CLINICAL SUPERVISOR最新文献

{"title":"The toll of supervising from an anti-racist framework: reflections from a qualitative study","authors":"Sarah Ross Bussey","doi":"10.1080/07325223.2023.2270970","DOIUrl":"https://doi.org/10.1080/07325223.2023.2270970","url":null,"abstract":"ABSTRACTPersistent race-based disparities in all domains of the US indicate the insidious nature of anti-Black racism. The helping professions have an opportunity to assist individuals and communities in working toward racial reconciliation and healing. Anti-racist and anti-oppressive practice standards represent one means to do so. Supervisors play a critical role in guiding anti-racist clinical practice and modeling these tenets. Little empirical scholarship exists around the strategies for supervising from this framework. Understanding these experiences help inform how to support anti-racist supervisors interpersonally and organizationally. Findings from a grounded theory qualitative study with social work supervisors shed light on these experiences.KEYWORDS: Anti-racismbiasesclinical supervisiongrounded theoryanti-black racism AcknowledgmentsI am deeply indebted to my dissertation chair, Dr. Vicki Lens, for her encouragement and support of my research process. Great appreciation, also, to my committee chair members, Dr. Alexis Jemal, Dr. Ben Anderson-Nathe, and Dr. Bryan Warde for their insights and contributions. Last, thank you to the participants in this study who shared their vulnerabilities and wisdom toward the goal of strengthening the profession.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Pseudonyms are used throughout.Additional informationNotes on contributorsSarah Ross BusseySarah Ross Bussey, LCSW, works as Director of Care Management with Mount Sinai Health Partners in NYC and is a post-doctoral fellow with the Briar Patch Collaboratory. Her research interests include anti-racism clinical and community-based interventions, social work practice and anti-racism supervision, effective interventions to enhance and tools to measure critical consciousness, restorative justice and community healing, health disparities, and, critical qualitative methods. She received her B.A. in Sociology from Reed College, Master’s in Social Work at Portland State University (where she was awarded the 2008 NASW Community Based Practice Award), and PhD in Social Welfare at the CUNY Graduate Center. Sarah worked in various capacities of youth work—with a focus on complex trauma, gang-involvement, transgenerational poverty, justice-system entrenchment, housing insecurity, and skill development—before joining an innovative program addressing clinical case management needs in a health care setting.","PeriodicalId":45847,"journal":{"name":"CLINICAL SUPERVISOR","volume":" 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficacy of live-supervision regarding skills, anxiety and self-efficacy: a randomized controlled trial","authors":"Ulrike Maaß, Franziska Kühne, Destina Sevde Ay-Bryson, Peter Eric Heinze, Florian Weck","doi":"10.1080/07325223.2023.2267528","DOIUrl":"https://doi.org/10.1080/07325223.2023.2267528","url":null,"abstract":"ABSTRACTSixty-nine psychology students (M = 24.93 years, 82.6% female, 81% B.Sc. level) were randomly assigned to live supervision or a control group in an experiment with two simulated therapy sessions. In Session 1, their task was to conduct the beginning of a cognitive-behavioral therapy session with a standardized patient. In Session 2, all students repeated the task, but only one group received live supervision from a licensed psychotherapist. Live supervision improved students’ (observer-based) skills (ds ≥0.91), and students were satisfied with the feedback. In terms of self-efficacy and self-assessed skills, live supervision had no significant advantage over merely practicing.KEYWORDS: Trainingpsychotherapybug-in-the-eyecognitive behavior therapyrole-playlive supervision AcknowledgmentsWe thank Dr. Brian Bloch for editing the English version, our student assistants Judith Tremöhlen and Anna Lorenz, and all other students supporting the study.Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/07325223.2023.2267528Additional informationNotes on contributorsUlrike MaaßUlrike Maaß, PhD, is a licensed psychotherapist, researcher, lecturer, and CBT supervisor at the Division of Clinical Psychology and Psychotherapy at the University of Potsdam. She treats patients at the Psychologisch-Psychotherapeutische Ambulanz (PPA, University of Potsdam) and works as a teacher for psychotherapy trainees and supervisors at several training institutes in Germany and Switzerland. Her current research interests include psychotherapy training and supervision, psychotherapeutic competencies, and psychotherapy research.Franziska KühneFranziska Kühne is a licensed psychotherapist, researcher, lecturer, and a CBT supervisor at Psychologisch-Psychotherapeutisches Institute (PPI, University of Potsdam). She habilitated on psychotherapy competences and is head of the obsessive-compulsive disorder treatment program at the Psychologisch-Psychotherapeutische Ambulanz (PPA, University of Potsdam). Her current research interests include evidence-based psychotherapy, competency and training research, psychooncology, and obsessive-compulsive disorder.Destina Sevde Ay-BrysonDestina Sevde Ay-Bryson, PhD, is a researcher and lecturer at the Department of Rehabilitation Sciences at Humboldt-Universität zu Berlin. She is currently doing her psychotherapy training at