The Wiley international handbook of clinical supervision /

This is the first handbook to examine the theory, research, and practice of clinical supervision from an international, multi-disciplinary perspective. Focuses on conceptual and research foundations, practice foundations, core skills, measuring competence, and supervision perspectives Includes origi...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Watkins, C. Edward, Jr (Editor ), Milne, Derek, 1949- (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Chichester, West Sussex ; Malden, MA : John Wiley & Sons Inc., 2014.
Temas:
Clinical psychologists > Supervision of.
Psychotherapists > Supervision of.
Counselors > Supervision of.
Psychologues cliniciens > Supervision.
Conseillers > Supervision.
HEALTH & FITNESS > Diseases > General.
MEDICAL > Clinical Medicine.
MEDICAL > Diseases.
MEDICAL > Evidence-Based Medicine.
MEDICAL > Internal Medicine.
Clinical psychologists > Supervision of
Counselors > Supervision of
Psychotherapists > Supervision of
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Table of Contents
  • Title page
  • Copyright page
  • Dedication
  • Contributors
  • Preface
  • References
  • Part I: Conceptual and Research Foundations
  • 1: Defining and Understanding Clinical Supervision
  • Introduction
  • Functions of Psychotherapy Supervision
  • Developments in Clinical Supervision
  • What Can We Expect of an "International" Handbook?
  • Conclusion
  • References
  • 2: The Competent Clinical Supervisor
  • Introduction
  • The Development of the UCL Supervision Competence Framework
  • The Supervision Competence Framework
  • The Map of Supervisor Competences
  • Defining Supervision and Applying the Competence Framework
  • Uses of the Supervision Competence Framework
  • Supervision and Its Relationship to Training
  • Summary and Conclusion
  • Note
  • References
  • 3: Toward an Evidence-Based Approach to Clinical Supervision
  • Introduction
  • Definition and Personal Barriers to EBP
  • The Variants of EBP
  • Situational Barriers to EBP Implementation
  • A Case Study in Moving toward Evidence-Based Clinical Supervision (EBCS)
  • Summary and Conclusions
  • References
  • Acknowledgments
  • 4: Current Trends Concerning Supervisors, Supervisees, and Clients in Clinical Supervision
  • Relevance of and Access to Supervision
  • Supervisee-Supervisor Development
  • Relationship Issues in Supervision
  • Multicultural Issues in Supervision
  • Impact of Supervision on Therapy and Client Outcome
  • Assessment/Evaluation/Feedback and Ethical Issues in Supervision
  • Areas of Specialization
  • Conclusion
  • References
  • Acknowledgments
  • 5: Understanding How Supervision Works and What It Can Achieve
  • Introduction
  • Supervision: A Field of Many Forms and Expressions
  • The Necessity of Lifelong Learning and Development
  • Learning from Experience in Supervision
  • Learning in Supervision: Concepts from Cognitive Psychology.
  • Supervision and Change
  • Supervision and Personal Integration at Work
  • The Issue of Demands and Expectations When Working with People
  • Supervision Insight
  • Integration of Professional and Personal Development
  • The Role of the Goals and Aims of Supervision in the Formation of a Supervision Group
  • Conclusion
  • Notes
  • References
  • Part II: Practice Foundations The Context for Clinical Supervision
  • 6: International Ethics for Psychotherapy Supervisors
  • Historical and Contemporary Conceptualizations of Supervision
  • Commonalities in Ethical Principles Guiding Supervisors around the World
  • Contextual Factors in the Development of Ethics Codes and Supervision Guidelines
  • Boundaries and Multiple Relationships
  • Informed Consent to Supervision
  • Competence in Supervisors and Supervisees
  • Future Directions
  • References
  • 7: Organizational Change and Supervision
  • Introduction
  • Changes in Patients after Clinical Supervision
  • Changes in Formal and Informal Caregivers after Clinical Supervision
  • Conclusions
  • References
  • 8: On the Education of Clinical Supervisors
  • Our Vision of Supervisor Education: Setting the Stage
  • Introduction
  • What Do We Know or Believe about Supervisor Training?
  • A Snapshot of Supervision Practice and Supervisor Training Requirements from an International Perspective
  • Conclusion
  • References
  • 9: Using Technology to Enhance Clinical Supervision and Training
  • Terminology
  • The Past Decade of Technological Development
  • Into the Social Cloud: A Look Forward to the Next Decade of Technological Development
  • The "Supervision Technology Ecosystem"
  • Laws and Regulations Regarding Technology-Assisted Distance Supervision
  • Ethical Issues Posed by TAST
  • Toward a Best-Practices Model of Technology-Assisted Distance Supervision
  • Research on Internet-Based Supervision and Training.
  • Technology Integrated Into a Supervision and Training Program: A Case Example
  • Concluding Thoughts and Future Directions: The Inventor/Experimenter Model of Supervision
  • Note
  • References
  • 10: Culturally Competent and Diversity-Sensitive Clinical Supervision
  • Introduction
  • Importance of Culture to Clinical Supervision
  • Cultural Competence
  • Cultural Competence within Clinical Supervision
  • Political Context
  • Cultural Context
  • Organizational Context
  • Professional Practices
  • Personal Characteristics
  • Guiding Principles for Conducting Intracultural and Cross-Cultural Supervision
  • Conclusion and Recommendations
  • References
  • Part III: Core Skills in Clinical Supervision
  • 11: Building and Sustaining the Supervisory Relationship
  • What Is the Supervisory Alliance/Supervisory Relationship? Definitions and Models
  • What Are the Unique Qualities of the SR? A Review of the Evidence
  • How Do We Measure the SR?
