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Evaluation ViewAttendees 1

Workforce Development / Training / Supervision
Symposia

Symposium 65 - Clinical Supervision of Trainees Delivering Parent-Focused Interventions for Youth

Saturday, November 16, 2024
8:30 AM – 10:00 AM EST
Location: Independence II/III, Level 3, Downtown Marriott
CE: 1.5

Keywords: Supervision, Parenting, Evidence-Based Practice
Level of Familiarity: Moderate
Recommended Readings: Terjesen, M. D. & Del Vecchio, T. (Eds). (2023). Handbook of training and supervision in cognitive behavior therapy. Springer.,  

Cummings, J. A., Ballantyne, E. C., & Scallion, L. M. (2015). Essential processes for cognitive behavioral clinical supervision: Agenda setting, problem-solving, and formative feedback. Psychotherapy, 52(2), 158–163. https://doi.org/10.1037/a0038712

,  

Weisz, J. R., Ugueto, A. M., Cheron, D. M., & Herren, J. (2013). Evidence-based youth psychotherapy in the mental health ecosystem. Journal of Clinical Child & Adolescent Psychology, 42(2), 274-286. https://doi.org/10.1080/15374416.2013.764824

,   Milne, D. L. & Reiser, R. P. (2017).  A manual for evidence-based CBT supervision. John Wiley & Sons.,  

Clinical supervision plays a key role in developing clinical skills and knowledge for psychotherapists in training (Milne, 2009) and is a primary mechanism by which trainees attain and maintain competency (Bernard & Goodyear, 2013). The American Psychological Association (APA) released guidelines for Clinical Supervision in Health Service Psychology in 2015 to promote the quality of supervision in health service psychology. While CBT is the primary theoretical orientation of most mental health providers (Wolitzky-Taylor et al., 2018), inconsistencies in CBT supervision training have been reported (Milne, 2016). Theoretically, clinical supervision in CBT was intended to be a systematic and direct extension of CBT (Beck, 1997; Padesky, 1996) and evolving standards for evidence-based supervision increasingly incorporate agendas, goal setting, homework, feedback, and problem-solving (Cummings et al., 2015).The symposium will explore these emerging standards for evidence-based supervision and evaluate current supervision training practices in relation to these ideals. The first presenters will review syllabi from APA-approved graduate training programs, addressing the process and content of graduate supervision training in relation to emerging standards for clinical supervision. Particular attention will be paid to areas of supervision pertinent to clinical work with families and youth. The second presentation will provide an analysis of promising training outcomes from a recently developed supervision training program. The third presenter will examine how recent meta-analyses of community-based care for youth and families might affect the content of clinical supervision (what is taught) for trainees conducting family-based, youth-focused interventions.

Learning Objectives:

At the end of this session, the learner will be able to:
  1. Identify the core elements of evidence-based supervision for trainees working with youth and families.
  2. Commit to making one change in their supervision practices (e.g., providing feedback) following the symposium
  3. Name at least two measures that might be useful for improving their supervisory practices (e.g., the SAGE or CSSES).
  4. Describe at least two reasons that supervision content might need to change given meta-analyses of evidence-based treatments.
  5. Commit to trying out at least one change in supervision structure to facilitate improved supervisor-supervisee relations.

Presentations:

  • 8:30 AM – 10:00 AM EST
    (SYM 65) Supervision Training in Graduate Programs in Health Service Psychology: Moving from Conceptual to Procedural

    Speaker: Mark Terjesen, Ph.D. – St. John’s University

    Co-author: Sarah Quintal, BA – St Johns University

    Co-author: Genesis Tolentino, BA – St Johns University

    Co-author: Meghan Skakandi, BA – St Johns University

    Co-author: Saqib Rahman, BA – St Johns University

  • 8:30 AM – 10:00 AM EST
    (SYM 65) The Role of Training in Clinical Supervision: Implications for Clinical Work with Families and Youth

    Speaker: Rachel Vaughn, Psy.D. (she/her/hers) – St. John’s University

    Co-author: Olivia A. Walsh, M.S. – St. John’s University

  • 8:30 AM – 10:00 AM EST
    (SYM 65) Supervisory Considerations in Youth CBT and Evidence-based Supervision for Youth: Is It Really Evidence-based?

    Speaker: David Reitman, Ph.D. (he/him/his) – Nova Southeastern Unjversity