Psychologisch-Psychotherapeutisches Institute (PPI, University of Potsdam).. Her research interests include evidence-based training, psychotherapy competence, and the standardized patient methodology.Peter Eric HeinzePeter Eric Heinze, PhD, is currently completing his psychotherapy training at Psychologisch-Psychotherapeutisches Institute (PPI, University of Potsdam). His research interests include psychotherapy preferences, psychotherapy and training research, and diagnostic proc","PeriodicalId":45847,"journal":{"name":"CLINICAL SUPERVISOR","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136115572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online supervision training during the COVID-19 pandemic: a pilot program to foster supervisor engagement and organizational sustainability","authors":"Rosemary Vito, Laura Brunskill, Sarah Lindsay","doi":"10.1080/07325223.2023.2267542","DOIUrl":"https://doi.org/10.1080/07325223.2023.2267542","url":null,"abstract":"ABSTRACTThis online pilot supervision training program, with the primary goal of fostering supervisor engagement and organizational sustainability, was collaboratively developed using a combination of didactic and experiential learning to meet the acute needs of a Canadian community-based mental health/addiction organization transitioning through integration during the pandemic. Preliminary qualitative and descriptive results of a post-training survey with 21 supervisors highlighted lessons learned to meet immediate training needs, the benefits and challenges of technology in online learning, and the complexities of embedding sustainable supervision practice within organizational culture. The results support a broader training program for a provincial network of agencies.KEYWORDS: COVID-19 pandemicsupervisiononline trainingsupervisor engagementorganizational sustainability AcknowledgmentsWe would like to thank the directors and supervisors, who shared their experiences with us.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by King’s University College under an Internal Research Grant [no number].Notes on contributorsRosemary VitoRosemary Vito, PhD, MSW, RSW, is an Associate Professor, School of Social Work, King’s University College, London, Ontario, Canada. Her teaching and research interests include leadership practice/development, clinical supervision, organizational culture/change, mental health practice, and field instruction. She has twenty+ years supervisory and direct practice experience in community mental health organizations, has coled diversity and wellness initiatives, and contributed to community and editorial boards. She has coauthored 20 peer reviewed publications and 30 peer reviewed/invited conference presentations, and has facilitated 17 community workshops. She is coapplicant on two SSHRC grants totalling $95,000 and principal applicant on multiple King’s research grants totalling $18,000.Laura BrunskillLaura Brunskill, MSW, RSW, OCT, is a Research Assistant, School of Social Work, King’s University College, London, Ontario, Canada. Her research interests include leadership development, clinical supervision, organizational culture/change, and perinatal mental health practice. She has coauthored 2 peer reviewed publications and 2 peer reviewed conference presentations, and cofacilitated two leadership resilience and supervision training workshops.Sarah LindsaySarah Lindsay, MSW, RSW, is a Quality & Research Analyst with CMHA Ontario. Her research/practice interests include community mental health, harm reduction, trauma-informed program evaluation, quality improvement, and organizational culture/change. She has several years of experience providing program development, evaluation, and research support in academic and community settings. She has authored and delivered several community based invited conference presentations, coauthored two ","PeriodicalId":45847,"journal":{"name":"CLINICAL SUPERVISOR","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing antiracist supervision","authors":"Kamaria E. Wells, Jessica E. Isom","doi":"10.1080/07325223.2023.2259389","DOIUrl":"https://doi.org/10.1080/07325223.2023.2259389","url":null,"abstract":"ABSTRACTAdopting a critical events supervision framework to advance antiracist supervision offers valuable experience-near guidance and leverages supervisors’ existing skillset with a particular attention paid to interpersonal sensitivity. By addressing challenges and opportunities as they arise within critical events, supervisors can create a more safe, responsive and antiracist supervisory environment for supervisees when racial dynamics are broached in the discussion. Supervisors must first, however, progress in their own racial identity development and racial consciousness in order to lead, rather than follow or perpetrate harm, within supervisory settings.KEYWORDS: AntiracismEquitySupervision Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsKamaria E. WellsKamaria E. Wells earned her MA in art therapy psychology from Dominican University of California. Her research interests include utilizing art therapy experientials to reduce racial trauma symptomatology. She has developed a workshop utilizing altered books that have empowered minoritized communities and enhanced understanding of marginalized perspectives throughout the educational experience. She is the founder and owner of Missing Peaces LLC, consulting and coaching.Jessica E. IsomJessica E. Isom earned her MD and MPH from the University of North Carolina