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Two sides to the coin: An exploration of helpful and hindering supervision events contributing to psychologist competence

  • Author / Creator
    Papile, Chiara
  • Clinical supervision is one of the most important aspects of a trainee’s development as a professional psychologist, as it fosters the refinement of knowledge and skills necessary for competent and ethical practice (Falender & Shafranske, 2010). It combines teaching, consulting, and supporting (Bernard & Goodyear, 2009), and has recently been recognized as a core competency in the field of psychology (Falender & Shafranske, 2007). The Integrative Developmental Model (IDM; Stoltenberg & McNeill, 2010) offers an intuitive and comprehensive framework for understanding the growth process of psychologists-in-training, positing that effective supervision techniques must align with the trainee’s level of development. This study aimed to explore the critical incidents within the supervisory process that help or hinder supervisee’s sense of competence as psychologists-in-training. Masters- and doctoral-level trainees as well as clinical supervisors were interviewed using the Critical Incident Technique (CIT). The emerging incidents were grouped into categories that best reflected their shared commonalities. Helpful incidents were grouped as follows: (1) direct support, (2) feedback, (3) empowerment and encouragement, (4) process-based supervision, (5) supervisor as teacher and role model, and (6) supervisor vulnerability. Hindering incidents were grouped as follows: (1) feeling unsupported, (2) critical and attacking behaviours, and (3) conflicts with feedback and evaluation. Results from this study did not lend support for the IDM; rather, they were explained best by social role theories positing that supervisors take on specific roles during the supervisory process. Results from this study will contribute to the growing pool of information regarding effective and ineffective supervisory behaviours, techniques, and skills. Implications for training, research, and practice are discussed.

  • Subjects / Keywords
  • Graduation date
    2013-11
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy
  • DOI
    https://doi.org/10.7939/R30G3H635
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Doctoral
  • Department
    • Department of Educational Psychology
  • Specialization
    • Counselling Psychology
  • Supervisor / co-supervisor and their department(s)
    • Everall, Robin (Educational Psychology)
  • Examining committee members and their departments
    • Daniels, Lia (Educational Psychology)
    • Pei, Jacqueline (Educational Psychology)
    • Wimmer, Randolph (Educational Policy Studies)
    • Theriault, Anne (Educational Counselling)
    • Klassen, Robert (Educational Psychology)