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Clinical supervision-the missing ingredient.

Carol A Falender1

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This summary is machine-generated.

Clinical supervision requires specific training, yet is often missing in psychology education and research. Adopting a systematic competence model, informed by guidelines, is crucial for developing essential supervisor skills.

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Area of Science:

  • Psychology
  • Professional Training

Background:

  • Clinical supervision is a recognized professional competence needing dedicated education and training.
  • It is frequently overlooked or absent in psychology curricula and clinical research, impacting evidence-based practices.
  • Current approaches to supervision training lack systematic organization as a distinct competency.

Purpose of the Study:

  • To highlight the inadequacies in current clinical supervision training within psychology.
  • To advocate for a systematic, competence-based model for supervision training.
  • To propose strategies for integrating supervision training into psychology education and research.

Main Methods:

  • Discussion of existing guidelines from the American Psychological Association and Association of State and Provincial Psychology Boards.
  • Analysis of obstacles and assumptions hindering progress in supervision training.
  • Proposal of strategies for curriculum integration and leadership-driven implementation.

Main Results:

  • Clinical supervision is often inadequately addressed or missing in psychology education and research.
  • Existing guidelines provide a foundation for a competence model for supervision.
  • Obstacles to progress include insufficient organization and unexamined assumptions.

Conclusions:

  • A systematic, competence-based model is needed for clinical supervision training in psychology.
  • Integrating supervision training into curricula and utilizing transformational leadership can overcome current deficits.
  • Developing knowledge, skills, and attitudes in supervision is vital for lifelong learning and research implementation.