Hours Of Supervision Research Articles

The Common Process of Supervision Process: The Supervision Session Pyramid as a Teaching Tool in the Beginning Supervision Seminar

We take up three fundamental considerations: (a) regardless of supervisory perspective adopted, there is a common process to supervision session process; (b) supervision is a cyclical affair across sessions and, oftentimes, even within sessions; and (c) beginning supervisor trainees, whatever the supervisory perspective to which they will eventually subscribe, can benefit from having a simple conceptual way of thinking about the commonalities of supervision session structure. Although the supervision process (e.g., supervision stages) is a widely considered topic, supervision session process—the workings of each individual session—is comparatively a far less considered facet of the supervisor-supervisee interaction. But beginning supervisor trainees often struggle mightily with that very issue: They lack any sort of conceptual perspective on how to best proceed in the moment to moment unfolding of the supervision hour and can understandably feel anxious and awed as a result. We propose a simple, straightforward way of thinking about supervision session flow—the Supervision Session Pyramid—as a teaching tool for use in supervisor education. Reflecting an integrated amalgam of views, the SSP provides beginning supervisor trainees with an easily-accessible visual that (a) captures a common structure of session action that is trans-theoretically applicable and (b) accentuates the ever cycling and recycling nature of the supervisory experience. Thus, we recommend that the SSP be used as a discussion stimulus in the beginning supervision seminar, or even in the supervision of supervisor trainees, as a way to organize and galvanize thinking about supervision session process.

Exploring the abilities of performing complex daily activities in dementia: the effects of supervision on remaining independent

Objectives: The aim of this study was to explore the remaining abilities of people with dementia (PwD) in performing daily activities.Method: Informal carers of community-residing PwD were recruited across England via mail out and carer support groups. Carers completed the revised Interview for Deteriorations in Daily Living Activities in Dementia 2 to rate the PwD’s initiative and performance of daily activities. Six complex instrumental activities of daily living (IADLs) were selected: shopping, preparing a hot drink, using the telephone, preparing a cold meal, house work, and engaging in social activities, all of which were broken down into three sub-tasks. Data were analysed using Chi-square tests and linear regression analysis, assessing the contributions of hours of IADL care, hours of supervision, and dementia stage for each activity.Results: 581 carers of people with mild, moderate, and severe dementia completed the questionnaire. The ability to perform individual activities deteriorated from mild to moderate to severe dementia, with PwD remaining the most able to perform subtasks of preparing a hot drink and a cold meal. Subtask performance varied across activities, with some better maintained than others across severity stages. Linear regression models showed that hours of supervising PwD explained a greater proportion of the variance of each IADL than IADL care hours.Conclusion: PwD should be supervised to continue engaging in activities, thereby avoiding performing everything for the PwD. Findings can have implications for PwD living in nursing homes, and future research should explore the remaining IADL abilities of nursing home residents.

Peer Tutoring in Project-Based Course

In undergraduate engineering programs, design competency is mainly developed through project-based design courses. In such courses, a well framed practice is one of the best strategy to help students develop the ability to design solutions to complex, multifaceted and open-ended engineering problems. Nevertheless, supervising students, especially first-year students, requires a lot of effort and time. As the number of students increases, the task of closely supervising them becomes more difficult. Considering the small number of academic staff, peer tutors can provide a solution to the lack of resources. In addition to this, peer-tutoring is a very interesting pedagogical solution. In fact, the literature demonstrates that peer tutoring can benefit both students and tutors.Teaching assistants (TAs) have contributed in project based courses for a long time but there are not so many documented experiences about how to integrate peer-tutoring in a project-based design course or how to use fourth year students to tutor first year students.In fall 2017, a peer-tutoring program (PTP) has been implemented in the first year multidisciplinary design course. Fourth-year engineering students with relevant design experience acted as tutors for teams of four or five students. The intention was to reduce the pressure on our professional staff, while maintaining the same quality level of supervision.PTP assessment revealed that all stakeholders appreciated the experience. At low cost, it allowed more weekly hours of supervision and gave the professionals the possibility to perform tasks that only them can do. Although the impact of PTP on the quality of learning was not measured, the student level of satisfaction was very high.

The Availability of Supervision in Routine Mental Health Care.

