evaluation in supervision - gallaudet university · • virtually no empirical research to...
TRANSCRIPT
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Evaluation in Supervision
Kendra L. Smith, Ph.D.
Oct. 2009. All rights reserved. Requests for permission to use material in this presentation should be sent to [email protected].
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Agenda
• Reactions to Evaluation • What exactly is our responsibility? • Purpose, role, responsibility of
evaluation • Criteria for trainees • Case Study • Evaluation of Supervisors
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EVALUATION
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Supervisor’s Responsibility
• Supervisors have a double contract
• Maintain standards of proper care in the treatment of clients
• Maintain standards of care in the education of counselors
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Evaluation is subjective
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Evaluation in Supervision: Purpose
• Enhance and evaluate supervisee competence
• Monitor quality of professional performance
• Assess supervisee’s readiness to practice independently
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Evaluation in supervision: Role
Facilitating supervisee’s development (sometimes feels like super-vision)
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Evaluation in Supervision: Role
Gatekeeper for the field
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Evaluation in Supervision: Responsibilities
• Maintaining standards of care – For client – For supervisee/student
• Includes: – Informing client of supervision – Informing students of:
• Levels of competency expected • Appraisal methods • Timing of evaluations
– Documentation
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Training Programs responsible for:
• Evaluating students with regard to: – personal attributes – aptitudes – values
• Providing remediation and recourse
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If we start with purpose, role, & responsibility…
• When? – Formative evaluation – Summative evaluation
• How? – Supervision contract – Weekly supervision meetings – Observations – Formalized assessments (forms)
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What’s missing?
• Specific criteria defining what it is we are evaluating
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• Virtually no empirical research to determine what is essential for supervisees to learn and/or be evaluated on in the supervision process
• In fact, no definitive evidence of how therapy works or what makes a “good” counselor
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Criteria pre-practicum
• Academic success in first semester courses
• Openness to new ideas • Flexibility
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Criteria pre-practicum (continued)
• Cooperativeness with others • Ability to accept personal responsibility • Awareness of own impact on others • Ability to deal with conflict • Ability to express feelings effectively and
appropriately • Willingness to accept and use feedback
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Criteria during practicum/internship:
• Technical skills • Interpersonal skills and
personal characteristics • Conceptual skills
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Technical Skills
• Skill improvement is assumed to be necessary for beginner supervisees – Less aware of relationship dynamics – More concerned with what to say – If and when to use self-disclosure – How to obtain information from client – How to confront and interpret
appropriately – How to solve the client’s problem(!!!!)
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Interpersonal Skills
• Capacity to: – Connect – Respond with sensitivity – Contain strong emotions
• Pay close attention to client’s cues • Weather the ups and downs of the
therapeutic work
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Interpersonal deficits
• Skill deficits—for example: – Staying silent for long periods – When to push; when to back off
• Finding balance between being fully themselves—or overly officious—and being therapeutic
• Often hard to evaluate and remediate in supervision
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Conceptual skills
• Theoretical understanding of the client’s needs
• Integrating various aspects of the client (e.g., history, personality, strengths, capacity for entering therapeutic relationship) into overall understanding of client
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Conceptual skills:
• Requires knowledge of normal development, psychopathology, etc.
• Enables supervisee to: – Understand how to take client from point A to
point B (treatment planning) – Assess risk (e.g., suicide, child abuse)
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Returning to the question of when…
• Summative evaluation – Mid- & final semester evaluation forms
• Technical, interpersonal, conceptual skills
• Formative evaluation – Direct feedback
• Clear statements to the supervisee
– Indirect feedback • Statements about the supervisee to others • Behavior toward the supervisee • Behavior toward others re supervisee
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Site and Faculty Supervisors
• Differences in responsibilities
• Differences in access to information
• Differences in theoretical orientation
• Differences in opinion
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It is not only what you teach, but also what you do, that has
impact on those whom you are trying to teach.
(Rubin, 1986)
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Evaluating the supervisor
• Continued supervision skill development • Studies of supervisee satisfaction
– Supervisees are not as satisfied as supervisors think they are
– Dissatisfaction inhibits learning
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Potential stumbling blocks
• Supervisee – Unclear, or changing, expectations – Supervisor who is inconsistent, harsh or
lacking empathy – Lack of consistent feedback
• Supervisor – Unclear programmatic expectations – Non-supportive environment – Lack of clear communication
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References Gould, L. J., & Bradley, L. (). Evaluation in supervision. In Ladany, N., Friedlander, M., Nelson, M. L. (2005). Critical events in psychotherapy supervision:
An interpersonal approach. Washington, DC: American Psychological Association. McAdams, C, & Foster, V. (2007). A guide to just and fair remediation of counseling students
with professional performance deficiencies. Counselor Education and Supervision, 47, 2-13. Roberts, W., Jr. (2008). To whom do I report, the site or university supervisor? In L. Tyson, J.
Culbreth, & J. Harrington (Eds.), Critical Incidents in Clinical Supervision: Addictions, Community, and School Counseling. Alexandria, VA: American Counseling Association.
Rubin, S. (1986). Cheating, ethics and graduate training in Psychology: Crime and punishment or misjudgment and repair. Professional Psychology: Research and Practice, 17, 10-14.
Rubin, S. (1997). Balancing duty to client and therapist in supervision: Clinical, ethical and training issues. The Clinical Supervisor, 16, 1-22.