Systemic Review and Reformulation of Outcome Evaluation in Clinical Supervision: Applying the Fidelity Framework
Total CE Credit Hours: 1 Course Info URL: /courses/102196
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This article is heavily research oriented. The authors note the following regarding this article: Although a strikingly diverse range of outcomes have been measured within clinical supervision research, a dominant perspective is that clinical outcomes remain the “acid test” of its effectiveness (Ellis & Ladany, 1997). We question the wisdom of this acid test logic in 2 ways. First, we summarize alternative conceptualizations of outcome from within the supervision field, highlighting several important reasons for considering clinical benefit as but one of several equally valid, stepwise outcomes. The fidelity framework (Borrelli et al., 2005) is drawn upon to show how these complementary outcomes may be logically and advantageously combined. This framework’s dimensions are the design, training, delivery, receipt, and enactment of an intervention. Second, a sample of 12 interpretable studies of the clinical outcomes of supervision is evaluated in terms of the studies’ attention to these 5 dimensions. From this conceptual and empirical review, it is concluded that an overemphasis on clinical outcomes carries unnecessary risks (e.g., weak causal reasoning and a failure to identify mechanisms of change), while underemphasizing the several benefits of a more inclusive approach (e.g., increasing outcome research and improving supervision).
This course is based on the reading-based online article, Systemic Review and Reformulation of Outcome Evaluation in Clinical Supervision: Applying the Fidelity Framework created by Robert P. Reiser et al in 2014.
Journal/Publisher
Training and Education in Professional Psychology
Publication Date
August 2014
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Robert P. Reiser
Dr. Reiser is a licensed clinical psychologist and certified Cognitive Behavioral Therapist providing care to clients having mood and anxiety disorders using Cognitive Behavioral Therapy (CBT). In addition to his work in private practice, Dr. Reiser has written extensively over the years on topics including; Post Traumatic Stress Disorders, Bipolar Disorders, and issues concerning clinical supervision efficacy using outcome evaluations and the review of available instruments used in CBT supervision. Dr. Reiser received his doctorate in psychology from the Pacific Graduate School of Psychology in 1984.
Derek L. Milne
Derek Milne has recently retired as Director of the Doctorate in Clinical Psychology at Newcastle University, England. He has been involved in clinical supervision for some 30 years, both as a researcher and as a practitioner. He is the author of many books, including Evidence-Based Clinical Supervision: Principles and Practice (Wiley Blackwell, 2009) and Social Therapy: A Guide to Social Support Interventions for Mental Health Practitioners (Wiley, 1999), and he has published several systematic reviews and empirical papers dealing with supervision. He has also been a supervisor, a supervisor trainer, and a leader of supervisors. He is a Fellow of The British Psychological Society.
Dr. Gibson is a Clinical Psychologist with over 30 years in research, clinical and consulting practice. He has also held leadership roles in research administration and program evaluation and more recently has specialized in program evaluation and system analysis. He draws upon his years of expertise as a practicing psychologist, administrator, researcher and technologist to help universities evaluate their programs to implement, meet, and maintain CACREP standards.
Recommended For
This course is approprate for psychologists and other mental health practationers and those professionals engaged in the development, implementation, monitoring, and/or evaluation of programs of clinical supervision in the mental health field.
Course Objectives:
After taking this course, you should be able to:
Identify and describe the application of a fidelity framework to studies addressing the clinical benefit of supervision.
Describe how an overemphasis on clinical outcomes as a measure of clinical supervision efficacy carries unnecessary risks.
Availability
This course is available starting May 16th, 2016 and expires Dec 30th, 2021
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
the reviewer:
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Material Authors
Any relevant financial disclosures for course material authors can be found in the article.
Course Creator
Keith Gibson, Ph.D. – There are no known relevant financial relationships to disclose.
Commercial support
There is no commercial support for this distance-learning course.
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