Clinical supervision is an embedded resource for practice quality in community mental health organizations. Supervision has been found to increase provider competence and decrease stress. In addition, supervision has been associated with service user outcomes including decreased depressive symptoms. However, little is known about the availability and nature of supervision in real world settings. The primary aims of this study were to identify available supervision and the extent to which contextual factors are related to that availability. The data source for this study was a multi-state and multi-site (N=14) NIMH-funded trial survey of providers (N=273). Supervision was measured by hours per week (quantity) and by utilization of best practice activities (content). Univariate, chi-square, independent samples t-tests, and ANOVA analyses were used to assess supervision content and quantity and to examine subgroup differences. Participants reported an average of 2.17 hours of supervision per week and 28.6% of participants endorsed best practice content. Supervision quantity varied significantly across sites (p<.05) and program type (p<.05) while content did not. Individual role within the organization had a significant relationship with reported supervision content (p<.001). In these settings, organizations are exercising discretion in how to utilize supervision within the available time. Supervision time also varied by program type, increasing with the intensity of services. Findings demonstrate that reports of availability vary according to position within the organization and the intensity of services within a given program type. Implications for workforce development, access to quality services, and implementation of evidence-based practices are discussed.

상담 전공 특수대학원생의 상담 누적시간, 수퍼비전 누적시간이 진로걱정에 미치는 영향 : 상담자활동 자기효능감의 조절효과

상담 전공 특수대학원생의 상담 누적시간, 수퍼비전 누적시간이 진로걱정에 미치는 영향 : 상담자활동 자기효능감의 조절효과

Critical Reflections and Recommendations Derived from Providing Over 20,000 Hours of Practicum Industry Placements for Tertiary Students in Exercise Science, Sport and Fitness

More than 30 of the 43 universities in Australia offer an exercise science and/or sport science degree programs. In the Vocational Education and Training (VET) sector, more than 160 Registered Training Organisations offer Australian Government approved fitness training courses. The paper is a self-reflective exercise based upon mentoring placement students from multiple registered course providers from the VET sector fitness strand. Combined with reflection on apparently healthy general population hours for placement students from six Sydney city and one regional New South Wales based universities this represented evaluation of more than 200 students and more than 20,000 placement supervision hours. This observation was based upon student placements conducted over the previous seven years, though a significant proportion of the students surveilled were from the previous 36 months. A number of recommendations were developed that may be relevant not just for health, fitness and exercise and sport science courses, but also may be relevant to industry mentorship across a range of fields.

A Cross-Cultural Study of the Self-Confidence of Counselors-in-Training

In this era of globalization, cross-cultural comparison studies could help counselor training programs enhance educational opportunities that are informative, supportive, and culturally responsive to students. Counselors-in-training in both the United States and South Korea were sampled in this study assessing self-esteem (individual and collective) and counselor activity self-efficacy (CA self-efficacy). Results indicated that American students endorsed higher levels of collective self-esteem and CA self-efficacy compared to Korean students. Age was positively correlated with CA self-efficacy in both the American and Korean samples. Additionally, the variable of supervision hours and internship experience was positively correlated with CA self-efficacy for American students, but showed no relationship with CA self-efficacy for Korea students. Implications for understanding the cultural differences of counseling-trainees’ self-confidence and the need for conducting cross-cultural comparison studies to provide insights about the training and development of trainees in cross-cultural settings are discussed.

Desire to institutionalize in Alzheimer's caregivers: An empirical analysis on Italian data

ObjectiveFamilies choice to institutionalize an Alzheimer’s disease (AD)-affected relative is hard and possibly painful. Recent literature contributions have investigated the causes of the emergence of desire to institutionalize (DI) who is affected by AD. This paper contributes to the topic by providing an Italy-based empirical analysis of factors correlated with DI in primary informal caregivers of patients affected by AD. MethodsData were drawn from an original survey carried out over 2009. 171 primary informal caregivers of patients followed in two Italian outpatients AD Care Units, located in two of the major Italian cities, Naples (46.78%) and Rome (53.22%), were interviewed. The caregiver desire to institutionalize AD affected patients was observed and its heterogeneity was studied through logistic regression. ResultsDI was positively correlated with patient poor autonomy, to the housewife/househusband status of primary caregiver and to the presence of a formal caregiving. DI was also barely correlated with patient gender and with the hours of informal supervision (p < 0.10). The housewife status of the primary caregiver was also positively associated with DI, while the female gender of the patient was negatively associated to it. DiscussionThe institutionalization of an AD-affected relative is a painful decision which is discouraged by the scarcity of adapted facilities and the need of an economical contribution in case of institutionalization in private facilities not receiving public support.