at Chapel Hill and the University of North Carolina Gillings School of Global Public Health. Her research interests include workforce development and organizational transformation to support mental health equity. She has developed and led a variety of educational and consultative efforts with health care professionals, including trainees, faculty, supervisors, and organizational leadership. She is the founder and owner of Vision for Equity LLC, and a Clinical Instructor in the Department of Psychiatry at Yale University.","PeriodicalId":45847,"journal":{"name":"CLINICAL SUPERVISOR","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictors of vicarious traumatization and quality of life among supervisees: testing moderation and mediation","authors":"Mackenzie L. McNamara, Michael V. Ellis, Justin M. Kimber","doi":"10.1080/07325223.2023.2259374","DOIUrl":"https://doi.org/10.1080/07325223.2023.2259374","url":null,"abstract":"ABSTRACTWe replicated and extended previous research to address the fragmented and simplistic understanding of the risk and protective factors of vicarious traumatization (VT) and quality of life (QoL) among supervisees. Mindfulness did not moderate the relationship between personal distress empathy (PDE) and VT; however, it uniquely predicted VT and the physical and psychological domains of QoL. The supervisory working alliance (SWA) mediated the relationship between PDE and VT, and the SWA and VT mediated the relationship between PDE and all four QoL domains. Strengths, limitations, and implications for theory, practice, and research are discussed.KEYWORDS: vicarious traumatizationsupervisory working alliancemindfulnessquality of life Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMackenzie L. McNamaraMackenzie L. McNamara, PH.D., is a licensed Staff Psychologist and Clinical Supervisor at the University of Rhode Island Counseling Center. Her interests include college student mental health, mindfulness, vicarious traumatization, and clinical supervision and training.Michael V. EllisMichael V. Ellis, PH.D., ABPP, a Vincent O’Leary Professor Emeritus at the University at Albany, is a practitioner, clinical supervisor, and supervisor trainer, with teaching and research interests in multicultural clinical supervision, supervisor training, and research methodology, psychometrics, and statistics, all viewed through the lens of diversity, oppression, and privilege. He is Board Certified in Counseling Psychology, an Approved Clinical Supervisor (ACS), a Fellow of the American Academy of Counseling Psychology and the American Psychological Association, a Fulbright Scholar, and a Distinguished Professional Achievement Award recipient (Supervision and Training Section, Division 17, APA, 2010). He conducts clinical supervision workshops nationally and internationally.Justin M. KimberJustin M. Kimber, PH.D., is currently a postdoctoral fellow in the field of digital mental health. His research and clinical interests include, health psychology, quality of life, behavioral medicine, and medically unexplained symptoms.","PeriodicalId":45847,"journal":{"name":"CLINICAL SUPERVISOR","volume":"12386 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of a connecting practice model in group telesupervision: A pilot study of supervisee expectations, experiences and attitudes","authors":"Kate Bridgman, Shane Erickson, Lisa Furlong, Hannah Stark","doi":"10.1080/07325223.2023.2259383","DOIUrl":"https://doi.org/10.1080/07325223.2023.2259383","url":null,"abstract":"ABSTRACTClinical supervision can be resource-intensive and deprioritised over direct care. This study trialed combining group and online modalities to potentially overcome these issues. Data from supervisee focus groups explored their expectations, experiences, and attitudes before and after group telesupervision. A thematic analysis identified: (i) pre-established expectations and processes are critical; (ii) experienced clinicians can benefit from group telesupervision; and (iii) the clinical supervisor plays a diverse role. Organizations could benefit from specialist telesupervision consultants to overcome the cost and loss of productivity associated with clinician travel for supervision, where remote clinicians require specialist supervision, or where COVID-safe supervision is required.KEYWORDS: Clinical supervisionconnecting practicegroup supervisionprofessional educationtelesupervision AcknowledgementThe research team wish to formally acknowledge the support of Melbourne Archdiocese Catholic Schools for this research and the participating SLPs.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsKate BridgmanKate Bridgman is a speech pathology academic at La Trobe University. Her clinical and research areas include telehealth, stuttering, and clinical practice.Shane EricksonShane Erickson is a senior lecturer and researcher from the Discipline of Speech Pathology at La Trobe University. He is a speech pathologist who specialises in the management of stuttering across the lifespan.Lisa FurlongLisa Furlong is a senior lecturer and Research Fellow at Flinders University in speech pathology. She is a paediatric speech pathologist who works with children with literacy difficulties.Hannah StarkHannah Stark is a speech pathologist and Postdoctoral Research Fellow in the Research in Effective Early Childhood Education Centre at the University of Melbourne.","PeriodicalId":45847,"journal":{"name":"CLINICAL SUPERVISOR","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}