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Training the TrainersTheory and Research on
Clinical Supervision
Rod GoodyearRossier School of Education
University of Southern California
2008 CUDCP/ADPTC Mid-Year Meeting
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Supervision: Our Signature PedagogyLee Shulman (Carnegie Foundation):
A signature pedagogy is an instructionalstrategy that typifies the preparation ofpractitioners in a particular profession
In medicine: it is clinical rounds
In law: it is being prepared to have the prof callon you at any minute to defend a position
In psychology: it is clinical supervision
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Signature Pedagogy is
characterized byEngagement: learning occurs through instructor-learner
dialogue;
Uncertainty:the specific focus and outcomes of the interactionstypically are unclear to the participants as they begin ateaching episode;
Formationin that the learners thought processes are madeclear to the instructor who helps shape them so that thelearner beings to think like a (physician, lawyer, psychologist,
and so on).
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An Intervention in its own Right
and more, is a Core Competency
It is an intervention in its own right; demandingspecific training
Recognized as a core competency at the APPICCompetencies Conference
A required competence in APAs Accreditation
Guidelines and Principles
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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 ProfessionalPsychology
And now, there is evidence supervision researchoccurring internationally (previously only in theUS)
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Supervision Research
in Broad Strokes (cont.) Increasing proportion of the supervision research is
descriptive, qualitative and some of that has been quiteuseful (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 affectedclient change
Brambling et al, 2007
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Conceptual Framework: Supervision Models
Psychotherapy
Based Models
Models Developed
Specifically for Supervision
Developmental
Models
Social Role
Models
PsychodynamicPerson-Centered
Cognitive-Behavioral
Systemic
NarrativeGestalt
(and so on)
Stage Developmental
Process Developmental
Life-Span Developmental
Bernards
Discrimination Model
Holloways
SAS Model
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Therapy Session:
Dick Hackney with Ina
(five minutes from midpoint of session 3)
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Discrimination Model: Focus
The Supervisees
Skills
The Supervisees
Conceptualizationof the Client
The Supervisees
personhood(countertransference, etc)
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Practicum Competencies Outline: Its
Relationship to the Discrimination Model(Hatcher & Lassiter, 2007)
Relationship/Interpersonal skills X
Application of Research X
Psychological Assessment X X
Intervention X
Consultation/Intraprofessional Collabor. X
Diversity: Individ. and Cultural Differences X X X Ethics X
Leadership X X X
Supervisory skills X
Professional development X
Metaknowledge/metacompetencies X X X
Skills Consultation Personhood
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Discrimination Model: Role
Teacher
Therapist
Consultant
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The Supervisory Role in Which Many of
Us Imagine Ourselves
With super vision and so on.
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Discrimination Model: Focus X Role
Skills Conceptualization Personhood
Teacher
Therapist
Consultant
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Supervision Session:
Erving Polster
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Discrimination Model: Polster
Skills Conceptualization Personhood
Teacher
Therapist
Consultant
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Supervision Session:
Rudolph Ekstein
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Discrimination Model: Ekstein
Skills Conceptualization Personhood
Teacher
Therapist
Consultant
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Supervision Session:
Carl Rogers
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Discrimination Model: Rogers
Skills Conceptualization Personhood
Teacher
Therapist
Consultant
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Supervision Session:
Norm Kagan
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Discrimination Model: Kagan
Skills Conceptualization Personhood
Teacher
Therapist
Consultant
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Supervision Session:
Albert Ellis
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Discrimination Model: Ellis
Skills Conceptualization Personhood
Teacher
Therapist
Consultant
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Factors Moderating Supervisor
Role and Focus Supervisors psychotherapy theory(Putney, Worthington, & McCulloughy (1992)
Students developmental level
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