Counseling supervision by developmental level.

Examined the validity of an elaboration of C. Stoltenberg's (see record 1981-06282-001) developmental counseling supervision model with 71 supervisors (mean age 37.5 yrs) and 107 supervisees (mean age 30.2 yrs) from 9 university counseling centers, resulting in 107 supervision dyads. A supervision level scale (SLS) was used to classify predominant developmental level of supervisees and supervision environments to avoid the use of training level as a proxy for developmental level. Supervisors completed the SLS, and supervisors and supervisees reported their satisfaction and opinion of supervisee's learning. Supervisors were found to generally match the level of their supervision to the level of the supervisee. Analyses of variance (ANOVAs) revealed that supervisee developmental level was related to mean semesters of supervisee supervised, but not nonsupervised, counseling experience. Supervision environment level was also related to mean semesters of supervisee supervised, but not nonsupervised, counseling experience. Mean satisfaction and learning ratings of supervisors and supervisees did not differ by person–environment congruency. Results provide support for conceptualizing supervisees and supervision environments developmentally, although not for congruency. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervision of psychology trainees in field placements.

Describes some supervision and systems factors that may produce stress for the professional psychology trainee in a part-time field placement outside the training institution. Stress in the supervisor–supervisee relationship can arise from differences between the supervisor and supervisee in theoretical orientation, style of supervision and learning, and perception of the basis of their relationship, as well as from personality differences. Training institutions and service agencies have different goals and roles that can place the supervisor and the supervisee in conflict. The stress can be reduced as the supervisor, who is a field placement agency employee, acts in accordance with training institution goals and as the trainee can act as a junior staff member of the field placement agency. It is suggested that the student who is aware of some of the difficulties that can arise in a supervisor–supervisee relationship and who understands the stresses inherent in the different goals and roles of a field-placement agency and a training institution will be able to avoid some trouble. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervision in relationship: Resolving the teach-treat controversy in psychoanalytic supervision.

Considers whether the effective supervisor must at times address supervisee conflicts and relationship problems that interfere with role functioning. Such a supervisory stance may move beyond teaching into "treating" the supervisee. Explicit acknowledgment that the supervisor is a participant-observer with anxieties and conflicts, rather than an objective expert, is argued to create a new context for supervision. Within this relational context, the teach–treat boundary becomes less problematic. An illustrative vignette is offered, and ideas toward a theory that legitimizes countertransference focus in supervision are discussed. (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)     

Psychotherapy supervision: A cognitive–behavioral model.

A series of phases is proposed for the supervisory session. The goals of this model are to reduce negative emotions in the supervisee, to teach the supervisee to form and test hypotheses about the client's behaviors, and to teach the supervisee specific behavioral techniques. This model is also advanced in hopes of stimulating research on the little studied process of psychotherapy supervision. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Thirteen supervisees' of color and 13 European American supervisees' experiences of culturally responsive and unresponsive cross-cultural supervision were studied using consensual qualitative research. In culturally responsive supervision, all supervisees felt supported for exploring cultural issues, which positively affected the supervisee, the supervision relationship, and client outcomes. In culturally unresponsive supervision, cultural issues were ignored, actively discounted, or dismissed by supervisors, which negatively affected the supervisee, the relationship, and/or client outcomes. European American supervisees' and supervisees' of color experiences diverged significantly, with supervisees of color experiencing unresponsiveness more frequently and with more negative effects than European American supervisees. Implications for research and supervision practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Harmful supervision, a cause for alarm: Comment on Gray et al. (2001) and Nelson and Friedlander (2001).

The research presented by L. A. Gray, N. Ladany, J. A. Walker, and J. R. Ancis (2001) and by M. L. Nelson and M. L. Friedlander (2001) offers an important leap forward in understanding what contributes to problematic clinical supervision. First, to organize and extend this line of inquiry, the author proposes that a distinction be made between bad supervision (ineffective supervision that does not harm or traumatize the supervisee) and harmful supervision (supervision that harms or traumatizes; the supervisee). Second, the author highlights the data from the 2 studies that were found most striking and disquieting (e.g., a sizable portion of the respondents experienced harmful supervision) and discusses the implications of these data. Third, the author offers 5 recommendations for research, practice, and the psychology profession. (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)     

A qualitative study of experts' conceptualizations of supervisee reflectivity.

Reflectivity in its most basic sense is focused contemplation and has been touted as an important skill for professionals in practice. As part of an effort to form an integrated theory of reflectivity as it occurs in clinical supervision, 5 experts in practitioner development were interviewed about the attributes of supervisee reflectivity. Respondents' statements from initial interviews were categorized and presented to respondents for discussion in a 2nd set of interviews. Grounded theory analysis (A. Strauss & J. Corbin, 1990) was used to derive a set of final categories. These categories included (a) causal conditions of new information and uncertainty; (b) intervening conditions of supervisee personality, supervisee cognitive capacity, and supervision environment; (c) the process of the supervisee's search for understanding of phenomena in the counseling session; and (d) change in the supervisee's perception, behavior, or long-term growth. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Describing and facilitating effective supervision behavior in counseling trainees.