Caring for a Person With Dementia on the Margins of Long-Term Care: A Perspective on Burden From 8 European Countries

ObjectivesTo explore associations between carer burden and characteristics of (1) the informal carer, (2) the person with dementia, and (3) the care support network in 8 European countries. DesignCross-sectional study. SettingPeople with dementia judged at risk of admission to long-term care (LTC) facilities in 8 European countries (Estonia, Finland, France, Germany, Netherlands, Spain, Sweden, United Kingdom). ParticipantsA total of 1223 people with dementia supported by community services at home or receiving day care or respite care and their informal carers. MeasurementsVariables regarding the informal carer included familial relationship and living situation. Variables relating to the person with dementia included cognitive functioning (S-MMSE), neuropsychiatric symptoms (NPI-Q), depressive symptoms (Cornell depression scale), comorbidity (Charlson Comorbidity Index), and physical functioning (Katz Activity of Daily Living [ADL] Index). The care support network was measured using hours of caregiving (ADLs, instrumental ADLs [IADLs], supervision), additional informal care support, and service receipt (home care, day care). Experience of carer burden was recorded using the Zarit Burden Interview. Logistic regression analysis was used to determine factors associated with high carer burden. ResultsCarer burden was highest in Estonia (mean 39.7/88) and lowest in the Netherlands (mean 26.5/88). High burden was significantly associated with characteristics of the informal carer (family relationship, specifically wives or daughters), of the person with dementia (physical dependency in ADLs; neuropsychiatric symptoms, in particular nighttime behaviors and irritability), the care support network (hours of caregiving supervision; receipt of other informal care support) and country of residence. ConclusionA range of factors are associated with burden in informal carers of people with dementia judged to be on the margins of LTC. Support for informal carers needs to take account of gender differences. The dual challenges of distressed behaviors and difficulties in ADLs by the person with dementia may be addressed by specific nonpharmacological interventions focusing on both elements. The potential protective effect of additional informal support to carers highlights the importance of peer support or better targeted home support services. The implementation of appropriate and tailored interventions to reduce burden by supporting informal carers may enable people with dementia to remain at home for longer.

초보놀이치료자를 위한 아동중심놀이치료 인턴쉽 프로그램이 놀이치료자의 전문적 역량 강화에 미치는 효과

The purpose of this study is to strengthen the professional competence of novice play therapists through training, and to develop a CCPT internship program that encourages them to participate by experiencing play therapy education and cases. The five novice play therapists who participated in this study were currently getting their master's degrees in child psychotherapy. The novice play therapists's CCPT Internship program conducts 20 hours of education and practices, 24 hours of group supervision, 16 sessions of play therapy. The results of the research were as follows. First, the novice play therapist's CCPT internship program gave the play therapists positive effects on the development level. Second, the novice play therapist's CCPT internship program had a positive effect on the therapists' performance ability on play therapy. Third, the change of psychological and emotional reactions of play therapists through self-examination was different depending on the stage in the play therapy.

Patient Retention in Therapeutic Communities for Substance Abuse Treatment: An Organizational-Environmental-Professional Perspective.

This study examined various organizational, environmental, and professional components of therapeutic communities in Israel and their relationship with patient retention rates. Key elements included the juxtaposition between objective and subjective components of social environments, as reflected in the perceptions of staff (mostly social workers) and patients. The current study's findings suggest that retention rates are predicted to be higher when staff receive more hours of supervision and identify less with their peers, and when their assessments of the organizational climate within facilities is closer to their patients' assessments of this aspect of organizational milieu. These findings are discussed using various organizational and professional perspectives, guided by a field theory framework.

Predictors of emotional exhaustion, disengagement and burnout among improving access to psychological therapies (IAPT) practitioners

Background: Among mental health staff, burnout has been associated with undesirable outcomes, such as physical and mental ill-health, high levels of staff turnover and poorer patient care.Aims: To estimate the prevalence and predictors of burnout amongst Improving Access to Psychological Therapist (IAPT) practitioners.Methods: IAPT practitioners (N = 201) completed an on-line survey measuring time spent per week on different types of work related activity. These were investigated as predictors of burnout (measured using the Oldenburg Burnout Inventory).Results: The prevalence of burnout was 68.6% (95% confidence interval (CI) 58.8–77.3%) among psychological wellbeing practitioners (PWP) and 50.0% (95% CI 39.6–60.4%) among high intensity (HI) therapists. Among PWPs hours of overtime-predicted higher odds of burnout and hours of clinical supervision predicted lower odds of burnout. The odds of burnout increased with telephone hours of patient contact among PWPs who had worked in the service for two or more years. None of the job characteristics significantly predicted burnout among HI therapists.Conclusions: Our results suggest a high prevalence of burnout among IAPT practitioners. Strategies to reduce burnout among PWPs involving reductions in workload, particularly telephone contact and increases in clinical supervision need to be evaluated.

