This book challenges the centrality of the prison in our understanding of punishment, inviting us to see, hear, imagine, analyse and restrain 'mass supervision'. Though rooted in social theory and ...social research, its innovative approach complements more conventional academic writing with photography, song-writing and storytelling.
A book on social work supervision is desperately needed to bridge the gap between the demands of the field and the absence of literature. Social Work Supervision: Contexts and Concepts aims to ...provide readers with basic knowledge of theories, research, and practice of supervision. The book addresses the needs of social work supervisors, frontline practitioners, students, and educators and contains a comprehensive literature review of the historical development, theories and models, and empirical research studies of the subject. Equally important, this is a book from practice experience in supervision that enhances the competence of supervisory practice. It will help social workers, supervisors, and administrators to realize and revitalize their "mission" in social work, that is, to benefit clients.
Clinical supervision is acknowledged as a distinct professional competence that requires specific education and training. However, it is all too often an inadequately addressed or an entirely missing ...ingredient in psychology curricula and clinical research, including, for example, clinical trial protocols and evidence-based treatment implementation. It is proposed that clinical supervision training follow the shift to the competence movement that has occurred in psychology education, training, and regulation generally and embrace a systematic and intentional competence model. Groundwork for such a competence model for supervision has been laid in the supervision guidelines from the American Psychological Association and the Association of State and Provincial Psychology Boards, defining parameters for clinical supervision and the requisite supervisor competencies. This article discusses these inadequately addressed or missing ingredients, the insufficiently organized approach to supervision as a distinct competency at the present time, and the assumptions that are obstacles to progress. Strategies are proposed to overcome these obstacles; for example, methods of infusing supervision into existing curricula, the hidden curriculum, and transformational leadership that would guide its implementation. Knowledge, skills, and attitudes would be systematically developed as a critical component of self-reflective competency-based education, a portal to lifelong learning, and an essential part of research and implementation.
Two primary goals of clinical supervision are to promote and evaluate trainees' acquisition of professional competencies and to protect and enhance client welfare. To help supervisors achieve these ...goals, this article reviews the current usage and benefits of 5 important supervisory practices: direct observation (live or recorded); progress monitoring; experiential learning methods (modelling, role-playing, and providing constructive feedback based on observation); less biased summative evaluation procedures; and diversity-focused supervision. The article concludes with recommendations for research, changes in supervisory practice, and changes in the regulation of supervision and supervisor training within accreditation standards and provincial requirements for licensure.
Deux principaux objectifs de la supervision clinique consistent à promouvoir et à évaluer l'acquisition de compétences professionnelles chez les stagiaires et de protéger et améliorer le bien-être des clients. Afin d'aider les superviseurs à réaliser ces objectifs, cet article examine l'utilisation et les bienfaits actuels de cinq importantes pratiques de supervision : l'observation directe (en direct ou enregistrée); le suivi des progrès réalisés; les méthodes d'apprentissage expérientiel (modélisation, jeux de rôle, et rétroaction constructive basée sur l'observation); les procédures d'évaluation sommative moins biaisées; et la supervision axée sur la diversité. L'article se termine par des recommandations pour la recherche, des changements dans les pratiques de supervision et des changements dans la réglementation de la formation des superviseurs et de la supervision dans le respect des normes d'agrément et des exigences provinciales en matière d'autorisation d'exercer.
Public Significance Statement
Professional psychology training relies extensively on supervision to develop, maintain, and evaluate the professional competencies of psychologists-in-training and to oversee the welfare of the clients they serve. This literature review identified gaps between recommended and typical supervision of professional psychology supervisees. Recommendations to enhance the practice of supervision during the course of professional training are to incorporate direct observation, client data, experiential learning methods, unbiased evaluation methods, and a greater focus on diversity.
Integrative systemic therapy (IST) is a meta‐theoretical perspective, grounded in systemic theory and integration, that transcends therapy models in individual, couple, and family therapy. To foster ...supervisees’ theoretical integration and systemic thinking, two of IST’s primary tools—the essence diagram and blueprint—are described and applied to inform an integrative, systemic meta‐perspective for supervision. Recommendations, specific guiding questions, and examples are provided to operationalize these tools in the multi‐level supervision system (i.e., supervisor–supervisee–client system). IST supervisors and other supervisors who are interested in integrative, systemic training can use these tools to guide the process of supervision and strengthen supervisees’ ability to hypothesize, plan, converse, and read clients’ feedback in relation to the various tasks of therapy. The essence diagram and blueprint are applied to facilitate case consultation and cultivate the development of supervisees’ clinical competencies. Particularly, the problem‐solving focus of IST has been adapted to include a competency‐based and professional growth‐oriented dimension for supervision to better promote supervisees’ development. Lastly, the advantages and challenges of IST‐influenced supervision are discussed.
