从理论到实践：临床心理督导研究综述

临床心理督导,是提升心理健康专业人员工作能力的必要手段,也是解决职业化问题的必然路径。本文在对临床心理督导的概念内涵进行分析的基础上,梳理了心理督导的发展脉络,介绍了当前心理督导的主要的几种理论模式以及操作实施的过程,并对心理督导中的伦理道德问题进行了初步探讨。     

Identifying challenges in supervising school psychologists

Previous studies suggest that the majority of school psychologists do not believe they receive sufficient supervision, despite a growing body of research providing empirical support for supervision to maintain and improve skills. This study explores the dynamics underlying the challenges of providing adequate supervision to school psychologists. Findings suggest that supervision of school psychologists is characterized by challenges that extend beyond the traditional demarcations of clinical and administrative supervision typical in clinical settings. Supervisors of school psychologists encounter systemic challenges, unique to school settings, which must be addressed for their supervisees to be able to function successfully. The findings suggest that a clinical–administrative–systemic model of supervision is most appropriate in the supervision of school psychologists. © 2010 Wiley Periodicals, Inc.     

A Study of Experimental Methods for Teaching Emotionally Disturbed,Brain Damaged,Retarded Readers

Abstract

A study was conducted to investigate possible differences in verbal exchanges between supervisors and teachers contrasting clinical supervision and traditional supervision. Past study of supervisors indicated that they were predominantly authoritarian in their relationships with teachers. Clinical supervision was hypothesized to create a more democratic relationship as revealed by the verbal interaction. Seven supervisors each worked with one teacher in the clinical pattern and one in the traditional pattern. Their post-observation conferences were taped and analyzed by trained observers using Blumberg's A System for Analyzing Supervisor Teacher Interaction. Univariate ANOVA analysis of the data revealed a significant difference between the treatment groups favoring the clinical supervision style. Teachers responding on a semantic differential scale also favored the clinical supervision style.     

Clinical supervision using interactive/compressed television (I/C‐TV)

Abstract

The purpose of this paper was to examine the impact emerging interactive/compressed television (I/C‐TV) could have on a technologically based clinical supervision model for preservice teachers. This paper looked at the clinical supervision model as it is framed in a traditional school experience. It is clear that major change must occur in the area of technology training for the preservice teacher to ensure that technology ignorance does not create barriers to performance in the clinical experiences. Equally important is the change in the clinical supervision process itself. This paper suggests methods for the use of the clinical supervision model within the technology environment. The authors offer suggestions for creating appropriate processes, which include the following: adaptations of the clinical supervision model, incorporation of I/C‐TV capabilities, and early and frequent teaching in authentic settings.     

Supervision Experiences of Professional Counselors Providing Crisis Counseling

In this phenomenological study, the authors explored supervision experiences of 13 licensed professional counselors in situations requiring crisis counseling. Five themes concerning crisis and supervision were identified from individual interviews. Findings support intensive, immediate crisis supervision and postlicensure clinical supervision.     

Supervisees' Perceptions of Their Clinical Supervision: A Study of the Dual Role of Clinical and Administrative Supervisor

A study of 158 postdegree counselor supervisees showed that 49% had a clinical supervisor who was also their administrative supervisor. Supervisees reported overall satisfaction with clinical supervision, with no statistically significant differences between those whose supervisor served in both clinical and administrative roles and those receiving supervision from only a clinical supervisor. Furthermore, the majority of supervisees receiving clinical and administrative supervision from the same person did not view this dual supervisory role as problematic (82% of n = 70), and 72.5% reported specific benefits. Implications for research and practice are provided, with attention given to ethical considerations.     

Peer Supervision for the Professional Development of School Counselors: Toward an Understanding of Terms and Findings

Current literature indicates a discrepancy between school counselors' reported desires for clinical supervision and their actual participation. To bridge this gap, peer supervision has been suggested as a viable alternative. However, a lack of definitional clarity makes it difficult to distinguish this activity from both clinical supervision and peer consultation. In this article, a definition of peer supervision is synthesized. Existing models that fit the offered definition are presented, followed by an overview of the outcomes research in this area. Recommendations for future research are also presented.     

A Supervisory Framework for Systematically Attending to Outcomes in Clinical Supervision

Examination of the efficacy of clinical supervision has accrued limited evidence, partially due to lack of a clarity or consensus on what constitutes supervision outcomes. This not only leads to inconsistency across studies evaluating supervision outcomes but also falls short of providing guidance for clinical supervisors to systematically evaluate the efficacy of their work. We present a practitioner-oriented, evidence-informed, and pan-theoretical framework that connects a broad range of outcomes to the supervision process, including proximal, intermediate, and distal outcomes. We discuss how several practitioner-friendly instruments related to these outcomes can be incorporated into supervision practice and contribute to a more holistic assessment of supervision outcomes. We also discussed supervisory strategies, such as strategically attending to and balancing multiple levels of outcomes and incorporating a theoretical lens to our framework.

