A model and guide for evaluating supervision outcomes in cognitive–behavioral therapy-focused training programs
A model and guide for evaluating supervision outcomes in cognitive–behavioral therapy-focused training programs
A model and guide for evaluating supervision outcomes in cognitive–behavioral therapy-focused training programs.
Lewis, Cara C.; Scott, Kelli E.; Hendricks, Karin E.
Training and Education in Professional Psychology, Vol 8(3), Aug 2014, 165-173. doi: Link Citation
Only recently have investigative teams focused their research on understanding the effects of supervision on key outcomes, largely in response to the implementation science movement. Two steps are necessary to better understand the effects of supervision and set the stage for subsequent research to identify evidence-based supervision structures, methods, and content. First, critical domains of supervision outcomes need to be delineated to promote cross-study comparisons and focus research efforts. Second, psychometrically validated measures for evaluating these outcome domains need to be identified and systematically administered. Building on recent reviews that lay the foundation for assessing the impact of cognitive–behavioral therapy training (e.g., Muse & McManus, 2013; Simons, Rozek, & Serrano, 2013), the main goal of this article is to present a model of a Cognitive Behavioral Therapy Research and Training Clinic that exemplifies a systematic approach to supervision outcome assessment. Falender and Shafranske (2004) provide a relevant framework that specifies key supervision outcome domains at the clinician level (knowledge, skills, attitudes, and values) to which we have added the supervisory relationship, general competencies, and client-level outcomes. Exemplars of psychometrically sound measures to assess these outcome domains are provided, with a focus on cognitive–behavioral therapy-specific measures, given the strength of its evidence base. With the inclusion of a model for how to implement supervision outcome assessment, this article will position other training programs to assess supervision outcomes and to engage in subsequent inquiry into the key components of evidence-based supervision. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
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