Quick we’ve Got to do Something about Supervision - An Online Course for Psychologists
Dr. Jon Amundson, Adjunct Professor, Division of Applied Psychology, University of Calgary
Introduction
Supervision seems to be the step-child within the ongoing professionalization of psychology (Rubin, et at 2007).
While standards regarding preparation, training and criteria for entrance into the profession continue to be refined, the specialty area of teaching, training and supervision lags behind (APA Committee on Legislation 1955; Roe, Gustard, Moore, Ross, and Skodak 1959; Hoch Ross, and Winder 1966; Weiner 1973 in Stewart and Stewart 1998).
Johnson and Stewart (2000) have found that most practicing senior psychologists and supervisors have literally no formal training nor preparation to supervise.
Others ( Jarvis, 1989, Stewart and Stewart, 1998) have shown that great variability exists regarding definition and structure of the process itself.
Finally, and perhaps as result, it has been well documented in the supervisory literature that "bad" or "harmful" supervision is not exceptional in the training process ( Ellis 2001, L.A. Gray, M. Ladany, J.A. Walker and J.R. Ancis 2001, M.L. Nelson and M.L. Friedlander 2001, Ramos, -Sanchez et al 2002).
With these considerations in mind, the faculty of Applied Psychology at the University of Calgary, in conjunction with the Psychologists Association of Alberta teamed up to assist supervision in coming of age through the design of a comprehensive, advanced course in clinical supervision.
Course Conceptualization
Aside from the realization that most supervisors have no formal preparation for the job, it was felt course design ought take into consideration uniformity, transportability and expediency.
Initially, it was decided that any course needed to be generic and broad enough to meet the needs of psychologists across Canada and the U.S. This meant that content had to represent the broad issues related to supervision and be as portable as possible to any jurisdiction.
Secondarily, most supervising psychologists are able to attend a conference, week-end workshops or even read a book or two. However, coming to a comprehensive, 40 hour certificate course would be daunting. Time, expense and geography might limit a fixed, institution-base course, so online delivery was investigated as option.
Course Design
In seeking to meet these prime objectives - something useful to everyone and reasonable means of access - a course curriculum was developed in conjunction with not only Applied Psychology, University of Calgary but the Faculty of Continuing Education. Continuing Education provides online delivery and virtual classrooms in order to facilitate everything from non-credit continuous education through university approved certificate courses. Within their delivery system it was determined that:
- A 10 week/ 10 module online formal certificates course could be offered.
- Each module would seek to address issues in supervision ranging from ethics to standards of practice through problem-solving.
- These modules would be posted online each week and students would listen to a lecture in video or PowerPoint format, undertake the reading associated with the module and attend a 1½ - 2 hour virtual class room, one night a week.
- Listening to the lecture and doing readings were done at the students leisure. One night each week, all students would log onto a discussion site, hosted by the instructor, guest faculty and led by 2-3 students.
- With each module there were 5-8 questions, indexed to readings provided. These questions, along with attendance and class participation served as final evaluation criterion
Course Proper
The inaugural course was offered in the fall of 2007. At that time, 50 individuals had sought entrance, but only 25 (eventually expanded to 27), could be accommodated.
Eight PhD graduate students from the University of Calgary Faculty of Applied Psychology also accessed the lectures / readings as part of a separated course.
The online students were for the most part mature or senior psychologists, already providing supervision in settings ranging from regulatory through institutional and private practice.
Each student was encouraged to complete an initial short course in learning online and be aware of the necessary computer specifications required.
The ten modules were posted and accessible at any point during the course. They include:
- Module I and II
- The history of professionalization and the role of ethics, standards and guidelines in psychology generally and as applied to supervision.
- Module III
- The centrality of the Supervisee to the process in the light of not only working alliance, but in appreciation of "conceptual" vs. "executive" skills, diversity issues, developmental perspectives and stages in supervision.
- Module IV
- Contracting for supervision in the light of legal, ethical, and structural consideration
- Module V
- Delivery of Supervision regarding modes, methods, and procedures. This "Monitoring" component arises from and reflects the structure designed in contracting
- Module VII
- Domains of Supervision in the light of Rodolfa et al (2005) and their definition of foundational competencies (competencies generic to the profession) and functional competence (specified areas of practice within the profession).
- Module VIII
- Evaluation is the third link in the contracting, monitoring and outcome chain. Both process and summative aspects of evaluation were discussed emphasizing the recursive nature of evaluation to contracting and monitoring.
