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This article describes technology‐assisted telesupervision‐of‐supervision, which is a component of a 2‐year U.S.–China collaborative program designed to systematically train clinical supervisors in China. Using Zoom conferencing platform, several U.S.‐based supervisors facilitated telesupervision‐of‐supervision groups, with six to ten participants in each group, from different geographic locations in China. This article employs the perspectives of both U.S.‐based supervisors and group participants who are themselves supervision scholars in China, describing their experiences and insights about the rewards and challenges of this telesupervision‐of‐supervision project. [ABSTRACT FROM AUTHOR]

Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency-based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency-based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017; Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self-assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competency-based supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy. [ABSTRACT FROM AUTHOR]

With the transformation of health service psychology training to a culture of competence (Roberts, Borden, Christiansen, & Lopez, 2005), comes the necessity for an associated culture of assessment to ensure competence. Although the Competency Benchmarks (Fouad et al., 2009) and the toolkit for assessment of competency (Kaslow et al., 2009) have been major advances, the question remains whether training programs are using a competency-based approach to education and training, including how they are assessing those competencies. The purpose of this study was to assess the state of the art in use of competencies and their assessment. Training programs were surveyed with respect to what competencies are viewed as important, and the relationship between what supervisors and faculty desire and value in training competencies versus what they assess and what trainees achieve was assessed. Also assessed was which competencies are most frequently not achieved and what form of remediation plan is used. [ABSTRACT FROM AUTHOR]

With the recognition that clinical supervision is a distinct professional practice comes the necessity for identification of effective practices. In this competency-based era, a meta-theoretical, interpersonal framework is provided in competency-based clinical supervision in which specific attention is paid to the strengths and emerging competencies of the supervisee and to the clinical and supervision competencies of the supervisor. In this article, the authors address the state of the literature on effective clinical supervision and the specific knowledge, skills, and attitudes that comprise competent supervision. A brief summary of research on several particular pivotal areas (e.g. alliance, multicultural competence, legal, and ethical issues) is included. A self-assessment device is provided for both current supervisors and supervisors-in-preparation to assess readiness, competence, and areas in which additional training and experience are desirable. Finally, a vignette illustrating the implementation of effective supervision practices is provided. [ABSTRACT FROM AUTHOR]

Since the recognition of clinical supervision as a distinct professional competence and a core competence, attention has turned to ensuring supervisor competence and effective supervision practice. In this article, we highlight recent developments and the state of the art in supervision, with particular emphasis on the competency-based approach. We present effective clinical supervision strategies, providing an integrated snapshot of the current status. We close with consideration of current training practices in supervision and challenges. [ABSTRACT FROM AUTHOR]

Clinical supervision is a distinct professional competency and has been acknowledged consensually as such for over a decade. In addition, psychology has entered a competency and implementation science era. However, multiple aspects of investigation of clinical supervision including efficacy and specific outcomes have been long in coming. This issue on supervision outcomes was initiated to address innovative practices in assessing supervision process as well as supervisee and client outcomes. However, during the process of organizing the issue, it became increasingly clear that there are multiple steps that precede outcome assessment, that outcome assessment is also an important tool in the process of supervision, and that the entire process of supervision is acutely in need of understanding and developing empirical support for its components and impacts. Attention is required to address both input regarding clinical supervision training and the outcomes of supervision on supervisee competence and client status. Comprehensive evaluation of outcomes is long overdue and requires immediate attention. This issue serves as a platform for further exploration by describing strategies and frameworks to construct scaffolding to study the process of supervision and both supervisee and client outcomes. Such inquiry should serve to enhance the valence of clinical supervision and impress the imperative of systematic supervision training on accreditation organizations, graduate schools, and regulatory bodies. [ABSTRACT FROM AUTHOR]

Since clinical supervision has become recognized as a distinct professional practice, competency-based supervision has gained considerable traction internationally. Competency-based supervision enhances accountability and is compatible with evidence-based approaches. Competency-based supervision is defined by supervisor and supervisee collaboratively and explicitly identifying the knowledge, skills and attitudes comprising each clinical competency, determining specific learning strategies, and monitoring and evaluating the development of those. Recommendations for supervision practice are described based on the growing evidence base for practice and responsive to emerging ethical and legal issues. [ABSTRACT FROM AUTHOR]

To develop a more competent clinical supervision workforce, the Chinese clinical and counseling psychology leadership in 2015 formed a collaboration that included two Chinese professional organizations and three US psychologists. The authors describe the context for this collaboration and the resulting program, which has now trained more than 600 supervisors. We describe ways in which program content and pedagogy continually are being adapted to better ensure relevance to a Chinese audience. We also discuss the collaboration itself, including implications for those who might want to participate in a similar, cross-national collaboration. [ABSTRACT FROM AUTHOR]

