Outcome Of Supervision Research Articles

Digital gruppeveiledning – en intervjuundersøkelse

Restriction during the pandemic forced supervisors to apply digital guidance of psychologists and students of psychology. This study seeks to shed light on the supervisors’ experiences with and assessment of online supervision. Semi-structured interviews were conducted with 15 supervisors. A qualitative consensus-based analysis of the interview material was then conducted to explore the supervisors’ experiences. The results revealed that supervisors had to pay particular attention to and make adjustments in order to compensate for challenges posed by the digital modality. The supervisors demonstrated a high degree of creativity. They made minor adjustments to their approach and to how they structured their supervisory sessions. The supervisors pointed out that the outcome of supervision does not rely solely on modality; a sense of security in the group setting, the context of the supervision and individual contributions from the supervisor and candidates also play a role. Several supervisors were positively surprised at the outcomes to the extent that they changed their attitudes to digital supervision. While many of them believed that the digital platform could provide a good supplement to physical sessions, they all preferred the physical modality. Keywords: clinical group supervision, online supervision, qualitative methodology

Strategising PhD supervision in Ukrainian higher education

AbstractThis article explores the implications of the national, organisational and individual cultural dimensions for the strategies of PhD supervisors. The intended outcome of PhD supervision is considered to be a doctoral graduate with advanced research skills as well as an original contribution to knowledge production. Data emanate from the interviews with 12 doctoral supervisors from several disciplines affiliated with one of the leading Ukrainian universities. The PhD supervisors were interviewed in April-June 2018. The study findings indicate that, firstly, institutional and cultural complexities which refer to the lack of favourable conditions for doctoral supervision hinder PhD supervisors from achieving the intended outcome. Secondly, the strategic goals and adopted courses of action of PhD supervisors also depend on their values, beliefs, knowledge and skills and if they are unrelated to the intented outcome of PhD supervision it hinders the PhD candidates from acquiring advanced research skills as well as making an original contribution to knowledge production.

Two sides of the working alliance: A qualitative study from the perspective of both probationers and probation officers

The probationer–probation officer working alliance plays an important role in the outcome of probation supervision. This study explored the development of the working alliance between probationers and probation officers in the Netherlands, from the perspective of both probationers and probation officers. More specifically, we explored the significance of different aspects of the working alliance at the start of probation supervision and after a three-month period, as well as the role played by critical incidents during the supervisory process and their subsequent effect on the working alliance. Overall, the study showed that clarity over goals and restrictions was initially the most salient issue for both parties, and that after a three-month period the working alliance evolved into a trusting relationship. Several incidents were identified, probationers identified more positive moments and less negative moments than their PO counterparts. If these types of incidents are managed accordingly by the probation officer, then they can ultimately serve to strengthen the relationship.

Does peer relationship matter? A multilevel investigation of the effects of peer and supervisory relationships on group supervision outcomes.

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. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Effective Supervision and Administration: A Panacea to Poor Quality Assurance in Vocational and Technical Education in Nigeria

Supervision, administration and quality assurance in vocational and technical education are three widely discussed concepts in any specialized skill-focused education. Ineffective or absence of supervision and administration has been discovered by policymakers as an inhibition to the realization of goals of vocational and technical education and its quality assurance. The purpose of this paper is to explore effective supervision and administration as a panacea to quality assurance in vocational and technical education in Nigeria; to examine the relevance of effective supervision and administration to vocational and technical education. The paper highlighted concepts and challenges of vocational and technical education, outcome of ineffective supervision and administration, quality assurance and its impact in vocational and technical education. This paper concluded that since the attainment of rapid technological and socioeconomic development of any developed economy is based primarily on Vocational and Technical Education, the supervision and administration of this type of education therefore, has to be effectively executed. Suggestions were made to this effect. Keywords: Effective, Supervision, Administration, Panacea, Poor, Quality Assurance, Vocational and Technical Education, Nigeria. DOI: 10.7176/JEP/11-16-18 Publication date: June 30th 2020

The Difference of Performance and Outcome of Supervision according to Supervisory Experience

The Difference of Performance and Outcome of Supervision according to Supervisory Experience

The state of psychotherapy supervision: Recommendations for future training

This paper reviews the current state of psychotherapy supervision in psychiatric training programmes. A focused literature search was carried out that examined three questions concerning the content, process and outcome of psychotherapy supervision. Results indicate that although requirements for training have broadened somewhat, methods of instruction in supervision have remained the same for many decades. In addition, there is a lack of discussion on what supervision outcomes should be assessed. This paper explores these areas and provides some suggestions for the future of psychotherapy supervision that are evidence-based and generalizable to an international audience. It is time to arrive at an international consensus about guidelines for psychotherapy supervision in psychiatry training programmes. This paper attempts to provide a starting place for psychotherapy supervisors and educators so that we can advance the field forward.

