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Wiley international handbook of clinical supervision
International handbook of clinical supervision
This is the first handbook to examine the theory, research, and practice of clinical supervision from an international, multi-disciplinary perspective. Focuses on conceptual and research foundations, practice foundations, core skills, measuring competence, and supervision perspectives Includes original articles by contributors from around the world, including Australia, Finland, Hong Kong, Slovenia, South Africa, Sweden, the United Kingdom, and the United States Addresses key aspects of supervision, including competency frameworks, evidence-based practice, supervisory alliances, qualitative and quantitative assessment, diversity-sensitive supervision, and more Features timely and authoritative coverage of the latest research in the field and novel ideas for clinical practice.
Cover -- Table of Contents -- Title page -- Copyright page -- Dedication -- Contributors -- Preface -- References -- Part I: Conceptual and Research Foundations -- 1: Defining and Understanding Clinical Supervision -- Introduction -- Functions of Psychotherapy Supervision -- Developments in Clinical Supervision -- What Can We Expect of an International Handbook? -- Conclusion -- References -- 2: The Competent Clinical Supervisor -- Introduction -- The Development of the UCL Supervision Competence Framework -- The Supervision Competence Framework -- The Map of Supervisor Competences -- Defining Supervision and Applying the Competence Framework -- Uses of the Supervision Competence Framework -- Supervision and Its Relationship to Training -- Summary and Conclusion -- Note -- References -- 3: Toward an Evidence-Based Approach to Clinical Supervision -- Introduction -- Definition and Personal Barriers to EBP -- The Variants of EBP -- Situational Barriers to EBP Implementation -- A Case Study in Moving toward Evidence-Based Clinical Supervision (EBCS) -- Summary and Conclusions -- References -- Acknowledgments -- 4: Current Trends Concerning Supervisors, Supervisees, and Clients in Clinical Supervision -- Relevance of and Access to Supervision -- Supervisee-Supervisor Development -- Relationship Issues in Supervision -- Multicultural Issues in Supervision -- Impact of Supervision on Therapy and Client Outcome -- Assessment/Evaluation/Feedback and Ethical Issues in Supervision -- Areas of Specialization -- Conclusion -- References -- Acknowledgments -- 5: Understanding How Supervision Works and What It Can Achieve -- Introduction -- Supervision: A Field of Many Forms and Expressions -- The Necessity of Lifelong Learning and Development -- Learning from Experience in Supervision -- Learning in Supervision: Concepts from Cognitive Psychology.
Supervision and Change -- Supervision and Personal Integration at Work -- The Issue of Demands and Expectations When Working with People -- Supervision Insight -- Integration of Professional and Personal Development -- The Role of the Goals and Aims of Supervision in the Formation of a Supervision Group -- Conclusion -- Notes -- References -- Part II: Practice Foundations The Context for Clinical Supervision -- 6: International Ethics for Psychotherapy Supervisors -- Historical and Contemporary Conceptualizations of Supervision -- Commonalities in Ethical Principles Guiding Supervisors around the World -- Contextual Factors in the Development of Ethics Codes and Supervision Guidelines -- Boundaries and Multiple Relationships -- Informed Consent to Supervision -- Competence in Supervisors and Supervisees -- Future Directions -- References -- 7: Organizational Change and Supervision -- Introduction -- Changes in Patients after Clinical Supervision -- Changes in Formal and Informal Caregivers after Clinical Supervision -- Conclusions -- References -- 8: On the Education of Clinical Supervisors -- Our Vision of Supervisor Education: Setting the Stage -- Introduction -- What Do We Know or Believe about Supervisor Training? -- A Snapshot of Supervision Practice and Supervisor Training Requirements from an International Perspective -- Conclusion -- References -- 9: Using Technology to Enhance Clinical Supervision and Training -- Terminology -- The Past Decade of Technological Development -- Into the Social Cloud: A Look Forward to the Next Decade of Technological Development -- The Supervision Technology Ecosystem -- Laws and Regulations Regarding Technology-Assisted Distance Supervision -- Ethical Issues Posed by TAST -- Toward a Best-Practices Model of Technology-Assisted Distance Supervision -- Research on Internet-Based Supervision and Training.