     

National Survey of School Counselor Supervision

A sample of 267 American School Counseling Association members were surveyed regarding their current supervision, desire for clinical supervision, and rating of supervision goals. Although a small minority of respondents indicated that they were currently receiving supervision, a majority of respondents indicated a desire to receive supervision. Factor analysis of ratings of supervision goals resulted in 3 factors related to the foci or learning dimensions described in J. M. Bernard's (1997) Discrimination Model. Recommendations for counselor educators and school counselor supervisors are discussed.     

A Model for Using Triadic Supervision in Counselor Preparation Programs

The Council for Accreditation of Counseling and Related Educational Programs (2001) has approved the use of triadic supervision as an alternative to individual supervision in clinical instruction. However, literature describing this mode of supervision is very limited. A model for triadic supervision is described, including presession planning, in‐session strategies, and administrative considerations and supervisee evaluation. An evaluation of the model from 2 recent studies is also discussed, and recommendations are provided for using triadic supervision in counselor preparation.     

A Contextual-Functional Meta-Framework for Counselling Supervision

In this paper, an approach to clinical supervision, entitled the Contextual-Functional Meta-Framework (CFM), is developed and articulated, based on a consideration of current literature and the author??s extensive practice experience. First, the context for the development of the CFM, and its formative influences, are examined, followed by a review of its six main components: the administrative context in which supervision takes place; the culture infused supervisory working alliance; nine supervisory functions; the supervisor??s and supervisee??s theory of change; the service delivery system; and the phase of counsellor development. Finally, future avenues for the model??s ongoing development and evaluation are discussed. As a meta-framework for the development of one??s personal approach to supervision, rather than a model of supervision, the CFM provides a transtheoretical heuristic for clinical supervisors to develop their personal approach the supervision.     

Clinical Supervision of Counselors-in-Training: A Nationwide Survey of Ideal Delivery,Goals, and Theoretical Influences

The study reports opinions of counselor educators regarding the ideal delivery, goals, and methods of clinical supervision, and the supervision models and theories influencing practice.     

Clinical Supervision of Community College Counselors: Current and Preferred Practices

A survey of community college counselors was conducted to determine current and preferred supervision practices. Results indicated that although most respondents want clinical supervision, few receive it.     

Science of Learning: Evidence‐Based Teaching in the Clinical Supervision Classroom

Although clinical supervision is widely viewed as an educational process, counseling doctoral students may lack relevant background in pedagogy. In response to calls to incorporate learning theories and principles into supervision instruction, 7 evidence‐based science of learning principles as well as examples from 1 doctoral supervision course are described.     

An interdisciplinary training model for early childhood handicapped teachers

Abstract

Clinical supervision is a formative evaluation method of working with teachers for the purpose of improving instruction. This teacher‐centered, collegial, and collaborative model requires the establishment of rapport and trust and a proper climate. Personal observation and a review of current related literature emphasize that clinical supervision enables teachers and supervisors to grow while promoting excellence in teaching and learning. In this period of school reform, clinical supervision is a successful means of approaching teacher learning, professional growth, and instructional improvement.     

A Practical Guide to Informed Consent in Clinical Supervision

Informed consent in clinical supervision should be explicitly addressed. Areas to be covered in a written statement and suggestions for discussing informed consent in an initial supervision session are given.     

Multicultural and Social Justice Competence in Clinical Supervision

The authors apply the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) model to clinical supervision, highlighting ways for supervisors to intentionally integrate multicultural and social justice practices into the supervision enterprise. They offer specific implications for supervision practice, including a focus on broaching strategies.     

Counselor Trainees’ Experiences in Triadic Supervision: A Qualitative Exploration of Transcendent Themes

Triadic supervision has been considered a credible and effective form of clinical supervision within counselor education programs since being included in the 2001 standards for the Council for Accreditation of Counseling and Related Educational Programs (CACREP). A phenomenological study was conducted to examine the experiences of masters-level counselor trainees in practicum with triadic supervision. Several transcendent themes emerged, namely: Initial Apprehensions, Shared Developmental Process, Vicarious Learning, Multiple Perspectives, and Safety through Trust and Relationship. The results of this study are discussed as they impact the field of counselor education and supervision.     

A Proposed Model for Peer Supervision

Many counselors find themselves in settings where supervision of their clinical skills is not available. A peer supervision model is proposed that will provide practitioners with an opportunity to monitor their practice, increase self-confidence, and further develop their counseling skills.     

The School Counseling Supervision Model: An Extension of the Discrimination Model

It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed.