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Evaluating Clinical Supervision Evaluating Clinical Supervision Although clinical supervision is regarded as an important factor in enhancing client outcome in mental health and other human service settings, there is limited research support for the effectiveness of clinical supervision (Strong et al., 2003). In particular, there has been a call for research in the following areas: • evaluating supervisory training • examining diversity issues in clinical supervisor-clinician relationships and in various service settings • exploring the impact of clinical supervision on client outcomes (Bruce & Austin, 2000). Some recent exploratory research addresses key areas related to evaluating the clinical supervision context and supervisor skills. Areas that have been addressed include: • core competencies in supervision (Falender et. al., 2004) • diversity / cultural competence in supervisors (Armour et al., 2004) • benefits and barriers to effective clinical supervision (Strong et al., 2003) • trainee preferences in clinical supervisor feedback (both positive and negative) (Heckman-Stone, 2003). This section will summarize these findings and will provide a number of concrete suggestions for evaluation approaches and tools that can be used in clinical supervision. The section will conclude with a brief discussion of the importance of documenting supervision in clinical settings—an area that has been identified as being of key legal and ethical importance (Falvey & Cohen, 2003). Note that performance evaluation of clinicians is not addressed in this section, as it falls outside of the purview of clinical supervision camh, and is already carried out annually using approved protocols and tools. 85
Clinical Supervision Handbook Core Competencies in Clinical Supervision Falender and colleagues (2004) recently published a consensus statement on core competencies in psychology supervision. This was done in response to recommendations arising from an international working conference held in 2002. The primary aim was to identify areas of consensus and difference in a variety of research and practice domains, including clinical supervision. (For more information about conference topics and membership, see Falendar et al., p. 773.) Falender and colleagues note that identifying competencies helps move professions from normative (or subjective) assessments to criterion-based (or objective) assessments. This approach has the advantage of introducing greater rigour to the clinical supervision process as well as to the performance and techniques of individual supervisors. A brief overview of these core competencies sets the stage for a discussion of what we might evaluate in clinical supervision, and how this can be best carried out. Although the competencies outlined below were developed in reference to the discipline of psychology, they are broadly applicable and relevant to other clinically focused disciplines such as social work, nursing, medicine, psychiatry, occupational and recreation therapy. Clinical supervisor competencies have been divided into six general categories, with a number of micro-skills within each area. The broad competencies of knowledge, skills, values, social context / overarching issues, training and assessment are summarized in Table 1. The final area, assessment, is particularly relevant to evaluation of clinical supervision. Note that the wording of the discrete micro skills has been somewhat adapted to better reflect clinical practice at camh. TABLE 1: SUPERVISION COMPETENCIES AND MICRO-SKILLS COMPETENCY AREA MICRO SKILLS 1. Knowledge • Knowledge of area being supervised • Knowledge of relevant models, theories, interventions and research • Knowledge about clinicians’ • Learning and professional development • Knowledge of ethical and legal issues relating to supervision 86
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Components of Clinical Supervision
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Clinician Development SUPERVISORY A
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A Pan American Health Organization
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