| Abstract: | 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) |
