Training the Trainers Theory and Research on Clinical Supervision

2008 CUDCP/ADPTC Mid-Year Meeting

Rod Goodyear
Rossier School of Education University of Southern California

Supervision: Our Signature Pedagogy

Lee Shulman (Carnegie Foundation): A signature pedagogy is an instructional strategy that typifies the preparation of practitioners in a particular profession In medicine: it is clinical rounds In law: it is being prepared to have the prof call on you at any minute to defend a position In psychology: it is clinical supervision

Signature Pedagogy is characterized by

Engagement: learning occurs through instructor-learner dialogue;

Uncertainty: the specific focus and outcomes of the interactions typically are unclear to the participants as they begin a teaching episode; Formation in that the learners thought processes are made clear to the instructor who helps shape them so that the learner beings to think like a (physician, lawyer, psychologist, and so on).

An Intervention in its own Right and more, is a Core Competency

It is an intervention in its own right; demanding specific training Recognized as a core competency at the APPIC Competencies Conference A required competence in APAs Accreditation Guidelines and Principles

Supervision Research in Broad Strokes

The literature has mushroomed, though research itself has stayed relatively steady
Ladany & Inman, 2008: assert it to be about 10 research articles per year

Encouraging signs: New journals such as Training and Education in Professional Psychology

And now, there is evidence supervision research occurring internationally (previously only in the US)

Supervision Research in Broad Strokes (cont.)

Increasing proportion of the supervision research is descriptive, qualitative and some of that has been quite useful (e.g., Ladany et al)
A current primary focus is on relationship issues, especially working alliance. Particularly Needed: Instrument development studies Studies demonstrating that supervision actually affected client change
Brambling et al, 2007

Conceptual Framework: Supervision Models

Psychotherapy Based Models
Psychodynamic Person-Centered Cognitive-Behavioral Systemic Narrative Gestalt (and so on)

Models Developed Specifically for Supervision

Developmental Models
Stage Developmental Process Developmental Life-Span Developmental

Social Role Models

Bernards Discrimination Model Holloways SAS Model

(five minutes from midpoint of session 3)

Therapy Session: Dick Hackney with Ina

Discrimination Model: Focus

The Supervisees Skills
The Supervisees Conceptualization of the Client

The Supervisees personhood

(countertransference, etc)

Practicum Competencies Outline: Its Relationship to the Discrimination Model

(Hatcher & Lassiter, 2007)
Skills Consultation Personhood

Relationship/Interpersonal skills Application of Research Psychological Assessment Intervention Consultation/Intraprofessional Collabor. Diversity: Individ. and Cultural Differences Ethics Leadership Supervisory skills Professional development Metaknowledge/metacompetencies

X X X X X X X

X X X X

X X X

Discrimination Model: Role

Teacher

Therapist

Consultant

The Supervisory Role in Which Many of Us Imagine Ourselves

With super vision and so on.

Discrimination Model: Focus X Role

Skills Teacher Conceptualization Personhood

Therapist

Consultant

Supervision Session: Erving Polster

Discrimination Model: Polster

Skills Teacher Conceptualization Personhood

Therapist

Consultant

Supervision Session: Rudolph Ekstein

Discrimination Model: Ekstein

Skills Teacher Conceptualization Personhood

Therapist

Consultant

Supervision Session: Carl Rogers

Discrimination Model: Rogers

Skills Teacher Conceptualization Personhood

Therapist

Consultant

Supervision Session: Norm Kagan

Discrimination Model: Kagan

Skills Conceptualization Personhood

Teacher

Therapist

Consultant

Supervision Session: Albert Ellis

Discrimination Model: Ellis

Skills Teacher Conceptualization Personhood

Therapist

Consultant

 Supervisors psychotherapy theory

(Putney, Worthington, & McCulloughy (1992)

Factors Moderating Supervisor Role and Focus

Students developmental level