Evaluation in Supervision
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Transcript of Evaluation in Supervision
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Evaluation in Supervision
Kendra L. Smith, Ph.D.
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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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ReferencesGould, 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.