Individual and Workplace Factors that Influence Psychiatric Nursing Staff's Participation in Clinical Supervision: A Survey Study and Prospective Longitudinal Registration

This paper reports findings from a survey of 239 psychiatric nursing staff. This study aimed to investigate how often psychiatric nursing staff participates in clinical supervision and any possible associations among individual and workplace factors in relation to participation.The survey findings are followed by a prospective longitudinal registration of participants in clinical supervision. The registration revealed that participation varies considerably and large numbers of the staff may not participate in clinical supervision at all. Characteristics of the workplace, including organisational location, work shift, and work-environmental factors, are related to participation and, consequently, may affect the outcome of clinical supervision.

Superficial supervision: Are we placing clinicians and clients at risk?

Mental heath nurses recognise the importance of professional boundaries and therapeutic relationships and understand that clinical supervision is an important component to good clinical practice and their ongoing professional development. This qualitative constructivist grounded theory research has uncovered a potential risk in contemporary mental health clinical practice, where the desire for expedient answers may compromise the outcome of formal structured supervision. The notion of a new concept ‘superficial supervision’ and its implications for formal structured supervision are explored.

The Clinical Supervisor-Practitioner Working Alliance

The focus of my presentation this morning is the core dynamics and skills of the supervisor-practitioner working alliance, or what I will refer to as the working relationship. I will present a model that suggests that the use of certain communication, relationship and problem-solving skills by the supervisor can influence the development of a positive working relationship with the supervisee, and that this working relationship is the medium through which the supervisor influences the practitioner. I stress the words “influence” because a central assumption of this approach is that both supervision and direct practice are interactional in nature. The supervisor and the supervisee each play a part in the process. The outcome of supervision is the result of how well each contributes to the process. This morning's presentation focuses on the supervisor's role. One of the discussions is the concept of the “parallel process.” While the role of the supervisor and the purpose of supervision are quite different from counseling and therapy, nevertheless there are striking parallels in the dynamics and skills. There is a suggestion that “more is caught than taught” and that our supervisees watch us very closely. Whether we like it or not, whether we are aware of it or not, our supervisees learn more about practice from the way we work with them than from what we say about their actual practice. Supervision is not therapy. In fact, supervisors who are seduced into a therapeutic relationship with their supervisees actually model poor practice since they lose sight of the true purpose of clinical supervision and their role in the process.

The significance of nurse supervisors' different ethical decision-making styles

The role of the nurse supervisor is very important, because of his/her ability to influence the atmosphere within the clinical nursing supervision group. To present and interpret nurse supervisors' different ethical decision-making styles. A hermeneutic interpretation of three studies on nurse supervisors' different ethical decision-making styles. The significance of the nurse supervisor's ethical decision-making style is reflected in the awareness of their responsibility for creating a relationship with the supervisee. The supervisors focus on ensuring safety, integrating theoretical knowledge and clinical practice, willingness and preparedness to supervise on the substance of nursing, sharing the supervisees' feelings and challenging them, reflecting on the content of clinical nursing supervision as well as promoting justice and integrity in clinical nursing supervision. The interpretation highlights the importance of the nurse supervisor's style for the outcome of clinical nursing supervision, as they are role models for the supervisees. There is a need for further research to explore the advantages and disadvantages of nurse supervisors' different ethical decision-making styles, especially in relation to the influence of clinical nursing supervision on the quality of care and various support systems.

