Clinical supervision serves as the centerpiece in clinical training in which client welfare is assured and professional development is facilitated (Falender & Shafranske, 2004). While it is expected that clinical training be of high quality, some events or experiences may occur in clinical supervision that strain the supervisory alliance, hinder supervisees' growth, and contribute to a poor experience of supervision, adversely affecting its effectiveness. These events or experiences are considered to be counterproductive experiences (CEs). This study explored the beliefs of 8 experts in clinical supervision regarding CEs in supervision. The study employed Q-sort methodology and completed the first four steps necessary for the development of a preliminary scale of CEs. The results of this study suggest that each of the counterproductive experiences identified in the literature negatively impact supervision in the opinions of the experts. While specific items pertaining to ethical lapses and boundary crossings were found to have the greatest impact on supervision, events involving a mismatch between the supervisor's and supervisee's approach to learning were also believed to significantly impact the process of supervision.
|Commitee:||Aviera, Aaron, Falender, Carol|
|School Location:||United States -- California|
|Source:||DAI-B 75/02(E), Dissertation Abstracts International|
|Subjects:||Psychology, Clinical psychology|
|Keywords:||Clinical supervision, Clinical training, Counterproductive experiences, Experts, Q-methodology, Supervisee|
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