It has long been asserted that the quality of clinical supervision within the field of psychology does not receive adequate attention. Recent literature on supervision highlights trends and makes a strong case for competency-based requirements for clinical supervisors (Falender & Shafranske, 2004). One such method for increasing the competency of clinical supervisors is formalized supervision training. Experts in this area have been highlighting the lack of formal supervision training in general as a current deficit in our efforts to train competent clinicians (Watkins, 2012). However, we currently have a limited view of the connection between formal supervision training and resulting improvements in supervisee experience of supervision. In an effort to better understand the impact of formal supervision training on the quality of clinical supervision, this research has gathered quantitative and qualitative information from internship site clinical supervisors and their supervisees regarding supervision training, development, and experiences within supervision in key areas highlighted by the American Psychological Association. By comparing the amount of supervision training of site supervisors with the supervision ratings of their supervisees, we may better gauge the value of formal supervision training. Supervisor development levels were also assessed to gain clarity on its relation to training experience as well as supervisee ratings.
|Commitee:||McGhee, Joy, Rubik, Beverly|
|School:||Union Institute and University|
|School Location:||United States -- Ohio|
|Source:||DAI-B 79/03(E), Dissertation Abstracts International|
|Keywords:||Development, Psychologist, Psychology, Supervision, Training|
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