict with a supervisor that made it difficult to learn from supervision. Ss described 3 areas of conflict—theoretical orientation or therapeutic approach, style of supervision, or personality issues. The degree to which conflicts were discussed and successfully resolved seemed to depend partly on the type of conflict; it was easier to resolve conflicts that centered on style of supervision than on personality issues. When conflicts were not resolved, Ss often sought support from others, altered their behavior to conceal difficulties, or appeared to comply with the supervisor. Implications for the learning process in supervision are discussed. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On becoming a rehabilitation psychologist: Many roads lead to Rome.

The purpose of this article was to respond to S. I. Wegener, K. J. Hagglund, and I. R. Elliott's (see record 1998-01342-002) interpretation of the Boulder model as applied to the training of rehabilitation psychologists. The authors strongly believe that there should be many acceptable paths to becoming a rehabilitation psychologist. Moreover, concerted efforts should be made to make rehabilitation psychology an academic discipline, and professional specialty, that is neither subsumed under nor merely an add-on to counseling or clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On becoming a mother: In the throes of developmental transformation.

Presents case studies of 5 women that trace the development of transformation and separation themes through prepregnancy, pregnancy, and early motherhood. The treatment method used in these cases was supportive psychoanalytic psychotherapy. However, as evidence of conflict began emerging in these patients, more exploratory work with insight-oriented psychotherapy was used. Themes of ambivalence, overidentification, regression, hostility, and separation are seen as being implicit in the transformation that attends pregnancy and motherhood. Emotions such as anger, fear, and loneliness occur during this transformation. If the mother is sufficiently able to represent symbolically and discharge feelings aroused by the developmental crisis, these emotions may be resolved in a manner that does not interfere with her relationship with the infant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On becoming a team: a view from the field

Early intervention services have expanded the concept of team participation for speech-language pathologists. Unlike traditional teams that grew out of the individual, direct service model of treatment, early intervention teams include the child's family along with professionals. Family members are invited to participate in assessing and treating their child, and the child is seen from a slightly different perspective by each team participant. Different viewpoints must be integrated and used to the benefit of the child. In this way, treatment options are expanded. Further, professionals may release their roles to other team members as well as learn new skills from other team members. The process of team development is illustrated through the experiences of one family-centered early intervention team.     

Review of On becoming a better therapist.

Reviews the book, On becoming a better therapist by Barry L. Duncan (see record 2009-22770-000). The aim of this book is provide practical, research-based guidance on how to become a more effective therapist. It was designed for those who are on the front lines of providing psychotherapy services. Two criticisms of the book—or perhaps they are simply concerns— seem pertinent. First, although Duncan’s focus on the client’s experience and feedback is a breath of fresh air in a profession that accords too much power to therapists and too little to clients, the book swings so far in the other direction that it runs the risk of making the same mistake on the client side of the equation. Second, related to the first concern, the book does not adequately address those situations in which the client’s ideas about the treatment might be problematic. Overall this book is an excellent read and a helpful guide to becoming a more effective therapist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The interpersonal relationship as a vehicle for therapeutic learning.

Responds to S. L. Garfield's (see PA, Vol. 51:Issue 6) paper, underscoring the fact that the operations of psychotherapists share important processes with those of other influencers. There is more to modern psychotherapy than the relationship, but the latter typically serves as a powerful framework for therapeutic change, within which framework various techniques are potentiated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The supervisee experience of group supervision: Implications for research and practice.

Group supervision is commonly employed in graduate psychology training but has received insufficient attention in research. Supervisees' own perceptions and experiences in group supervision can provide valuable information in guiding our understanding and exploration of the benefits and uses of this form of training. This paper reviews 11 empirical studies exploring supervisee perceptions of group supervision experiences. Research, to date, appears to be largely in line with conceptual hypotheses regarding the benefits of group supervision experiences, and implications are discussed with regard to current practice. However, this review also points to the need for more in-depth and advanced research efforts in the area that can further explore supervisee experiences and identify means of optimizing this experience as a component of clinical training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Enhancing supervisee reflectivity in clinical supervision: A case study illustration.

Reflectivity has been described as the cyclical process whereby individuals engage in a critical evaluation of their affective, cognitive, and behavioral experiences to produce insight and fundamental shifts in their original beliefs. Developing reflectivity in supervisees is one of the most challenging, yet important, responsibilities of clinical supervisors, given its link to such skills as critical thinking, ethical decision making, and problem solving. This paper advances the literature by presenting a case example that demonstrates how reflectivity can be emphasized in clinical supervision, highlighting the barriers to reflectivity, and providing strategies that supervisors can utilize to encourage reflectivity within clinical supervision. The strategies and information discussed may be flexibly applied to supervisees of all developmental levels within the context of individual supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Negative supervisory events: Effects on supervision and supervisory alliance.

What are the consequences when a supervisee experiences a negative event in supervision? Supervisee developmental level, supervisory working alliance, trainee attachment style, and negative supervisory events were examined to determine their relationship with one another. Findings underscore the destructive impact negative supervisory events can have on supervision and supervisee development. This impact varies depending upon a supervisee's developmental level or the strength of the supervisor--supervisee working alliance. Supervisors are encouraged to be more supportive of supervisees in early development, and suggestions are offered on ways to ensure a strong supervisory relationship. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdisaster supervisor strategies for promoting supervisee self-care: Lessons learned from Hurricane Katrina.

