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Published on: January 15, 2017
The observed impact of training on competence in clinical supervision
1Ridley Building, University of Newcastle upon Tyne, Newcastle NE1 7RU, UK. d.l.milne@ncl.ac.uk
Objectives:
The present study analysed the impact and relative effectiveness of routine training (consultancy) versus routine training plus feedback on clinical supervision.
Design:
The behaviours of one supervisor and six supervisees were observed longitudinally, and comparisons made between a baseline condition and two subsequent experimental training conditions (with and without feedback) and a maintenance period.
Method:
An observational instrument was used to code N = 1387 interactions between the supervisor and the supervisees. Supervisees' satisfaction with supervision was also recorded longitudinally.
Results:
The inter-observer reliability was very good initially (K > or = 0.81) and did not "drift". Supervision improved during the experimental phase, but most markedly during the maintenance phase. The results appear to reflect a lag effect for the interventions, which can be most readily explained in terms of a socialization period during which both supervisor and supervisee adapted their styles of interaction.
Conclusion:
Competence in supervision appears to require training. The present methodology affords a promising approach to developing and analysing the effectiveness of supervision.
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