A significant culture change to a competency-based approach to supervision reflects the current Zeitgeist in professional psychology education and training. Accreditation, credentialing, regulation, and training have all been transformed to competency-based approaches. However, the transition within a program to a competency-based approach is not always smooth. This article addresses specific leadership competencies that facilitate change, with attention paid to the supervisory process. Because most leaders in professional psychology have traditionally engaged in transactional leadership, a shift is required to transformational leadership, a style associated with effective change. As a backdrop to the focus on a transformational leadership approach and competency-based supervision, this article first overviews the competencies movement, particularly competency-based clinical supervision. Then transformational leadership is applied to changing educational and training cultures and climates to ensure the consistent and comprehensive implementation of a competency-based approach to clinical supervision. Strategies are offered for implementing such an approach to competency-based clinical supervision, as well as for overcoming barriers to implementation. [ABSTRACT FROM AUTHOR]

A challenge in clinical supervision is balancing tension between fostering a collaborative supervisory relationship and maintaining supervisory accountability. In feminist supervision this tension is heightened by virtue of its contextual, collaborative, and interpersonal qualities. What distinguishes feminist supervision is the intent to address hierarchical factors and examine their impact rather than simply exercise authority and the intent to honor the explicit commitment to the areas of mutuality possible in the relationship. Reflection and elaboration of tensions and potential conflicting roles are part of feminist supervisors' role definition. Feminist supervision models explicate the impact of such power and relationship on the supervisory process. The purpose of this paper is to describe the tensions and possible interventions to structure the relationship effectively, elucidating supervisory power and accountability in the era of competency-based clinical supervision. Drawing on best practices in clinical supervision, including supervisory alliance, informed consent, and role elucidation provides pathways for maximum respectful collaboration in the context of accountability. The areas in which best practices are not being met in actual practice are also highlighted. [ABSTRACT FROM AUTHOR]

Management of supervisees who do not meet performance standards is an area of special concern in clinical training. Supervisors may inappropriately apply the concept of impairment when assessing or describing substandard performance; legal liability is introduced when the construct is misapplied. The Americans With Disabilities Act (ADA) Amendments Act of 2008 (effective January 1, 2009) has compounded the legal risks associated with the inappropriate use of impairment. This article briefly describes the historical use of the term impairment, discusses the legal risks associated with the misapplication of the construct, and presents best practices in clinical supervision when addressing supervisee performance within the legal constraints of the ADA. [ABSTRACT FROM AUTHOR]

Providing competent clinical supervision is challenging for the practitioner both in determining supervisee competencies and in conducting the corresponding supervision. Competence, an ethical principle that informs the practice of psychology, refers to requisite knowledge, skills, and values for effective performance. Similar to other health care professions, psychology is increasingly moving towards competency-based approaches in education, training, and performance appraisal. In this article, the authors review perspectives on competence as a construct and define competency-based clinical supervision, with particular attention to the nature of ethical, legal, contextual, and practice issues that arise from the establishment of a standard of competency-based supervision practice. The authors conclude with a discussion of challenges faced in clinical supervision and recommendations for best practices. [ABSTRACT FROM AUTHOR]

Supervision is a domain of professional practice conducted by many psychologists but for which formal training and standards have been largely neglected. In this article, supervision is proposed as a core competency area in psychology for which a number of elements reflecting specific knowledge, skills, and values must be addressed to ensure adequate training and professional development of the trainee. Supra-ordinate factors of supervision viewed as permeating all aspects of professional development are proposed. These include the perspective that professional development is a lifelong, cumulative process requiring attention to diversity in all its forms, as well as legal and ethical issues, personal and professional factors, and self- and peer-assessment. A competencies framework is presented with particular elements representing knowledge (e.g., about psychotherapy, research, etc.), skills (including supervising modalities, relationship skills, etc.), values (e.g., responsibility for the clients and supervisee rests with supervisor, etc.), and meta-knowledge. Social contextual factors and issues of education and training, assessment, and future directions also are addressed, with specific elements listed. Suggestions for future work in this area are addressed, including the need to refine further and operationalize competences, develop clear expectations for accreditation and licensure regarding supervision competencies, and expand the description of developmental levels of supervisors from minimal to optimal competence. This is one of a series of articles published together in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology will appear in Professional Psychology: Research and Practice and The Counseling Psychologist. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [ABSTRACT FROM AUTHOR]

