Inservice training for clinical supervisors.

Clinical supervisors have had to rely heavily on their training as psychotherapists to meet their responsibilities as supervisors. A 2-day training program in supervision skills designed to broaden the repertoire and enhance the professional development of practicing supervisors is described. The training laboratory is divided into 3 parts: (a) examination of baseline supervisor behaviors, with particular attention given to focus and role; (b) presentation of 4 distinct models of supervision (Discrimination, Interpersonal Process Recall, Microtraining, and Live Supervision); and (c) training in ethical/legal issues, which includes evaluation, emergency situations, and ethical and/or legal dilemmas. The in-service training program is designed to give participants an opportunity to practice the skills presented. Furthermore, an attempt is made to integrate the laboratory materials so that the supervisor is trained to use different behaviors discriminately. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Microaggressions by supervisors of color.

Supervisors of color are not only targets of discrimination but also perpretators. The denial of supervisees’ identities reveals a lack of respect and empathy, creating significant barriers to a good supervisory relationship. An area of professional development for supervisors of color is understanding the diverse identities of our supervisees, who are increasingly multiethnic and transnational. Supervisors of color also need the opportunity to examine their experiences of microaggressions both as sender and receiver and reflect on their own identities and how they impede or enhance the quality of supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reporting employment test scores to supervisors.

A simplified percentile profile chart, designed for presenting test results to supervisors, is described and illustrated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transformational supervision: When supervisors mentor.

Can a psychologist simultaneously fill the roles of clinical supervisor and mentor to a trainee? What are the implications of adding a mentoring component to a supervisory relationship? Like academic advising, supervision need not incorporate a mentoring function. However, the author hypothesizes that, all things considered, it is better for supervisees, and probably supervisors and training sites, too, when supervising psychologists engage supervisees in connected, collaborative, and increasingly reciprocal developmental relationships. There are numerous implications of mentoring-infused or transformational supervision, not the least of which is the inescapable tension between the supervisor's mentoring and evaluative roles. The author calls for concerted research and practice development in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer consultation groups for private practitioners.

Presents peer consultation groups as an important means for meeting the needs of private practitioners, specifically to improve therapeutic effectiveness, provide practical help, and counter isolation and burnout. Those aspects of trainee supervision that apply to peer consultation are examined, and the literature on peer consultation or supervision is reviewed. Using the authors' own group as a model, the goals, composition, content, and process of a peer consultation group are described. Stages of group development are outlined, and examples of group functioning are presented. Obstacles to participation, other alternatives, and the advantages of peer consultation groups are discussed. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple functions for psychologists in community consultation.

"Psychologists are assuming a wider range of responsibilities in community program administration and community consultation: in mental health, corrections, education, and anti-poverty." A program for training consultants was developed in New Mexico during a 4-yr demonstration project. Selection criteria include: (1) sound graduate training including the PhD for psychologists, (2) substantial clinical skills in diagnosis and therapy, (3) experience in consultation and administration, and (4) experience in community work. A 2-mo., full-time orientation program was conducted for the consultants hired. The project stimulated development of various new resources in local communities including, among others, a day school for retarded children, a family casework agency, a day center for emotionally disturbed children, a training and consultation service to an orphanage, and an alcoholism treatment and rehabilitation program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promoting clinical expertise in academic faculty supervisors.

Surveyed 71 training clinic directors at American Psychological Association (APA)-accredited clinical psychology doctoral programs to determine the role of departmental policies in encouraging clinical faculty to maintain and develop their clinical skills. Ss estimated the amount of current clinical faculty involvement in direct service work, the relationship between such involvement and effectiveness at clinical supervision, and the weight given to supervisory skill in departmental promotion and tenure decisions. Supervisory skill was positively related to the supervisor's level of current clinical activity. However, Ss in many programs felt that the quality of supervision was being ignored in tenure and promotion determinations. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictive validity of psychometric evaluations of supervisors.

31 higher level employees in 1 firm and 26 in another were assessed by objective test batteries. Clinical interpretations of test data, test scores, and other predictors were analyzed with reference to criterion personality ratings and management decisions at a follow-up point of 3? yr. for the 1st sample and 7 yr. for the 2nd. Predictive validity of test assessments was generally satisfactory in the 1st sample, although not pragmatically superior to that of certain objective data. Prediction was less satisfactory in the 2nd sample, but more unique to test data. A matching study indicated some correspondence of test reports and criterion personality sketches in the 2nd sample. Uninterpreted test scores were not generally valid except as measures of intelligence. (20 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing psychologists for high-risk jobs: Key ethical considerations for military clinical supervisors.