Guidelines for the Establishment of a University-Based Practical Training System.

Individuals interested in applying to sit for a Behavior Analyst Certification Board® (BACB) examination are required to accumulate a predetermined number of experience and supervision hours under the BACB Experience Standards (BACB, 2015c). Currently, the BACB allows students to accumulate these hours while enrolled in a higher education training program that contains a BACB-Approved Course Sequence (ACS). There are numerous professional and financial benefits for programs offering practical training opportunities to students. However, creating a viable practical training system requires careful planning and organization. The purpose of this paper is to provide some guidelines and recommendations for establishing one type of university-based practical training system using community-based sites.

Depression and burden among the caregivers of visually impaired patients: a systematic review.

Caregiving has evolved as an important issue not only for those receiving care, but for those providing it as well. While caregiving allows those with disabilities to better adapt, it has been shown to take a toll on the caregiver on various levels, such as invoking depression and burden. The purpose of this study was to perform a systematic review of the literature pertaining to depression and burden among caregivers of patients with visual impairment. A comprehensive literature search using multiple databases was conducted to include all articles on burden of care or depression among the caregivers of the visually impaired. Nine studies were included in this review. There was demonstrable association of depression and burden with the caregivers of the visually impaired. Communication theory, emotional contagion, and care burden were cited as factors associated with depression in these studies. A number of other elements were also identified to play a role in depression and burden, such as providing greater hours of supervision to the patient, multiple chronic conditions in the patient or caregiver, patient not completing vision rehabilitation, and female gender of the caregiver. By identifying those at risk for decreased quality of life outcomes, health care providers may be able to alter the management of the visually impaired, such as advocating the use of vision rehabilitation clinics in order to minimize the caregiver burden and depression.

An Evaluation of the Impact of Supervision Intensity, Supervisor Qualifications, and Caseload on Outcomes in the Treatment of Autism Spectrum Disorder.

Ample research has shown the benefits of intensive applied behavior analysis (ABA) treatment for autism spectrum disorder (ASD); research that investigates the role of treatment supervision, however, is limited. The present study examined the relationship between mastery of learning objectives and supervision hours, supervisor credentials, years of experience, and caseload in a large sample of children with ASD (N = 638).These data were retrieved from a large archival database of children with ASD receiving community-based ABA services. When analyzed together via a multiple linear regression, supervision hours and treatment hours accounted for only slightly more of the observed variance (r2 = 0.34) than treatment hours alone (r2 = 0.32), indicating that increased supervision hours do not dramatically increase the number of mastered learning objectives. In additional regression analyses, supervisor credentials were found to have a significant impact on the number of mastered learning objectives, wherein those receiving supervision from a Board Certified Behavior Analyst (BCBA) mastered significantly more learning objectives. Likewise, the years of experience as a clinical supervisor showed a small but significant impact on the mastery of learning objectives. A supervisor's caseload, however, was not a significant predictor of the number of learning objectives mastered. These findings provide guidance for best practice recommendations.

