1/21/2011Elizabeth Akey, PhD1

For the things we have to learn before we can do them, we learn by doing them Aristotle, Nicomachean Ethics. 1/21/2011Elizabeth Akey, PhD2

Develop clinician competence …provides the experiential foundation for the psychologists knowledge, skills, and values to be consolidated and applied Falender & Shafranske, 2004 Insure integrity of services to the client Safeguards rights and well-being of clients working with clinicians in training 1/21/2011Elizabeth Akey, PhD3

Provide means for adding qualified members to our profession Gatekeeper role Service to the field Facilitate lifelong learning and renewal for those who serve as supervisors 1/21/2011Elizabeth Akey, PhD4

Vertical organization for teams All students on at least one in-house team from 2 nd semester until internship Year 1 Term 1: Intro coursework in interviewing and assessment Term 2: Assessment Clinic Year 2 Term 1 and 2: Assessment Clinic 1/21/2011Elizabeth Akey, PhD5

Year 3 Term 1 and 2: Adult-oriented clinic and Child-oriented clinic Year 4 and beyond One in-house treatment team and External clinical placements up to 2 days/week Assessment Clinic optional 1/21/2011Elizabeth Akey, PhD6

Clinic nights with live supervision o All team members present o Written and verbal feedback from peers and faculty supervisor o Faculty supervisor models emphasis on core skills and observable behavior positive feedback and constructive criticism o Students evaluated on caliber of feedback to peers 1/21/2011Elizabeth Akey, PhD7

Group supervision in weekly team meetings Individual supervision through tape reviews with written feedback, 1:1 meetings Didactic material on supervision in team meetings 1/21/2011Elizabeth Akey, PhD8

SKILLYESNAExample Establish professional role Use open ended questions Reflect feelings Follow up on critical information Paraphrase Relate feelings and content Clarify Provide positive feedback to client within limits of assessment Follow standardized administration rules Model appropriate child management practices Demonstrate sensitivity to client definition of issues Provide educational or normative information Manage transitions within session 1/21/2011Elizabeth Akey, PhD9

Advanced students supervise students in 1st year of clinical practice on select cases Pre-session meeting with me Written and verbal feedback to student clinician Copy of written feedback to me Post-session meeting with me 1/21/2011Elizabeth Akey, PhD10

Supervision is best approached in thoughtful and systematic way, with clearly articulated: theoretical perspectives roles expectations for progress toward competence timing and method of feedback standards for formal evaluation 1/21/2011Elizabeth Akey, PhD11

Observe sessions of advanced students Conduct initial interviews Complete diagnostic assessments with increasing levels of independence Conduct evidence-based parent training in child behavior management Work interactively with parents and children, with increased independence on and off campus Observe faculty and peer feedback within team Provide peer feedback Continue peer feedback Provide guided supervision to beginning students 1/21/2011Elizabeth Akey, PhD12 Supervision skills Clinical Skills

Supervisor and clinician competencies Knowledge base in normal development Skills for working with clients who do not volunteer for treatment Competency in therapy with adults Skills for interacting with institutions and systems o Consultation, case coordination, systems perspective 1/21/2011Elizabeth Akey, PhD13

Diagnosis is complicated by childrens limited behavior repertoires Multiple stakeholders affect critical areas of childrens life Legal and ethical considerations can be complex Childs circumstances may evoke strong emotional responses in clinician 1/21/2011Elizabeth Akey, PhD14

1/21/2011Elizabeth Akey, PhD15