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Class Two Notes
| SOPP Quarterly Progress Report | Supervisor Complexity Model |
Evaluation:
Evaluation is a defining aspect of clinical supervision.
Formative Evaluation:
The process of facilitating skill acquisition and professional growth through direct feedback. Formative evaluation occurs during the process of the supervision experience - it is an ongoing activity.
Summative Evaluation:
The process of providing feedback on supervisee skill acquisition and professional growth at the end of a specified period of time. This could occur at the end of a term, annually, or other defined period.
Effective evaluation should include the following:
- identification of the crucial competencies that the supervisee needs to demonstrate/acquire.
- description of what is required to evidence competence in any given area.
- identification of changed expectations as to levels of competency in each area as the supervisee gains experience.
- establishment of clear and proper evaluations methods.
There are numerous means for defining areas of assessment in the provision of evaluative feedback. (SEE SOPP QUARTERLY PROGRESS REPORT)
Anxiety - supervisor and supervisee anxiety regarding evaluation.
Favorable Conditions for evaluation:
- Supervisor sensitivity to the unequal nature of the supervisory relationship.
- Stated clarification of supervisor administrative and clinical roles. Who has access to data obtained via the process of supervision. Structure of supervision matching supervisee developmental level.
- Clarification of supervisee expectations and roles.
- Clarification of evaluation procedures. Explanation of summative and formative evaluation procedures.
- Open acknowledgement and discussion regarding supervisee defensiveness. Supervisor's provide instruction on how to integrate corrective feedback.
- Respect for and exploration of individual differences.
- Evaluation should be a mutual and continual process.
- Evaluation must occur within a strong administrative structure - who has power, who has support, due process.
- Premature evaluations of supervisees should be avoided - the supervisee developmental level must be recognized, appreciated and integrated.
- Supervisees need to witness the professional development of their supervisors - supervisors inviting and integrating feedback.
- Supervisors monitor the relationship/working alliance with supervisee.
- Supervisors should enjoy the process of supervision.
Other factors helpful in reducing anxiety:
- Clearly establish the goals for supervision
- Supervisee provides input into the establishment of supervision goals.
- Supervisee engages in self-evaluation.
- Set a specific time aside for evaluation feedback and include in supervision.
- Prepare for supervision session.
- Feedback should focus on behavior, not personality.
- Supervisors should focus on things that can be changed and provide specific suggestions for improvement.
The process of Evaluation:
- negotiating the supervision-evaluation contract
- choosing evaluations methods and supervision interventions
- choosing evaluations instrument(s)
- communicating formative feedback
- encouraging self-assessment
- providing summative evaluation(s)
Methods for Data Collection (what are the strengths and limitations of each? - how do they relate to developmental level?):
Live Supervision
Videotape
Audiotape
Clinical notes
Self-report
Group vs individual supervision
How do you like to receive feedback in supervision?
Why might supervisor's have difficulty in providing feedback?
What would be your strengths as a supervisor in providing feedback?
Ethical and Legal Considerations: DO NO HARM
Due Process
- Substantive due process - policy and procedures regarding the training program are applied consistently and fairly.
- procedural due process - notification of supervisee
Informed Consent
- Informed consent of clients (consent to treatment)
- Informed consent regarding supervision - notification of client of supervision relationship and procedures (taping, who is involved in supervision, etc.)
- Informed consent of supervisees - supervisee should be aware of those factors that will result in their success and advancement.
Dual Relationships
- with clients
- with supervisees (intimate, therapeutic, work, and social relationships)
Competence
- Supervisee Competence - welfare of client
- Supervisor Competence - welfare of client and supervisee
Confidentiality
- in Therapy
- in Supervision (what is confidential and what is not?)
Direct vs. Vicarious Liability