Burden and Depression in Caregivers of Blind Patients in New York State

ABSTRACTPurpose: To describe the degree of burden of care and the proportion at risk of depression among individuals caring for legally blind patients.Methods: We performed a cross-sectional study of 486 individuals providing care to their family members who were legally blind. Best-corrected visual acuity of the better-seeing eye in patients determined group placement: Group 1, 20/200–10/200; group 2, 10/200 to light perception (LP); group 3, no light perception (NLP); group VF, visual field loss to <20 central degrees. Burden was evaluated using the Burden Index of Caregivers (BIC-11) and the prevalence at risk of depression was determined by the Center for Epidemiologic Studies Depression (CES-D) scale.Results: Total mean BIC-11 scores ranged from 8.78 ± 4.82 (group 1) to 12.03 ± 5.22 (group 3; p = 0.04). Daily hours spent on close supervision, intensity of caregiving and presence of multiple chronic illnesses in caregivers were the significant covariates affecting BIC-11 scores (p < 0.05). The prevalence of caregivers at risk of depression increased with vision loss from 6.9% (group 1) to 17.9% (group 3; p < 0.05). Female caregivers had an odds ratio (OR) of 2.89 for depression (95% confidence interval, CI, 1.07–3.97; p = 0.04). Caregivers with ≥2 comorbidities had OR 4.24 (95% CI 2.41–6.11) for risk of depression (p < 0.01).Conclusion: Burden of care was highest among caregivers who provided greater hours of supervision. Patients with more limitations in their activities of daily living had caregivers who reported higher burden. Female caregivers and caregivers with multiple chronic illnesses were at higher risk of depression.

Vicarious Trauma in Mental Health Professionals Following the 9/11 Terrorist Attacks

Introduction: Some research evidence has suggested that mental health clinicians who provide services following massive disasters are at risk for developing symptoms of vicarious trauma (VT). This pilot study was conducted following the unprecedented terrorist attacks in New York City on September 11, 2001. Objectives: 1) To identify risk and protective factors of VT in a sample of mental health professionals who provided services to victims of 9/11. 2) To compare and contrast the findings of the survey with other published studies. Method: A group of mental health professionals who provided services to New York City residents affected by 9/11 were surveyed on the first year anniversary of the terrorist attacks. Risk and protective factors of VT were identified using correlation and chi-squared analyses. Findings of this survey were compared with other published studies on VT in mental health clinicians who worked with 9/11 survivors. Results: History of personal trauma, fewer years of professional experience, fewer hours of individual supervision, and larger caseloads were identified as probable risk factors for VT. Conclusions: An increased risk of VT was associated with a number of work-related and personal variables. Enhanced professional and social supports may decrease the risk of VT in mental health professionals who provide services in the context of disasters and mass psychological trauma.

The Intergenerational Transmission of Core Values in Clinical Supervision.

Four authors representing four generations of therapists reflect upon the role of core values that are communicated in the supervision hour. They further reflect upon how such values are transmitted from one generation of therapists to the next. Drawing upon their own experience of giving and receiving supervision, the authors hypothesize the existence of an intergenerational process by which values are passed on from one generation to the next.

Ensino da avaliação psicológica no Brasil: levantamento com docentes de diferentes regiões

Psychological evaluation teaching in Brazil: Survey with teachers from different regions Psychological assessment and evaluation is the core practice of psychologists, so it is essential that training fulfills the needs and complexities of working in the area. Congruent to previous studies that mapped its teaching, this study identified the profile of teachers and disciplines of psychological evaluation in Brazilian undergraduate courses. In total, 93 teachers participated (68% women) from 13 states, with an average age of 39.6 years and with average teaching experience of 16 semesters. Among the results, it was observed that most of the teachers have a masters (44.9%) or doctoral (37.0%) degree, work in only one institution (68.5%), and have professional activities aside from teaching that use psychological assessment (68.5%). The participants complained about inappropriate classroom spaces, materials and supervision hours. Results indicated that a majority of psychological evaluation teachers have professional experience in the area. Difficulties in evaluation teaching already noted in previous studies were

The prevalence and correlates of secondary traumatic stress among alcohol and other drug workers in Australia.

The high prevalence of trauma exposure and post-traumatic stress disorder (PTSD) among clients of alcohol and other drug (AOD) services is well documented. Less is known, however, about the impact this has on workers who assess and treat such clients. The aim of this study was to examine the prevalence and correlates of secondary traumatic stress (STS) among AOD workers in Australia. An anonymous web-based survey was undertaken and completed by 412 Australian AOD workers. The questionnaire assessed current levels of trauma training, extent of exposure to clients with a history of trauma history, AOD workers' own history of trauma exposure and PTSD, and current STS. Analyses compared individuals who currently met criteria for experiencing STS with those who did not. Despite the high volume of traumatised clients accessing AOD services, less than two-thirds of AOD workers reported having ever received trauma training. The prevalence rate of STS was 19.9% and was independently predicted by a higher traumatised client workload, fewer hours of clinical supervision, and stress and anxiety levels of the worker. The findings highlight the importance of providing adequate trauma training and clinical supervision to AOD workers in order to maintain their health and welfare and ensure optimal treatment to clients with PTSD.