Resumen
La terapia sistémica integral (TSI) es una perspectiva metateórica basada en la teoría sistémica y la integración, que trasciende los modelos de terapia en la terapia individual, de pareja y familiar. Para fomentar la integración teórica de los supervisados y el pensamiento sistémico, se describen y se aplican dos de las herramientas principales de la TSI—el diagrama del eje y el diseño— a fin de respaldar una metaperspectiva integradora y sistémica de la supervisión. Se ofrecen recomendaciones, preguntas orientadoras específicas y ejemplos para poner en funcionamiento estas herramientas en el sistema de supervisión multinivel (p. ej.: sistema supervisor‐supervisado‐paciente). Los supervisores de la TSI y otros supervisores que estén interesados en la capacitación integradora y sistémica pueden usar estas herramientas para guiar el proceso de supervisión y fortalecer la capacidad de los supervisados para plantear hipótesis, planificar, conversar y leer los comentarios de los pacientes en relación con las diferentes tareas de la terapia. El diagrama del eje y el diseño se aplican para facilitar la consulta de casos y cultivar el desarrollo de las competencias clínicas de los supervisados. Particularmente, se ha adaptado el eje de resolución de problemas de la TSI para incluir una dimensión basada en competencias y orientada al crecimiento profesional a fin de que la supervisión promueva mejor el desarrollo de los supervisados. Por último, se comentan las ventajas y las dificultades de la supervisión influida por la TSI.
摘要
合系统疗法(IST)是以系统理论和融合为基础的元理论视角，超越了个体、伴侣和家庭治疗的治疗模式。为了培养接受指导的学员治疗师其理论整合思维和系统思维，本文描述并应用IST的两个主要工具——本质图和蓝图——来提供一个综合性的、系统的督导元视角。为这些工具在多级督导系统(即督导师‐被督导咨询师‐来访者系统)中的运作提供了建议、具体的指导问题和实例。IST督导师和其他对整合、系统的培训感兴趣的督导者可以使用这些工具来指导督导的过程，并加强被指导的学员治疗师针对不同治疗任务进行假设、计划、交谈方面的能力，以及理解来访者反馈的能力。本质图和蓝图应用于协助个案督导，培养接受指导的学员的临床治疗能力。特别是，为了学员的发展，IST以解决问题为治疗的重点，在督导中被调整为以发展能力为主、以专业成长为导向的督导维度。最后，讨论了IST督导的优势和挑战。
Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The ...transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency-based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency-based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017; Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self-assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competency-based supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy.
Research in clinical supervision has primarily focused on the contribution of supervisors to training outcome. However, peers may also play a significant role in trainees' development, particularly ...during group supervision. Fifty-three trainees from 10 supervision groups completed measures of peer relationship, supervisory working alliance (SWA), supervision satisfaction (SAT), and counseling self-efficacy (CSE) at three time points during a 20-week counseling practicum at a department clinic in Hong Kong. Multilevel modeling was conducted to test the hypothesis that both peer relationship and SWA contribute to SAT and CSE. The path model results showed that higher within- and between-trainee SWA was associated with higher SAT, and higher between-trainee SWA was associated with higher CSE. Better within- and between-trainee peer relationship was associated with higher CSE, but not with SAT. Thus, when peer relationship and SWA were entered as predictors into the same analysis and allowed to control for each other's effects, they each have unique contributions to the outcome of group supervision. Implications for training and supervision research are discussed.
Public Significance Statement
Clinical training often takes place in groups. This study provides evidence that supervisors and peers have unique contributions to training outcomes in group supervision. This study lends support to the recommendation that when designing training programs, attention should be paid to the quality of peer relationships in addition to supervisory relationships.
Supervision is considered a critical component in the development of mental health professionals. Thus, to ensure ethical services are provided to clients, supervisors should integrate multicultural ...perspectives within supervision. Multicultural and social justice principles, although present in the literature, have not been successfully incorporated into previous process and developmental models as viable enhancers to practitioner growth. The multicultural integrated supervision model presented in this article provides supervisees, supervisors, and counselor educators with methods that elicit deeper appreciation for culturally appropriate relationships and interactions.
La supervisión se considera un componente crítico de la capacitación de profesionales en la salud mental. Por lo tanto, para garantizar que se proporcionan servicios éticos a los clientes, los supervisores deberían integrar perspectivas multiculturales en la supervisión. Los principios multiculturales y de justicia social, aunque se encuentran en la literatura, no se han incorporado con éxito en los modelos anteriores de procesos y desarrollo como potenciadores viables del crecimiento profesional de los consejeros. El modelo de supervisión multicultural integrada que se presenta en este artículo proporciona a los supervisados, supervisores y educadores de consejeros unos métodos que suscitan una apreciación más profunda por las relaciones e interacciones culturalmente apropiadas.
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