Category: Education, Training, and Supervision - Graduate / Undergraduate/ Postdoctoral

Research and Professional Development

Research and Professional Development 2 - Evaluation and Delivery of Competency-Based Supervision

Friday, November 17
12:00 PM - 1:30 PM
Location: Sapphire Ballroom A, Level 4, Sapphire Level

Keywords: Supervision | Education and Training - Graduate | Professional Development
Presentation Type: Research and Professional Development

Psychology training programs strive to cultivate competent trainees. Achieving this aim requires providing competency-based supervision (CBS) as part of training. Supervised clinical training is the foundation upon which competence and professionalism in psychology are developed; however, less than 20% of supervisors report receiving formal training in supervision and clinical supervision is one of the top five activities on which psychologists report spending their time. Falender and colleagues (2004) have delineated a competency-based model for supervision that establishes the knowledge, skills, and values necessary for identifying and competently responding to trainee competencies. In 2014, the American Psychological Association (APA) recognized competency domains for clinical supervisors and identified clinical supervision as one of the profession-wide competencies expected of all programs. As such, it is important for clinical supervisors and trainees to develop an enhanced understanding of CBS. This panel will review the APA guidelines, discuss the skills of a competent supervisor, describe initial efforts to assess CBS, and present key considerations for the practice of competency-based supervision across a variety of training settings, educational contexts, and trainee developmental levels. Panelists include psychology supervisors and directors of clinical training with decades of experience delivering supervision across a range of trainee developmental levels and with expertise in training competent supervisors. Panelists will discuss (1) the significance and goals of CBS; (2) the provision of and barriers to implementing CBS within a variety of training settings; and (3) key considerations in the development and implementation of assessment tools to evaluate CBS. Specifically, two measures to assess CBS have been developed and piloted in VA-based training programs and in an academic medical center. Data from efforts to implement these CBS tools will be presented. 






Earn 1.5 continuing education credits

Learning Objectives:

Carol Falender

Clinical Professor
UCLA

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Kristin Rodzinka

Co-Director of Training
Dayton VA Medical Center

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Jason Washburn

Director of Clinical Training
Northwestern University Feinberg School of Medicine

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Amanda Wickett-Curtis

Training Director, Psychology
Richard L. Roudebush VA

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Shona N. Vas

Associate Professor, Director of Clinical Psychology Training
University of Chicago Medicine

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Send Email for Pooja Dave

Andrea E. Kass

University of Chicago Medicine

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