Two Types of Collusion in a Model of Hierarchical Agency

The standard ex post type of collusion is a supervisor-agent agreement to misrepresent the outcome of supervision. Under ex ante collusion the agent makes a side transfer to the supervisor, who, in return, stops monitoring the agent's productivity. Extending Tirole's [1986] model of hierarchy to include ex ante collusion and supervision costs, we show that the principal can ignore ex ante collusion and the supervisor's incentive constraint if supervision technology is likely to generate information at a low cost. To prevent ex ante collusion the principal increases the difference between the wages paid when the supervisor's report is empty and when it contains productivity evidence.

Social work supervision of young people

This paper summarizes findings on 50 teenagers supervised by local authority social services (work) departments. Interviews were held with social workers, young people and parents at the start of intervention and about a year later. Pre‐tests and post‐tests were also used to complement other statistical and qualitative data. After identifying the main reasons for the teenagers being on formal or informal supervision, the paper moves on to discuss the process, content and outcome of supervision as perceived by each of the three key actors. It also outlines what the young people and their parents found positive and helpful about supervision. Finally the paper demonstrates that forms of help and control need not be opposites and that social workers can help some very troubled teenagers. However, in order for services to have an impact, they have to be deployed as part of a package rather than as alternatives.

Training and Supervision in Family Therapy: Current Issues and Future Directions

Over the last 25 years, the specialty of training and supervision has developed within the field of family therapy. Standards, policies, and learning objectives have been designed for the accreditation of family therapy training programs and for qualifying family therapy supervisors American Association for Marriage and Family Therapy AAMFT , 1991, 1993). Descriptions of training programs in various contexts have been published. Considerable attention has been devoted to designing supervision and training modalities such as live supervision and videotape review. Numerous training models and supervision approaches have evolved. Research on the outcome and effectiveness of family therapy training and supervision has slowly begun to accumulate. Finally, a number of literature reviews have been published that chronicle the above events. Although we summarize previous literature in this article, our primary intent is to assess key developments in training and supervision, outline how far we have come, and propose what we view as logical steps for continued growth in this specialty area. In this review, a distinction is made between training and supervision. Training encompasses all factors related to disseminating knowledge, including clinical supervision, curriculum development, and classroom instruction. In contrast, supervision is a more specific means of transmitting knowledge, skills, and attitudes through a relational process that entails direct oversight of trainees' clinical work (Bernard & Goodyear, 1992). HISTORICAL OVERVIEW Family therapy training and supervision has progressed through several eras (Liddle, 1988a, 1991). The first, comprised primarily of the 1970s, was characterized by a burgeoning, albeit scattered literature that addressed several issues. These included: (a) descriptions of techniques and modalities (e.g., live supervision, videotape review; cf. Bodin, 1972; Cohen, Gross, & Turner, 197G; Montalvo, 1973; Napier & Whitaker, 1972; Sonne & Lincoln, 1964; Whitaker, 1971), (b) trainees' personal therapy and the study of their own family of origin (Guerin & Fogarty, 1972; Guldner, 1978; Nichols, 1968), (c) descriptions of training programs (cf. Berman & Dixon-Murphy, 1979; Constantine, 1976; Everett, 1973; Flomenhaft & Carter, 1977; Garfield, 1979; LaPerriere, 1979; Mendelsohn & Ferber, 1972; Nichols, 1979), and (d) the influence of different variables within the training context (clinical settings, trainers' professional disciplines; cf. Erlich, 1973; Framo, 1976; Haley, 1975; Liddle, 1978; Malone, 1974; Martin, 1979; Meyerstein, 1977; Shapiro, 1979; Stanton, 1975). During this time, a number of seminal contributions provided direction for the field. One such development was the definition of three essential family therapy skills outlined by Cleghorn and Levin (1973): (a) perceptual skills, the ability to see and describe accurately the behavioral data of the therapy session; (b) conceptual skills, the ability to translate clinical observations into meaningful language; and (c) intervention skills, in-session behaviors that allow trainees to modify family interactional patterns. Another development was the specification of training models based upon major schools of family therapy (cf. Barton & Alexander, 1377; Beal, 1976; Haley, 1976). This development signaled the beginning of an axiom that continues today, namely, that the methods, theories, values, and skills taught to trainees parallel developments in the broader family therapy field. A third focus to emerge was the illumination of the modalities (live, videotape, group) that would become a hallmark of family therapy training (cf. Beavers, 1985; Berger & Dammann, 1982; Birchler, 1975; Bodin, 1972; Montavlo, 1973; Olson & Pegg, 1979; Stier & Goldenberg, 1975). As Beavers (1985) would later note, these modalities opened the training system by providing direct observation and more immediate interaction between supervisor, therapist, trainee, and client. …

