Clinical supervision practices of licensed psychologists.

Surveyed 232 licensed psychologists from 1 midwestern state to assess the nature of clinical supervision for experienced practitioners. Data were collected concerning type, frequency, and content of supervision; supervisor goals, techniques, assessment methods, and roles; and most and least helpful aspects of supervision. There were few significant differences in supervision as a function of supervisee experience, gender, or degree (MA vs PhD), or supervisor gender. The supervisees generally appeared to have autonomous relationships with supervisors who were clinically skilled and highly supportive. Ethical concerns regarding supervisee informed consent, supervisor accountability, and gender-role stereotyping are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The supervision relationship: Variables contributing to positive versus negative experiences.

We present pilot data on variables that influence interaction between trainees and supervisors and contribute to positive versus negative experiences in psychotherapy supervision. Subjects were two groups of supervisor/trainee dyads in which trainees had reported very positive or very negative supervision experiences. We found agreement on the quality of supervision experience between pair members. Trainees had positive supervision experiences when they were seen as interested in the supervisor's feedback. Trainees preferred supportive, instructional, and interpretive supervisors. Similarity in theoretical orientation and interpretive style contributed to positive experiences. A model combining variables to predict the quality of supervision experiences is presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral students' comparative evaluations of best and worst psychotherapy supervision.

68 male and 74 female advanced clinical and counseling psychology graduate students from 37 programs completed questionnaires comparing their best and worst supervisory experiences in terms of context, personal attributes of the supervisor, and specific interactional aspects. Results indicate that quality of supervision was not related to self-reported intellectual or emotional resources of trainees; training site; population serviced; or the gender, experience, sociability, or primary career activity of the supervisor. The best discriminators of quality were perceived expertise and trustworthiness of the supervisor, duration of training, and an emphasis on personal growth issues over the teaching of technical skills. Highly regarded supervisors were psychodynamic as opposed to behavioral, established supportive relationships, and communicated expectations and feedback clearly. Sexist behavior and authoritarian treatment were particularly detrimental to quality of supervision. These differences were not mediated by prior experience, gender, or theoretical orientation of the respondents. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of Process Quality in Building Projects

A Delphi process and a questionnaire survey are conducted to investigate the differences in the perceptions of entry-level professionals and long-time practitioners with regard to process quality in building projects. The factors that affect process quality in the three phases (design, construction, and operation) of a building project's life cycle are identified and ranked by the respondents' perceived degree of importance. The findings indicate that the perceptions of entry-level professionals and long-time practitioners are in agreement for most (74%) of the factors. Given the differences in the respondents' background, expectations, and experience, differences in perceptions are to be expected in the remaining 26% of the factors. Analyzing these differences helps in revising and improving existing training courses and academic programs. It is recommended that college programs include courses that treat the administrative aspects involved in the building project in great detail and that continuing education programs cover quality training and life cycle cost analysis.     

Variation in supervision process across trainee experience levels.

Explored whether (a) practicing supervisors perceived themselves as varying their supervision process across 4 trainee experience levels and (b) whether several supervisor demographic variables were related to the degree to which some supervisors might vary the supervision process more than others. Four experience levels were identified: 1st practicum, 2nd practicum, advanced practicum, and predoctoral intern. 37 experienced supervisors rated the degree to which the supervision they gave varied across trainee levels. Results show that Ss significantly varied supervision between 2nd-practicum and advanced-practicum supervisees, but they did not vary the other levels. Also, psychodynamically oriented Ss in contrast to humanistic and other orientations (e.g., cognitive-behavioral) were most likely to make this discrimination across trainee levels. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Quality assurance in coloscopy in private practice and the hospital. The Gastroenterology Quality Circle (GEQC) Munich

