What is Competence in Supervision Implications for Regulation

1. What is Competence in Supervision & Implications for Regulation?

2. Zeitgeist�the spirit of the age and its society�

5. Context and Rationale

6. Supervision is Central to the Professional Psychologist�s Role Almost all psychologists eventually will supervise (e.g., R�nnestad, Orlinsky, Parks, & Davis, 1997)

7. Supervisors are in High Demand

14. Note: Supervision as Remediation Regulatory boards sometimes will stipulate supervision as remediation.

16. Supervisor Competence Affects Supervisees and Clients

17. Vicarious Liability A concept that applies to all supervisors � and which all should find sobering. The most famous example: Tarasoff Ultimately, the goal of regulatory boards is to minimize the situations in which these incidents occur (practically, this means better ensuring supervisor competence)

18. Data from Medicine Singh, Thomas, Petersen and Studdert (2007) examined malpractice claims settled by 5 different insurance companies against medical trainees:

19. Linking Supervisor Behavior to Client Outcome: Essential Concept, Scant Data

21. Inadequate Supervision I often end up supervising my supervisor. My supervisor has not provided adequate supervision for my clients. Supervision is a complete waste of time. My supervisor does not know what to do in supervision. My supervisor is frequently distracted during supervision sessions.

22. Data Concerning Inadequate Supervision Ellis et al., (2008) study:

23. Competencies are more than Skills

25. Rodolfa (2006): �Rare that supervisors at any level of training (practicum or internship) �fail� their students or rare that weaknesses are identified.�

26. Possible Reasons Fears of legal repercussions.

27. Evaluation as Ethical Issue Ladany, Lehrman-Waterman, Molinaro and Wolgast (1999) found that the most frequent of 10 ethical violations that supervisees reported pertained to supervisors� evaluations of supervisees.

29. Supervisor Competence Affects Supervisees and Clients

30. Effects of Training/Supervision

31. Harmful Supervision (Ellis et al, 2008)

32. Ellis et al Results

35. The Citizen Advocacy Center: Road Map to Continuing Competency Assurance (2004) �Patients have the right to assume that a health care provider�s license to practice is the government�s assurance of his or her current professional competence � and clinicians themselves would like assurance that those with whom they practice are current and fully competent�

36. Competence is central to the regulations adopted by jurisdictional boards. Regulations �

37. Mandating Continuing Education

38. Top 10 CE preferences (Neimeyer, Taylor, & Wear, 2008) Which of the following areas are of interest to you for FUTURE continuing education? From Neimeyer, Taylor, and Wear (2008). Continuing Education Perceptions, Preferences and Outcomes: A Survey of North American Psychologists. Paper presented at the annual meeting of the American Psychological Associaition, Boston. 6,095 licensed psychologists participated. From Neimeyer, Taylor, and Wear (2008). Continuing Education Perceptions, Preferences and Outcomes: A Survey of North American Psychologists. Paper presented at the annual meeting of the American Psychological Associaition, Boston. 6,095 licensed psychologists participated.

39. Limitations of Continuing Education Competency training reasonably requires an organized sequence of training � and CE training rarely is

40. Reflective Practice�Self-Assessment

41. College of Psychologists of Ontario Self-Assessment

42. College of Psychologists of Ontario Self-Assessment

43. From a Regulatory Perspective Self-Assessment Alone is Insufficient �people tend to be blissfully unaware of their incompetence. This lack of awareness arises because poor performers are doubly cursed: Their lack of skill deprives them not only of the ability to produce correct responses, but also of the expertise necessary to surmise that they are not producing them. � People base their perceptions of performance, in part, on their preconceived notions about their skills. Because these notions often do not correlate with objective performance, they can lead people to make judgments about their performance that have little to do with actual accomplishment.� (p. 83)

44. Swankin, LeBuhn and Morrison (2006) recommended a five-step framework for assessing and demonstrating continuing professional competence: 1. Routine Periodic Assessment 2. Development of a Personal Improvement Plan 3. Implementation of the Improvement Plan 4. Documentation 5. Demonstration of Competence, based on steps 1 through 4 above Five-step competency assessment and demonstration model

45. Assessing Competence

47. The Supervisor as a Mechanism for Ongoing Assessment of Competence