  • How Do We Build an Effective SR?
  • How Do We Sustain an Effective SR?
  • Summary and Conclusions
  • References
  • 12: Establishing Supervision Goals and Formalizing a Supervision Agreement
  • Adopting a Competency Approach in Supervision
  • Overarching Considerations and Processes
  • Helping Supervisees Formulate Their Competencies for Supervision
  • CDP for Supervision: Finalizing Competencies
  • CDP for Supervision: Implementation
  • Establishing a Supervision Agreement or Contract
  • Summary and Concluding Comments
  • Note
  • References
  • Appendix 12.A Trainee A. Agency: Adult anxiety unit, Northfields Clinic. Placement hours: 300 hr.
  • Appendix 12.B Competency grid showing sample competencies.
  • Appendix 12.C Competency grid showing appropriate supervision methods.
  • 13: Using the Major Formats of Clinical Supervision
  • Relation of Setting to Delivery Format
  • Basic Supervision Formats.
  • Influence of Theoretical Orientation on Supervision Delivery Format
  • Technology-Based Distance Supervision
  • Group Supervision Formats
  • Conclusions
  • References
  • 14: Helping Skills Training
  • The Origins of Helping Skills Training
  • Early Research on Helping Skills Training Programs
  • Recent Research on Helping Skills Training
  • Implications for Training Students
  • International Implications
  • Conclusions
  • References
  • 15: Developing Understanding in Clinical Supervision
  • Introduction
  • The Learning Situation in Supervision
  • Roles, Power, and Dependency
  • The Organizational Framework and Learning
  • Learning Climate in Supervision
  • Supervision and Learning in Different Treatment Traditions
  • Supervisor and Teacher Competence
  • Conclusions
  • References
  • Part IV: Measuring Competence In Supervisees and Supervisors
  • 16: A Core Evaluation Battery for Supervision
  • The State of the Evidence Base
  • Practice-Based Supervision Research
  • The Purpose of a Core Battery of Research Instruments Related to Supervision
  • The Process of Identifying the Proposed Core Battery
  • The Process of Evaluating Existing Instruments
  • The Toolkit
  • The Toolkit in Practice
  • Summary and Recommendations for the Future
  • Notes
  • References
  • 17: The Manchester Clinical Supervision Scale©
  • Historical Context
  • Measurement of CS
  • The Manchester Clinical Supervision Scale© (MCSS© 36-Item Version)
  • Revision of the Manchester Clinical Supervision Scale to the MCSS-26©
  • Conditions for Optimal CS
  • Characteristics of the Amalgamated Dataset
  • Summary
  • References
  • 18: SAGE
  • Introduction
  • The British Context
  • Systematic Review of Observational Tools
  • Development of a New Supervision Instrument: SAGE
  • Cultural Considerations
  • Conclusion
  • References
  • 19: The Supervision Scale
  • Introduction.
  • Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Evaluation Scale
  • Conclusion and Implications for Practice
  • References
  • 20: A Qualitative Approach for Measuring Competence in Clinical Supervision
  • Introduction
  • Clinical Supervision Training and Portfolios as Evidence of Supervisory Competence
  • Why Use Portfolios to Evaluate Supervisory Competence?
  • How Effective Has the NES Supervision Module Been?
  • Impact Evaluation
  • What Can We Conclude from This Approach to Measuring Supervisory Competence?
  • Lessons Learned
  • Conclusion
  • Notes
  • References
  • 21: Creating Positive Outcomes in Clinical Supervision
  • What Is Supervision and Who Thinks It Matters?
  • Working Alliance, Supervisee Confidence, Feedback, and Evaluation
  • Flexibility and Practice Demands
  • Supervisor Style and Learning Environment
  • Intervention Skills and Evaluation
  • Supervision Approaches and Supervisee Learning Outcome
  • The Effect of Supervision on Client Outcome
  • Conclusion
  • References
  • 22: Measuring Competence in Supervisees and Supervisors
  • Characteristics of Supervision That Promote Satisfaction and Alliance
  • Measurement of Satisfaction, Relationship Quality, and Alliance
  • Limitations of Satisfaction as an Index of Supervision Quality
  • Optimising the Accuracy of Assessment
  • Conclusion
  • References
  • Part V: Supervising Psychotherapies
  • Theory-Specific, Developmental, and Social Role Perspectives
  • 23: Supervision of Psychoanalytic/Psychodynamic Psychotherapy
  • Introduction
  • Historical Developments in Psychoanalytic Supervision
  • Aims and Characteristics of Psychoanalytically Oriented Supervision
  • Key Issues and Debates
  • Support for Supervisors
  • Conclusion
  • References
  • 24: Supervising Cognitive and Behavioral Therapies
  • Introduction
  • The Current Picture
  • Best Practices in CBT Supervision.

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