OBJECTIVE: As quality control in medicine is part of a doctor's professional duty, the "Munich Quality Circle" conducted a prospective feasibility study in which ten, previously defined, quality indicators were to be assessed. PATIENTS AND METHODS: Six specialised private practice groups and three specialised hospitals centers took part. Data on 2928 consecutive patients were collected by questionnaire and ten quality indicators assessed: concordance with the indication list; intestinal cleansing; premedication; duration and completeness of the study; sensation of pain; use of radiology; complications; diagnosis; and therapeutic intervention. RESULTS: Concordance with the indication list was present in 97.8% (range 93-100), premedication was given to 94.6% (77-100), midazolam to 77%. The proportion of patients who recorded no or only moderate pain correlated with the dose but not with the duration of advancing the coloscope. Mean time of advancing the instrument to the caecum was 8.0 min, the duration directly depending on the experience of the examiner. A mean time of less than 10 minutes was achieved only after more than 1200 examinations. The more a centre used fluoroscopic control the shorter the time of coloscopy. The examination was completed in 97.6% (92-99). There was no correlation between experience (assuming supervision) and dose of midazolam or frequency of fluoroscopy. CONCLUSIONS: Nowadays total coloscopy is a primary diagnostic method, but it needs an intensive learning phase. In clinical centers consequent supervision of less experienced examiners achieved comparable results to those with experience. Informative quality indicators for coloscopy can be documented with little cost.     

Institutional affiliations of contributors to scholarly and professional activities in counseling psychology: 1980–1983.

Used presentations at Division 17 programs of the American Psychological Association conventions, affiliations of authors of articles in the Journal of Counseling Psychology and The Counseling Psychologist, and Division 17 leaders to determine that the University of Maryland (College Park), Ohio State University, and the University of Iowa were the most highly active institutions in counseling psychology over the period 1980–1983. The size of the faculty and faculty rewards and pressures appear to be factors in determining ratings. Counseling psychologists in nonacademic settings are disadvantaged in making research contributions by these factors. Since most current counseling and clinical psychology graduate students are trained to be practitioners, it is suggested that research and professional leadership dimensions should be measured on their value to practitioners. It is further suggested that quality of supervision, knowledge of practitioner skills, and capacity to meet credentialing and/or licensing requirements should be included in evaluating graduate education in counseling psychology. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex roles and power relationships in supervision.

Discusses the role of the supervisor based on gender issues. Issues in supervision of practitioners with a feminist perspective are explored, as well as how supervisors can assist the practitioner who has managerial aspirations. The role of supervision in dealing with stress and gender is considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating competency in the diagnostic interview among graduate psychology students: Development of generic scales.

Both graduate students and their trainers are concerned with reliable and valid evaluations of trainee skills. This article reports development of a unique system to evaluate objectively the diagnostic interview competency among professional psychology graduate students. Two training outcomes, skills used in the diagnostic interview and global interview quality, and one training process, student group supervision behaviors in diagnostic seminars, were measured. Development of generic scales is described, initial results reported, and system benefits and weaknesses are noted. Recommendations for evaluating students' competency at conducting diagnostic interviews are offered to trainers and educators, and potential clinical applications are highlighted for practitioners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervisees' perceptions of their development: A test of the counselor complexity model.

Examined the perceptions of 91 trainees in counseling and clinical psychology regarding their development of counseling and supervision behaviors. Ss were from 8 geographically diverse training programs and were categorized into 3 levels on the basis of a composite of their degree of experience in graduate school, counseling, and received supervision. Ss' responses to an instrument designed to assess constructs relevant to the 2nd author's (see record 1981-06282-001) counselor complexity model were examined across these experience levels. Results indicate that higher-level Ss reported greater self-awareness, autonomy, acquisition of counseling skills and understanding of theory than did Ss at a lower experience level. Implications for developmental models of supervision are discussed. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training graduate students to be clinical supervisors: A survey of Canadian professional psychology programmes.

Recognising the need for training in clinical supervision, the Canadian Psychological Association (CPA) requires that accredited professional psychology programmes offer graduate students training in supervision. To fill a gap in the existing supervision literature, we surveyed training directors (or designates) of CPA accredited clinical and counselling programmes to understand how this training standard is currently being met in the area of clinical supervision. Responses were obtained from 20 of 28 programmes (71.4% response rate). Approximately 50% of respondents indicated that their programmes required some coursework related to clinical supervision, with wide variability, however, in the number of hours of coursework provided to students (range 3 to 39). Most courses included lectures and group discussion, but also often provided students with practical experience in clinical supervision provision. Only 25% of programmes required a practicum in which students gained experience in clinically supervising other students, although an additional 40% of programmes offered an elective practicum in which students gained some training in clinical supervision. Most programmes (~71%) identified strategies for improving training in clinical supervision (e.g., improving course work, requiring practical experience), but also identified challenges to offering clinical supervision training (e.g., availability of skilled supervisors, insufficient time to devote to supervision, student competency). Based on the findings, we offer some recommendations for how training in clinical supervision could be improved in Canadian professional psychology programmes as well as describe some important directions for future research in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in supervision as counselors and supervisors gain experience: A review.