- Module IX
- Best Practice Standards were introduced as inclusive of everything from EST - Empirically Supported Treatment, and ESR - Empirically Supported Relationships, to the current APA concept of EBPP - Evidence Based Professional Practice (APA 2007)
- Module X
- Finally, Problem Solving in supervision, using a three step identification and remediation process, closed off the course
In the first week, all students selected modules to lead; that is provide questions or comment based upon the lecture and the readings during the live component. While two texts were primarily used - Bernard and Goodyear’s Fundamentals of Clinical Supervision and Falendar and Schafranke’s Clinical Supervision - A Competency Based Approach, there were additional readings drawn predominantly from Professional Psychology: Resend and Practice and Professional Psychology: Training and Education
On the site was a place for blogging and topic "threads" as well. Additional online discussion through this medium took place where a given topic could be introduced and commentary solicited or provided. For example, issues related to diversity (both supervision of and supervision for) was a hot topic. Secondarily, students were asked to provide biographical information - online - and design their own supervision profile. This latter assignment included not only personal identity in supervision but an "as if" you were designing program structure for an agency.
Finally, the 90-120 minutes each week given over to live discussion focused upon the modules and the readings and blog/thread issues emerging. Live interaction through a virtual classroom connected people from British Columbia to Saskatchewan. As one student commented, "it was so great to be listening on my headset, folding laundry and then, time to time, raising my virtual hand to participate!"
Course Proper
At the end of the course students receive a certificate. With this inaugural course and its formal evaluation through Contintuing Education we were able to see what works and where to go in the future.
All students need to be vetted regarding computer system capacity they bring to the table. Several students tried to "fly under the radar" i.e. less memory or media capacity, and this led to problems with downloads, class participation, access to material, etc. Secondarily while 86% found the course content interesting, meaningful and relevant to their needs or concerns, a couple of changes are envisioned for our next two offerings (Fall 2008 and Winter 2009).
Initially, while the students appreciated the "linkage between the modules", the discussion each week which "brought the material to life", the depth of experience they were exposed to, etc. it was felt that more comprehensive use of technology to make the live sessions more expedient and user friendly would be useful.
For this reason, an additional adjunct professor has been added to the course rooster with specialization in online delivery. This way, available technology can be incorporated into future offerings, in a more expansive enabling fashion.
In conclusion, the overall feedback and response to the course was heartening. Both national and international interest has been piqued, and 2 further courses are planned for next year. Perhaps the most useful comment at the end of the course was by one (successful) student. In a frank and candid manner they said they had reached a decision not to undertake supervision due to the "level of responsibility and depth of information required" which was clearly part with this specialty area of practice.
References
APA Committee on Legislation. (1995). Joint report of the APA and CSPA (Conference of State Psychological Associations). American Psychologist, 10, 727-756
Ellis, M. (2001). Harmful Supervision, a Cause for Alarm Comment on Grey et al. (2001) and Nelson and Friedlander (2001). Journal of Counseling Psychology, Vol. 48, 401-406.
Gray, L.A., Ladany, N., Walker, J.A., & Ancis, J.R. (2001). Psychotherapy trainees’ experience of counterproductive events in supervision. Journal of Counseling Psychology, 48, 371-383.
Hoch, E.L., Ross, A. O. & Winder, C.L. (1966). Conference on the Professional Preparation of Clinical Psychologists: A summary. American Psychologist, 21, 42-51.
Jarvis, P., (1989) Standardization Versus Individualization in the Clinical Internship, Professional Psychology: Research and Practice, Vol. 20, 185-186.
Johnson, E. Stewart, D. (2000). Clinical Supervision in Canadian Academic Service Setting. The Importance of Education, Training, and Workplace support for Supervisor Development. Canadian Psychology, Vol. 41, 124-130.
Ramos-Sánchez, Lucilia; Esnil, Edna; Goodwin, Alan; Riggs, Shelley; Touster, Lisa Osachy; Wright, Laura K.; Ratanasiripong, Paul; Rodolfa, Emil.( 2002 ) Negative supervisory events: Effects on supervision and supervisory alliance. Professional Psychology: Research and Practice, Vol 33(2) 197-202
Rodolfa, E.R., Bent, R. J., Eishman, E., Nelson. P.D., Rehm, L., & Richie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36, 347-354.
Roe, A., Gustard, J.W., Moore, B.V., Ross, S & Skodak, M. (1959). Graduate education in Psychology. (Washington, DC: American Psychological Association.)
Rubin, Nancy J., Bebeau, Muriel, Litchenberg, James W., Nelson Paul D., Portnoy, Sanford, Smith, I. Leon, Kaslow, Nadine J. (2007) The competency movement within psychology: An historical perspective., Professional Psychology: Research and Practice, Vol. 38 (5) 452-462
Stewart, A., Stewart, E (1998). Trends in Postdoctoral Education Requirements for Licensure and Training Oportunities. Professional Psyhcology: Research and Practice, Vol. 29, 273-283.
Weiner, I.B. (1973) Postdoctoral education in clinical psychology. (Topeka, KS: Mennigner Foundation.)
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