Category: Dissemination / Implementation
Keywords: Supervision | Child | Dissemination
Presentation Type: Symposium
Background: Clinical supervision has been shown increase clinician competence in the delivery of evidence-based practices (EBPs; Bearman et al., 2016). Despite its utility and ubiquity in routine care settings serving children, the literature on supervision has taken place almost exclusively in the context of treatment research trials. This literature has identified core components of supervision (i.e., corrective feedback, modeling, role play) that enhance supervisee competency in the delivery of EBPs (see, Bearman et al., 2013). The extension of this literature into typical practice settings is critical because community-based care is one of the primary contexts providing services to at-risk youth (Ringel & Sturm, 2001), and trainees receive training in these settings (Accurso et al., 2011). Research that evaluates the ingredients of supervision as usual (SAU) can identify the overlaps and discrepancies with supervision in research trials.
Methods: Supervisors (n=13) and supervisees (n=20) providing psychotherapy to youths reported on 100 supervision sessions, and a subset of audio recorded sessions (n=57) was assessed for frequency and competency of supervisory micro skills (e.g., live modeling, case conceptualization) using observational coding. Coding reliability was excellent (ICC=.89).
Results: Results indicated micro skills shown to enhance supervisee competency were largely absent from SAU (e.g., observation of live or recorded therapy sessions, role play, corrective feedback), and were delivered with insufficient competency (e.g., live modeling). Results also identified components of SAU that may essential outside the research context (e.g., administrative tasks). Follow up analyses showed that supervisor characteristics (i.e., degree type, therapeutic orientation) did not predict the use of supervisory strategies shown to enhance therapist competency.
Conclusion: Findings suggest that components of SAU deviate from those of supervision delivered in the context of treatment research trials. These results identify logical targets for quality improvement in usual care with implications for training and policy in mental health services.
University of Texas at Austin
Saturday, November 18
12:00 PM – 1:30 PM
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