Reviews research bearing on whether and how counselors and supervisors receive or give different types of supervision of psychotherapy as they each gain experience. Most theories describing changes in supervision of counselors as they gain experience are similar. They posit changes in the supervisee, with supervision environments being matched to the changing needs of the supervisee. There are 3 theories concerning how the supervisor changes as he/she gains experience. Empirical findings are consistent with theories of counselor development but only weakly supportive of the theory that actual supervision environments are matched to supervisee needs. Empirical findings on changes in supervisors as they gain experience reveal few differences in supervisors at any level beyond the master's degree. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

优质优价与质量监督管理

太钢内部工序间实行优质优价,涉及到物流管理,技术标准、质量监督、价格管理、计量管理等方面,本文着重从质量监督管理角度出发,论述了公司内部工序实行优质优价的进展情况,以及质量监督管理在各个阶段的作用,并根据工作体会谈了对优质优价工作的认识及其展望。     

Effects of supervisor experience level on planning and in-session supervisor verbal behavior.

Examined the effects of supervisor experience level on presession planning and in-session supervisor verbal behavior. 30 supervisors representing no, low (1? to 3 yrs), and high (4 to 25 yrs) levels of experience (mean ages 27.3, 28.7, and 35.8 yrs, respectively) listened to a 30-min audiotaped counseling interaction and then recorded thoughts and strategies for supervision in a 30-min planning session. Ss then conducted a 30-min supervision session with the counselor. Analyses of audiotapes from the planning and supervision sessions revealed no significant differences between the 3 levels of supervisory experience in planning statements. However, significant differences were observed in the actual supervision session, with low- and high-experience Ss being similar to each other and different from the no-experience group on several dependent measures. Results also indicate that the counselor rated the low- and high-experience Ss more positively than the no-experience Ss. No relation was observed between statements generated during the planning session and those occurring during supervision. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactance in relation to different supervisory environments and counselor development.

The purpose of this study was to examine counselor trainees' preference for structure in supervision as moderated by level of experience, reactance potential, and the content of supervision. Reactions of 78 practicum counselors to two of four audiotaped supervision sessions which varied on (a) amount of supervisor structure and (b) supervision content (suicidal client or client with relationship issues) were assessed. Beginning students preferred the structured supervision. The preference of structure for advanced students was moderated by reactance and content. For the relationship content, advanced students who were high on reactance preferred the low-structure supervision, while those with low reactance preferred the high-structure condition. In suicide content condition, advanced students preferred the structured supervision regardless of their level of reactance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do supervisors modify psychotherapy supervision according to supervisees' levels of experience?

Administered a questionnaire concerning goals, expectations, and procedures of supervision to 10 supervisors who had 1st-yr practicum students, 13 supervisors with 2nd-yr externship students, and 8 supervisors with interns who had at least 2 yrs prior clinical experience as psychotherapists. All Ss had an average of 10 yrs clinical experience and 5 yrs experience as supervisors. Results show no significant differences among the 3 groups of Ss who were supervising trainees with different levels of clinical development and skill, suggesting that supervisors may not modify their manner of providing supervision in accordance with supervisees' levels of experience. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group supervision practices at psychology predoctoral internship programs: A national survey.

Group supervision is widely practiced, yet little is known about the frequency of use and how it is actually practiced. A national survey of psychology predoctoral internships was conducted to examine current practices of group supervision. Data were collected on characteristics of the leader, the structure and content of group supervision, and leaders' perceptions about the unique qualities of group supervision. The 243 returned surveys showed that group supervision was conducted at a majority (65%) of the sites. The survey indicated that groups typically consist of 3 to 5 interns who meet weekly for the entire internship. Group supervisors were also found to enjoy conducting group supervision and to have extensive experience in doing so. Results about the content of group supervision and the perceived unique characteristics are also presented, along with suggestions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

做好总监的几点体会

介绍总监在工程监理过程中对监理班子选配、质量控制、投资控制、进度控制、组织协调等方面的体会和注意事项。