A qualitative investigation into perceptions of scientist-practitioner competence within supervision during psychology training programmes

Abstract

ABSTRACT Objective Clinical supervision plays an important role in competency development during psychology practitioner training. How the scientist-practitioner competency is operationalised, disseminated, and evaluated in supervision is unclear. This study aimed to explore supervisor and trainee attitudes, opinions, and perceptions of scientist-practitioner competence. It also sought to understand what supervisors are doing in supervision to develop and assess the scientist-practitioner competency, as well as how trainees demonstrate the competency in supervision. Method Three focus groups comprised 12 trainees and a total of 12 supervisor individual telephone interviews were conducted, where participants reflected on their supervision experiences, responding to questions about the scientist-practitioner competency. Results A thematic analysis resulted in the identification of core themes and subthemes. Core themes identified were 1) Scientist-Practitioner Model as a Foundation to Professional and Ethical Practice; 2) The Translation of Science into Real-World Practice; 3) Flexibility to Learn/Change within the Scientist-Practitioner Model; 4) Supervision as the Route to Developing Scientist Practitioner Skills and Knowledge; and 5) Barriers and Challenges to Bridging Science and Practice. Conclusions Findings reveal specific ways supervisors and trainees can acquire and demonstrate scientist-practitioner competence in supervision during professional training. This may assist with self- and other evaluation of scientist-practitioner competence in supervision. Implications for training, education, and supervision are discussed. KEY POINTS What is already known about this topic: The scientist-practitioner model underpins university postgraduate training programmes in clinical psychology. The supervision and competency literature has gained increased attention in recent decades, resulting in the identification and conceptualisation of the scientist-practitioner approach and mindset. Clinical supervision has an influential role in the development, assessment, and evaluation of the scientist-practitioner meta competency in psychology practitioner training. What this topic adds: This study is unique in that it provides an exploration of both supervisor and trainee perspectives of scientist-practitioner competence. Supervisor interviews and trainee focus groups revealed ways in which the scientist-practitioner competency is operationalised, disseminated, and evaluated in clinical supervision. Findings reveal specific and observable supervisor and trainee behaviours that demonstrate scientist-practitioner competence. This may assist supervisors in self-monitoring and evaluating scientist-practitioner competence and that of trainees during professional training.