| Description |
1 online resource (xii, 266 pages) |
| Series |
Oxford workshop series : American Academy of Clinical Neuropsychology workshop |
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Oxford workshop series.
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| Contents |
Cover -- Series -- Supervision in Neuropsychology -- Copyright -- Dedication -- Contents -- Acknowledgments -- Chapter 1. Introduction -- Chapter 2. A Developmental Approach to Competency-Based Supervision -- Chapter 3. The Socratic Method of Supervision -- Chapter 4. Structural and Practical Issues in Supervision -- Chapter 5. Preventing and Managing Difficult Issues in Supervision -- Chapter 6. Diversity and Disability Issues in Neuropsychology Supervision -- Chapter 7. Teaching Supervision -- Chapter 8. Ethical and Legal Issues in Supervision |
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Chapter 9. Supervision for the Future: Preparing Trainees for the Changing Healthcare Landscape -- Chapter 10. Future Directions: Supervision as a Network of Relationships -- Appendix A: Foundational Competencies -- Appendix B: Functional Competencies -- Appendix C: Clinical Neuropsychology Assessment Tool-Milestones at the Postdoctoral Level of Training -- Appendix D: Trainee Self-Evaluation -- Appendix E: Sample Didactic Evaluation Form -- Appendix F: Trainee Evaluation of Training Program -- Appendix G: Trainee Evaluation of Supervisor -- Appendix H: Sample Supervision Contract -- Index |
| Summary |
"Clinical supervision is one of the primary means by which health service psychologists learn to provide clinical care to patients or clients (Falender & Shafranske, 2004). Clinical supervision has been conceptualized as an intervention that consists of a collaborative and evaluative relationship in which the supervisor monitors the professional services offered and serves as a gatekeeper of those who are entering the profession (Bernard & Goodyear, 2004). In the general fields of clinical and counseling psychology, supervision is one of the top five activities performed by psychologists (Peak, Nussbaum, & Tindell, 2002). During the last three decades, the importance of clinical supervision has been recognized in clinical psychology in various ways. First, in 1996, the American Psychological Association (APA) required accredited training programs to provide students and interns with training in supervision (APA, 1996). In 2004, supervision was identified as one of eight core competencies in psychology (Kaslow, 2004) and further elaborated into specific supervision competencies (Falender et al., 2004). In 2014, the APA board of educational affairs published specific Guidelines for Clinical Supervision in Health Service Psychology (APA, 2014). Supervision guidelines have also been published by the Canadian Psychological Association (CPA) (CPA, 2010). Despite the importance of supervision in clinical psychology, not all psychologists report receiving formal training in clinical supervision (Peak, Nussbaum, & Tindell, 2002; Schwent Shultz, Pederson, Roper, & Rey-Casserly, 2014)"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Description based on online resource; title from home page (Oxford Academic, viewed March 1, 2023) |
| Subject |
Clinical psychologists -- Supervision of.
|
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Clinical psychologists -- Supervision of
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| Form |
Electronic book
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| Author |
Bodin, Doug, editor.
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Stucky, Kirk J., editor.
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Bush, Shane S., 1965- editor.
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| LC no. |
2021057575 |
| ISBN |
9780197637982 |
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0197637981 |
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9780190088170 |
|
0190088176 |
|
9780190088187 |
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0190088184 |
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