1/21/2011 Elizabeth Akey, PhD 1

“For the things we have to learn

before we can do them, we learn by doing them”

Aristotle, Nicomachean Ethics.

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Develop clinician competence “…provides the experiential foundation

for the psychologist’s 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 training1/21/2011 Elizabeth Akey, PhD 3

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

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Vertical organization for teamsAll students on at least one in-house team

from 2nd semester until internshipYear 1

Term 1: Intro coursework in interviewing and assessment

Term 2: Assessment ClinicYear 2

Term 1 and 2: Assessment Clinic

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Clinic nights with live supervisiono All team members presento Written and verbal feedback from peers and

faculty supervisoro Faculty supervisor models

emphasis on core skills and observable behavior

positive feedback and constructive criticismo Students evaluated on caliber of feedback to

peers

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Group supervision in weekly team meetings

Individual supervision through tape reviews with written feedback, 1:1 meetings

Didactic material on supervision in team meetings

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SKILL YES NA Example

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

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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

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Supervision is best approached in thoughtful and systematic way, with clearly articulated:

theoretical perspectives rolesexpectations for progress toward

competence timing and method of feedbackstandards for formal evaluation

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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

Continue peer feedback

Provide guided supervision to beginning students

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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 systemso Consultation, case coordination, systems

perspective1/21/2011 Elizabeth Akey, PhD 13

Diagnosis is complicated by children’s limited behavior repertoires

Multiple stakeholders affect critical areas of children’s life

Legal and ethical considerations can be complex

Child’s circumstances may evoke strong emotional responses in clinician

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eakey@purdue.edu

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