THE ESSENTIAL ELEMENTS OF SUPERVISORY SYSTEMS: A MODIFIED DELPHI STUDY

Few empirical data exist to demonstrate the efficacy of marriage and family therapy (MFT) training and supervision. In order to lay the foundation for a comprehensive model of MFT supervision and faciliate supervisory precess research, variables improtant to the outcome of MFT supervision were identified. A panel of AAMFT Approved Supervisors generated 771 variables thougth to be essential to superisory outcome and rate 398 of these variables as very improtant to the outcome of MFT supervision. The variables were collapsed into five categories and further divided into 37 conceptual clusters. The existing superisory literature tht supports the results of the study and implications of the study are discussed.

Coming of Age in General Pediatrics

Changes that have occurred in the practice of pediatrics in the last decade are reviewed. It is suggested that in the future, general ambulatory pediatrics be conceptualized for practice and educational purposes by forming three levels of care based on the following determinants: length of time and number of visits required for the specific service provided, level of competence needed, complexity of the problem, involvement of other professionals, setting, and specific needs of the patient. Growth in Level I general ambulatory care services will come from prenatal and adolescent visits and sports medicine. Extension of general ambulatory care at Levels II and III will result from differentiation of general pediatrics into areas of special interest such as child development, behavior, neurology, allergy, developmental disabilities, and adolescence. Arrangements to facilitate the provision of care in Levels II and III by the practitioner are suggested. Pediatric biomedical and psychosocial homeostasis are discussed using a model that encompasses the child, his family, and his environment on one axis and problems, vulnerabilities, strengths, and potentialities on the other. The need to examine the content and outcome of health supervision visits is emphasized.

Effects of counseling supervision method and preference on empathic understanding.

A supervision analogue was used to determine whether counselor trainees' preference for supervision method affects the outcome of supervision. Subjects were enrolled a counselor education master's program. Two treatment . groups of 8 subjects received supervision according to their preference; two groups of 8 did not. A control group of 8 subjects received no supervision. Supervisory sessions focused on increasing levels of empathic understanding. An analysis of empathy ratings indicated that learning empathy was not contingent upon receiving the preferred mode of supervision. Type of supervision received was a significant factor. Subjects receiving didactic supervision were rated higher levels of empathy than subjects other groups. Interaction effect between supervisor and supervision method was also significant. Little research has been done on the relative effectiveness of different supervisory strategies. The research tnat do,-bs exist has centered around the types, didactic and experiential, which Truax, Carkhuff and Douds (1964) refer to as the primary positions of theorists. The emphasis on cognitive learning is implicit within the didactic model. The strong position ti-2ken by Mazer and Engle (1968) not only supports the value of cognitive emphases, but clearly asserts that the cognitive approach is actually the preferred training method. Clark (1965) likewise stated preference for a pedagogical emphasis supervision by describing counseling supervision as essentially a teaching situation an academic setting. Krasner (1962) and Krumboltz (1967) recommended structuring trainee responses accord with the supervisor's orientation. The proponents of the experiential orientation (e.g. Altucher, 1967; Lister, 1966a; Sanderson, 1954) consider t:le intellectual aspect of supervision secondary to the emotional experience. Significant supervision learning, according to Altucher (1967), occurs in situations where one's feelings are engaged. Sysbers placed import on feeling when he emphasized trust within the supervisory relationship (1963) and encouraged exploration of trainees' need system (1964). Past investigations indicate superv.sor differences exist perceived roles during supervision. A survey by Johnston and Gysbers (1966) revealed that supervisors prefer the sti-ategy of minimally structured discussion a democratic atmosphere. These findings were inconsistent with those of Walz and Poeber (1962), and sharp contrast to the findings of studies reporting supervisees expectations of didactic supervision (Delaney and Moore, 1966; Gysbers and Johnston, 1965). Discrepancir.:s are also apparent when contrasting the findings of Miller and Oettinj (1966), that trainees resist