Counseling trainees often do not receive formal assistance in assuming the role of supervisee. What constitutes effective trainee behavior within the context of supervision, as opposed to the clinical context, also has received little empirical attention. A national sample of 176 participants (145 supervisees, 31 supervisors) affiliated with counseling psychology or counseling center internship programs rated the importance of 52 behaviors/characteristics (Supervision Utilization Rating Form; SURF) to the effective use of supervision at specific developmental training levels. Supervisors and supervisees applied ratings from important to extremely important to all items. Statistically significant differences between supervisor and supervisee ratings were noted on 6 items. The development of the SURF and its potential uses in supervisee role induction are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

“From the margins to the center”: Moving towards a resilience-based model of supervision for queer people of color supervisors.

Informed by the authors’ experiences as queer people of color, this article proposes a model of supervision that encourages queer people of color supervisors to draw upon their own histories of oppression and resilience in providing culturally competent and affirmative supervision to trainees. The Queer People of Color Resilience-Based Model of Supervision references models of supervision that typically focus on supervisee development to explore ways in which supervisor development may also benefit the supervision process. This model integrates the multicultural supervision domains (Ancis & Ladany, 2001) with queer models of supervision (Halpert, Reinhardt, & Toohey, 2007) in order to address how racism and heterosexism both may influence the supervision process. The authors share critical incidents from their own development as supervisors, a case study, and specific suggestions for supervision to bring attention to the unique concerns of queer people of color who provide supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An exploration of experiences and preferences in clinical supervision with play therapists.

Clinical supervision plays a significant role in the counseling profession. Understanding and refining the supervisory process can foster development in the training of therapists in general and play therapists in particular, ultimately resulting in better mental health services for children. This study was designed to explore the experiences and preferences of play therapists in clinical supervision. Participants (N = 559) completed a Web-hosted survey that included items related to their current and preferred supervision experiences as well as a demographic questionnaire. A subset of the respondents (N = 238) completed questions related to their current supervision experiences. Findings suggest that: (a) a substantial number of participants were not receiving supervision for their work in play therapy, (b) supervisees prefer a combination of group and individual supervision, (c) supervisor professional identity as a play therapist and credential are salient supervisee preferences, and (d) compared to current supervision experiences, supervisee preferences had a noteworthy impact on practical significance demonstrated through large, moderate, and small effect sizes. Results from the study offer an opportunity for professionals to consider changes in how supervision is provided to therapists who work with children in play settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

White Racial Identity Dyadic Interactions in Supervision: Implications for Supervisees' Multicultural Counseling Competence.

Examining supervisory dyads consisting of a White supervisor and a White supervisee, the authors sought to determine the effects of similarities and differences in levels of supervisor and supervisee racial identity schemas or attitudes on White supervisees' self-reported multicultural counseling competence and multicultural case conceptualization ability. White supervisees in supervision dyads characterized by more advanced White racial identity schemas reported higher self-perceived multicultural counseling competence and obtained higher multicultural case conceptualization ratings than did their counterparts in supervision dyads characterized by lower White racial identity schemas. Implications of the findings are discussed. (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)     

Supervision of psychological assessment: A developmental model.

The supervision of assessment has been greatly neglected in the literature. A model of supervisee development, from novice to master assessor, is presented. The model focuses on the development of the ability to integrate data into a coherent formulation of the person being tested. Appropriate supervision depends on a matching of the supervisor's behavior to the supervisee's needs, as specified by the supervisee's current level of development. This development is dramatized by improvements in interpreting specific data points and in the recognition of larger patterns in the data. This skill acquisition occurs within the affective context of the supervisor–supervisee relationship as the interaction elicits both inter- and intrapersonal issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervision of interns and postdoctoral applicants for licensure in university counseling centers.

34 predoctoral interns and 25 postdoctoral psychologists who were applicants for licensure and were employed at university centers rated the supervision they received. Effective supervision was characterized by support, teaching, direct monitoring of the supervisee, and appropriate confrontation. Interns received more supervision and less evaluation than did postdoctoral psychologists. Licensure status of supervisors made little difference in supervision. Results are weakly congruent with theories and research on counselor development. (11 ref) (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)     

Addressing Religion in Clinical Supervision: A Model.

Despite the increased interest in and acceptance of religion by many psychologists and the American Psychological Association, it still appears that very few supervisees receive the proper training and supervision necessary to competently address religion in therapy. The authors identify supervisor actions that promote supervisee competence in this area by using 8 domains from C. D. Stoltenberg and U. Delworth's (1987) integrative developmental model as a template. A set of conceptual guidelines for developing supervisee competence in regard to working with religious clients and issues is presented along with examples of supervisor or therapist actions for each domain (PsycINFO Database Record (c) 2010 APA, all rights reserved)