The purpose of this article is to provide supervisors with postdisaster strategies for promoting supervisee self-care. These recommendations are based on relevant disaster mental health and supervision research along with the authors' experiences of supervising and teaching in a university setting following Hurricane Katrina in South Mississippi. Supervisory examples from the authors' hurricane experiences are also provided to highlight each recommendation. A supervisee self-care tool is offered to aid supervisors in their efforts to help supervisees develop positive coping responses in the event of a disaster. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional mobility for psychologists is rapidly becoming a reality.

Professional mobility for psychologists has been a problem since states first passed psychology licensing laws because of relatively small but crucial variations in licensing requirements. Although the profession of psychology and the association of psychology regulatory bodies in the United States and Canada (i.e., the Association of State and Provincial Psychology Boards [ASPPB]) have recognized this problem for decades, little progress was made in resolving it. Recently, the ASPPB launched two different approaches to facilitating professional mobility: one to forge agreements between regulatory bodies to accept each other's licensees, and another to certify or endorse individual psychologists who meet ASPPB standards for licensure and therefore can be recommended to licensing boards for relicensure. The specific requirements of each of these programs and their success in addressing the professional mobility problem are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating the clinical supervisee: A survey of practices in graduate training programs.

Surveyed 71 directors of clinical training regarding practices for providing evaluation and feedback to clinical supervisees. Results indicate that routinely scheduled evaluations of trainee progress are a widespread practice. Although the majority of programs create records of evaluations, only about two-thirds provide written feedback to trainees. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On becoming involved with drugs: Modeling adolescent drug use over time.

Tested a model of the process of becoming involved with drugs during junior high school among 698 students who did not use alcohol, cigarettes, or marijuana during Grade 7 (T1). The follow-up data points were 12 and 15 mo later (T2 and T3). Weak familial and school attachments fostered use by increasing the likelihood of exposure to pro-drug social influences (drug use offers); weak bonds with school also directly affected cognitive motivations (lower resistance self-efficacy [RSE] and more positive outcome expectancies). In turn, social influences at T1 played a dominant role in initial use at T2, but cognitive motivations were also significant. At T3, prior use assumed the most prominent position. Drug-specific measures of RSE and expected use directly affected later use of that substance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On becoming a parasite: evaluating the role of wall oxidases in parasitic plant development

BACKGROUND: The temporal and spatial control of the transition from vegetative to parasitic growth is critical to any parasite, but is essential to the sessile parasitic plants. It has been proposed that this transition in Striga spp. is controlled simply by an exuded oxidase that converts host cell-surface phenols into benzoquinones which act as developmental signals that mediate the transition. An understanding of this mechanism may identify the critical molecular events that made possible the evolution of parasitism in plants. RESULTS: PoxA and PoxB are identified as the only apoplastic phenol oxidases in Striga asiatica seedlings, and the genes encoding them have been cloned and sequenced. These peroxidase enzymes are capable of oxidizing the 60 known inducing phenols into a small set of benzoquinones, and it is these quinones that induce parasitic development. Analysis of the reaction requirements and comparisons to host enzymes, however, lead us to argue that PoxA and PoxB are not necessary for host recognition. CONCLUSIONS: A new model is proposed where constitutive production of an activated oxygen species (in the case of Striga, H2O2) mediates host recognition. This strategy would allow a parasite to exploit abundant host enzymes to produce the diffusible recognition signals by converting a standard host defense into a parasitic offense.     

The process of becoming a supervisor for students in a doctoral supervision training course.

This qualitative, longitudinal study explored the experiences of 6 counseling psychology doctoral students engaged in an 8-month supervision training course. In-depth, tape-recorded face-to-face interviews were conducted at the beginning, middle, and end of the course to assess how these supervisors-in-training experienced the process of becoming clinical supervisors. Themes that were common to participants were identified through phenomenological data analysis and described for each of the 3 interview sets. The perceived importance of participants’ relationships with the supervisees and their senior supervisor throughout the course, as well as the common themes, are discussed in terms of implications for supervisor training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adolescents becoming adults: attributes for adulthood

The research literature identifying the end of adolescence and the onset of adulthood has focused on event-related factors (e.g., marriage, occupation), while ignoring cognitive-related factors (e.g., responsibility for one's self and making decisions). This study addresses both realms. Adolescents (N = 113, M age = 16.5 years) were surveyed to determine what they believed were the most important attributes for becoming adults, and at what age their adulthood began. The sample perceived that adult status occurred at a mean age of 17.4 years (SD = 2.55) with 78.8% of the youth reporting that they were "adults." The majority of the sample identified cognitive factors as indicators of adulthood. Further analyses indicated that respondents who perceived that adulthood occurred at younger ages had higher levels of self-esteem. Implications of the consequences of adulthood attributes and beliefs for current and later life adjustment are discussed.     

Merely a pimple on the derrière of an elephant: On becoming players in the world of organizational consulting.

It is argued that the importance of consulting psychology is quite limited in the field of management and organizational consulting. Although there are some advantages to small size, the handicaps for competing in the management and organizational consulting market are also substantial. One way for consulting psychology to compete is to be the 1st to bring to market a compelling human capital strategy. The HC Bridge model is offered as one possible model, and a case presentation is provided to demonstrate the use of one such model, Getting and sustaining a lead in human capital strategy is an effective way for consulting psychologists to become real, rather than self-proclaimed, players in the field of management and organizational consulting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)