COMPETENCY-BASED CLINICAL SUPERVISION: THE MISSING INGREDIENT
Presenters: Dr. Carol Falender is a Fellow of the American Psychological Association (APA) and was President of Division 37, Society for Child and Family Policy and Practice (APA). She is an Adjunct Professor at Pepperdine University and Clinical Professor in the UCLA Department of Psychology. Dr. Edward Shafranske is Professor of Psychology, Muriel Lipsey Chair in Clinical and Counseling Psychology, and Director of the Psy.D. Program in Clinical Psychology at Pepperdine University. In addition, he serves as Associate Clinical Professor of Psychiatry (Voluntary), School of Medicine, University of California, Irvine, and maintains a clinical practice in Irvine, CA. Overview: This webinar presents competency-based clinical supervision as integral to the training and implementation of evidence-based practice. The approach is consistent with the foundational principles of competency-based education and training in which competencies are articulated and systematically assessed (rather than presumed). As evidence based practices have been adopted a first step has been taken to ensure that the models have been implemented as they were designed, intended, and supported by evidence— with fidelity. Supervision has been included as one of the components of implementation and as a mechanism to ensure fidelity; however, full consideration of the component parts of supervision have been largely omitted from discussion and as a result have not been part of the adoption roll-out of evidence-based practices. Increasingly researchers have become aware of this omission and are discussing next steps to ensure the supervision process is integral to the treatment and is in keeping with the parameters of the model. Discussion will also focus on movement from strictly fidelity-based supervision to competency-based supervision, advancing competence through deliberate practice, and specific examples in which researchers have identified costs associated with less systematic supervision practice. Objectives: (1) Describe the role of clinical supervision in the training and implementation of evidence-based treatments; (2) Describe two major features of competency-based clinical supervision; (3) Identify three parts of the learning cycle employed in competency-based clinical supervision.