Technology Integrated Into a Supervision and Training Program: A Case Example -- Concluding Thoughts and Future Directions: The Inventor/Experimenter Model of Supervision -- Note -- References -- 10: Culturally Competent and Diversity-Sensitive Clinical Supervision -- Introduction -- Importance of Culture to Clinical Supervision -- Cultural Competence -- Cultural Competence within Clinical Supervision -- Political Context -- Cultural Context -- Organizational Context -- Professional Practices -- Personal Characteristics -- Guiding Principles for Conducting Intracultural and Cross-Cultural Supervision -- Conclusion and Recommendations -- References -- Part III: Core Skills in Clinical Supervision -- 11: Building and Sustaining the Supervisory Relationship -- What Is the Supervisory Alliance/Supervisory Relationship? Definitions and Models -- What Are the Unique Qualities of the SR? A Review of the Evidence -- How Do We Measure the SR? -- How Do We Build an Effective SR? -- How Do We Sustain an Effective SR? -- Summary and Conclusions -- References -- 12: Establishing Supervision Goals and Formalizing a Supervision Agreement -- Adopting a Competency Approach in Supervision -- Overarching Considerations and Processes -- Helping Supervisees Formulate Their Competencies for Supervision -- CDP for Supervision: Finalizing Competencies -- CDP for Supervision: Implementation -- Establishing a Supervision Agreement or Contract -- Summary and Concluding Comments -- Note -- References -- Appendix 12.A Trainee A. Agency: Adult anxiety unit, Northfields Clinic. Placement hours: 300 hr. -- Appendix 12.B Competency grid showing sample competencies. -- Appendix 12.C Competency grid showing appropriate supervision methods. -- 13: Using the Major Formats of Clinical Supervision -- Relation of Setting to Delivery Format -- Basic Supervision Formats.
Influence of Theoretical Orientation on Supervision Delivery Format -- Technology-Based Distance Supervision -- Group Supervision Formats -- Conclusions -- References -- 14: Helping Skills Training -- The Origins of Helping Skills Training -- Early Research on Helping Skills Training Programs -- Recent Research on Helping Skills Training -- Implications for Training Students -- International Implications -- Conclusions -- References -- 15: Developing Understanding in Clinical Supervision -- Introduction -- The Learning Situation in Supervision -- Roles, Power, and Dependency -- The Organizational Framework and Learning -- Learning Climate in Supervision -- Supervision and Learning in Different Treatment Traditions -- Supervisor and Teacher Competence -- Conclusions -- References -- Part IV: Measuring Competence In Supervisees and Supervisors -- 16: A Core Evaluation Battery for Supervision -- The State of the Evidence Base -- Practice-Based Supervision Research -- The Purpose of a Core Battery of Research Instruments Related to Supervision -- The Process of Identifying the Proposed Core Battery -- The Process of Evaluating Existing Instruments -- The Toolkit -- The Toolkit in Practice -- Summary and Recommendations for the Future -- Notes -- References -- 17: The Manchester Clinical Supervision Scale© -- Historical Context -- Measurement of CS -- The Manchester Clinical Supervision Scale© (MCSS© 36-Item Version) -- Revision of the Manchester Clinical Supervision Scale to the MCSS-26© -- Conditions for Optimal CS -- Characteristics of the Amalgamated Dataset -- Summary -- References -- 18: SAGE -- Introduction -- The British Context -- Systematic Review of Observational Tools -- Development of a New Supervision Instrument: SAGE -- Cultural Considerations -- Conclusion -- References -- 19: The Supervision Scale -- Introduction.
Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Evaluation Scale -- Conclusion and Implications for Practice -- References -- 20: A Qualitative Approach for Measuring Competence in Clinical Supervision -- Introduction -- Clinical Supervision Training and Portfolios as Evidence of Supervisory Competence -- Why Use Portfolios to Evaluate Supervisory Competence? -- How Effective Has the NES Supervision Module Been? -- Impact Evaluation -- What Can We Conclude from This Approach to Measuring Supervisory Competence? -- Lessons Learned -- Conclusion -- Notes -- References -- 21: Creating Positive Outcomes in Clinical Supervision -- What Is Supervision and Who Thinks It Matters? -- Working Alliance, Supervisee Confidence, Feedback, and Evaluation -- Flexibility and Practice Demands -- Supervisor Style and Learning Environment -- Intervention Skills and Evaluation -- Supervision Approaches and Supervisee Learning Outcome -- The Effect of Supervision on Client Outcome -- Conclusion -- References -- 22: Measuring Competence in Supervisees and Supervisors -- Characteristics of Supervision That Promote Satisfaction and Alliance -- Measurement of Satisfaction, Relationship Quality, and Alliance -- Limitations of Satisfaction as an Index of Supervision Quality -- Optimising the Accuracy of Assessment -- Conclusion -- References -- Part V: Supervising Psychotherapies -- Theory-Specific, Developmental, and Social Role Perspectives -- 23: Supervision of Psychoanalytic/Psychodynamic Psychotherapy -- Introduction -- Historical Developments in Psychoanalytic Supervision -- Aims and Characteristics of Psychoanalytically Oriented Supervision -- Key Issues and Debates -- Support for Supervisors -- Conclusion -- References -- 24: Supervising Cognitive and Behavioral Therapies -- Introduction -- The Current Picture -- Best Practices in CBT Supervision.
edited by C. Edward Watkins, Jr., and Derek L. Milne.
Includes bibliographical references and index.
Wiley Blackwell international handbook of clinical supervision
Chichester, West Sussex ; Malden, MA : John Wiley & Sons Inc., 2014