Military psychologists must provide a full gamut of mental health evaluation, treatment, and consultative services in a variety of nontraditional settings. Internship training and postdoctoral supervision are key to producing competent military psychologists that can simultaneously serve effectively as commissioned officers. The context of supervision has evolved in recent years as the majority of military psychologists are deployed to the combat theater and many are tasked with nontraditional operational roles. This article explores the key ethical considerations faced by supervisors who prepare psychology interns, postdoctoral residents, or civilian psychologists for high-risk military roles in a time of war. Recommendations are provided for both clinical supervisors and military psychology leaders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A symposium on evaluation of training for consultation.

Papers from a symposium during the annual meeting of the American Psychological Association in Montreal in 1973 describe programs for training students to consult in a variety of settings with a variety of goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The need for empirical studies in school consultation.

Conceptual models are not, as is often thought, constructed from logical deductions derived from observed facts, but rather, are postulated. Statements describing models are assumed and predictions are derived from them (Walker, 1963). Conceptual models are not lacking in school consultation literature. Yet aspects of our conceptual models have not received adequate scientific investigation, and there are those researchers and practitioners who have voiced doubts concerning the knowledge base for consultation, as well as fundamental assumptions underlying it. It is our assumption that such doubts can be resolved only by the most rigorous application of scientific method. With this aim in mind, we have devoted this issue to empirical studies in consultation. The goal of this issue is to present scientific endeavors that look at evidence systematically, without concern for where the data lead. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Human relations knowledge and social distance set in supervisors.

Postal supervisors' knowledge of human relations as measured by an adapted Air Force test and their perceptual set for social distance as measured by Fielder's ASo Scale correlated significantly with productivity of subordinates as measured by the United States Postal Department Work Production Standard averaged over the period of 1 year. Effective leaders knew proper human relations practices and their perceptual set enabled them to maintain optimal psychological distance from subordinates, neither so close that they were hampered by emotional ties nor so distant that they lost emotional contact. Results suggest that selection of Postal Department supervisors would be improved by eliminating candidates whose scores fall beyond 1 sigma from the mean on the social distance scale; and from those remaining, taking the number required with the highest relations knowledge scores. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Style differences of beginning supervisors: An interactional analysis.

An interactional analysis system, A. Blumberg's (1970) system for analyzing supervisor–teacher interaction (BIA), adopted from research in teacher education, was used to characterize beginning supervisory style. Two dimensions were considered: (a) the amount of variance in supervisory interaction behaviors in a group of beginning supervisors and (b) the stability of interactional behavior of individuals across 2 interviews, each with 2 trainees. 24 supervision interviews, each with 2 trainees from each of 12 beginning doctoral students, were videotaped and later analyzed with the BIA. A repeated measures 2-way ANOVA was used to analyze the BIA scores. Results indicate that the interview content differed significantly between supervisors on 7 of the 11 BIA variables and that individuals differed significantly across 2 interviews on 3 of the variables. It is concluded that beginning supervisors have individual predilections for supervisory behaviors that are stable across interviews with different trainees. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple relations in supervision: Guidance for administrators, supervisors, and students.

As fiduciaries, supervisors are to act on behalf of their supervisees; there are at least 10 provisions in the American Psychological Association Ethical Principles of Psychologists and Code of Conduct (2002) that provide guidance for those in this role. Unfortunately, there are many questions the APA Ethics Code does not answer with regard to multiple relations in supervision. The authors address a variety of problems that can arise in this professional context and offer guidance for administrators, practitioners, and students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Helping organizations change: A model for guiding consultation.

Ideas relating to the management of organizational change are discussed and illustrated with case examples from the authors' consulting practice. The authors argue that most attempts to implement change in organizations are less successful than intended because principles and knowledge about the psychology of change are violated or ignored. A psychologically informed model for guiding organizational change efforts is presented. Stages and arenas in which organizational change occurs are identified, along with recommended interventions. A case study is presented that illustrates the application of the model in an organization that undertook a major change in its strategy, structure, human resources, and management processes. Implications and suggestions for consulting psychologists who work with organizational leaders in managing change are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Telehealth: A clinical application model for rural consultation.

This article describes how a child psychologist in a rural community provides the necessary comprehensive consultation and clinical services using a video telephone and the services of Kentucky Telecare. The authors present a clinical consultation model of health care for underserved populations where professional consultation with a team of professionals may benefit service providers in rural communities. The article examines an innovative model of telehealth care delivery through a university-based telehealth system to an underserved regional school system. A number of applications within a broad spectrum of services using telehealth technology are offered. Finally, shifts in administrative paradigms, clinical models, and information technology prevention services through telehealth are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using subordinate ratings to elicit behavioral changes in supervisors.

Determined whether feedback of subordinates' ratings of supervisors leads to positive changes in the supervisors' behavior. The employees of the 56 supervisors in the experimental and control groups completed an information-opinion survey using a modified Likert scale format. Feedback reports were given to the experimental supervisors, and a 2nd survey was conducted 10 wks later to measure change. 2 independent measures showed significant positive change for the experimental supervisors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)