SUMMARY The present paper presents a framework for characterizing the emotional impact of day care environments and for predicting the consequent effects on child emotional reactions to day care and to separation, extent of active involvement in day care, and long-term effects of day care on cognitive and intellectual development. The physical and social environment of day care is characterized in terms of its emotional impact with use of three orthogonal dimensions: pleasure-displeasure, arousal-nonarousal, and dominance submissiveness. Approach toward, or preference for, any setting is then predicted in terms of its emotional impact. Finally, day care settings are ordered in terms of their beneficial-detrimental effects by simply considering children's preference levels (approach) for the settings. [ABSTRACT FROM AUTHOR]

Clinical supervision provides the foundation for cultivating ethical practice and professionalism for mental health trainees. Exploration and management of a supervisee’s personal reactivity or countertransference (CT) is a critical component of supervision and has clear ethical implications for clinical management and the development of clinical competence. This article discusses supervision practice and presents the results of a study that investigated the influence of supervisor–supervisee relationship on clinical and counseling doctoral students’ CT disclosures. Respondents completed the Working Alliance Inventory–Supervisee form and the Personal Reaction Disclosure Questionnaire, which assessed respondents’ comfort and likelihood of reporting CT reactions to hypothetical clinical interactions. Results of this analogue study demonstrated positive associations between supervisory alliance and reported comfort and likelihood of CT disclosures, highlighting the importance of the alliance and drawing attention to supervisors their responsibility to particularly attend to thebonddimension of the relationship. [ABSTRACT FROM AUTHOR]

With the rapid pace of globalization, psychologists internationally are experiencing complex ethical challenges. This paper explores the history and evolution of ethics and multiculturalism and their effect on the development of supervision practices for psychologists in the United States and Canada. Themes include the importance of harmonizing existing ethical rules or standards with professional ideals when responding to cultural diversity; (a) integrating different social contexts and worldviews of client, supervisee/therapist, and supervisor, and (b) responding in a manner that reflects enlightened rather than unilateral globalization—all within the power differential implicit in supervision. Historical and cultural context; (a) international perspectives, ethical guidelines, and codes, (b) evolving supervision guidelines, and (c) developments toward positive solutions are outlined. Recommendations for the future are formulated regarding graduate student/supervisee training, supervisor training, continuing education, and the development of ethical guidelines for supervision. [ABSTRACT FROM AUTHOR]

Recent changes to clinical psychology training and supervision in Australia have been driven by a deliberate endeavour by regulatory authorities and professional bodies to align education and training with competency-based models of training, a development that is apparent internationally across health disciplines. A critical question is: how do reforms in Clinical Psychology training standards match international benchmarks for competency-based pedagogies? Objective: To outline key principles of competency-based pedagogies and to critically examine whether Australia's new standards and guidelines for accreditation of coursework, practicum requirements, and supervision are consistent with competency principles, and match similar guidelines proposed in the U.K. and the U.S.A. Method: Following a critical analysis of the extant literature, the authors highlight progress achieved, discuss major gaps and challenges, and examine the extent to which current accreditation changes constitute a reliable blueprint for the development of a competent psychology workforce for the country. Results and Conclusions: The current review indicates that in an overall sense, practitioner training in Australia is tracking well in comparison to international developments. Specifically, the decreased emphasis on the regulation of inputs (e.g., nature and type of coursework and practicum) is pedagogically sound and has the potential to promote training innovation and efficiencies. However, a revision of the current competency framework is required to underpin future progress. Also, the lack of reliable and valid competence instruments in combination with less than rigorous adherence to systematic, timely, and ecologically valid assessments constitute a major challenge and a serious threat to ensuring safe and competent psychology practice. What is already known about this topic: (1) Competency-based education and clinical training play important coordinated roles in ensuring the competence of clinical psychologists, consistent with the accreditation standards and registration requirements of the Psychology Board of Australia. (2) The Australian Psychology Accreditation Council (APAC, 2019) have recently published new accreditation standards for psychology programs that are based on competency principles. (3) The shift to the new paradigm is both exciting and challenging. It is exciting because it provides opportunities for innovation; it is challenging because it demands systemic change. What this topic adds: (1) The current paper compares and contrasts current standards and guidelines for accreditation in Australia with their counterparts in the U.K. and the U.S.A. (2) Although significant progress has been made in Australia, additional implementation efforts should be taken to establish a comprehensive and authoritative competency framework, incorporating empirically-supported means of assessment. Such a framework should be fit-for-purpose providing a grid that maps shared and unique aspects of competencies across registration levels and specialised endorsements. (3) The progressive relaxing of input criteria has the potential to seriously compromise the commitment to safe and competent psychological practice if training institutions do not adopt a re-designed system of ecologically valid assessments both during training and at the point of entry to the profession. (4) The need to ensure competence is maintained throughout a psychologist's career will remain a major challenge, given the ongoing and rapid advance of science. A commitment to the competency-based approach provides the necessary scaffolding for ongoing professional development. [ABSTRACT FROM AUTHOR]