Rodney K. Goodyear

Guidelines for Clinical Supervision in Health Service Psychology

This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convened by the American Psychological Association (APA) Board of Educational Affairs (BEA).

Hindering Phenomena in Group Supervision: Implications for Practice

Although group supervision is practiced extensively, research on the subject remains scant. This study identified group supervision phenomena that hinder learning. Counseling and counseling psychology graduate students identified 61 group supervision experiences that they felt interfered with their learning. Then, 14 of the 49 original participants sorted the 61 phenomena on the basis of similarity. Hierarchical cluster analysis was used to identify 5 types of hindering phenomena: between-member problems, problems with supervisors, supervisee anxiety and other perceived negative affects, logistical constraints, and poor group time management. Implications for supervisors, supervisees, and training programs are discussed. What elements hinder the process of group supervision? Although psychology students provide thousands of hours of professional service under supervision, many students have experienced problematic situations during both individual and group supervi

Childhood experiences and psychosocial influences on HIV risk among adolescent Latinas in southern California.

This study determined how adverse childhood experiences influenced risky sexual behavior in a community sample of Latina adolescents in Los Angeles (N = 904) within a modified ecodevelopmental perspective. Psychosocial, sociocultural, and environmental mediators of the relations between childhood experiences and risky sexual behavior were tested. Many direct and mediated paths were revealed using structural equation modeling. Childhood maltreatment was associated with risk sexual practices, including more partners, less condom use, more frequent intercourse, and less HIV testing. Drug use and general self-efficacy mediated several relationships. Reducing childhood maltreatment reduced HIV risk and improved psychosocial functioning. Many factors tested did not influence HIV risk. Much of what is known about HIV risk among other populations may not apply to young Latina women.

Ideographic concept mapping in counseling psychology research: Conceptual overview, methodology, and an illustration

This article provides an overview of the research approach called concept mapping at conceptual, methodological, and practical levels. The relevance of the approach to counseling psychology research is discussed, and the approach is located conceptually in the realm of qualitative methods available to counseling psychology researchers. To illustrate ideographic concept mapping, the authors collect, present, and discuss data from 2 psychologists regarding their conception of the scientist-practitioner construct.

Psychological Expertise and the Role of Individual Differences: An Exploration of Issues

Cognitive scientists have suggested that individual differences are relatively unimportant in predicting who will become an expert in any particular domain. This stance is at variance with the admissions screening practices of graduate programs in professional psychology as well as with counseling psychologys individual differences tradition. The purpose of this article was to consider some of the issues involved on both sides of this apparent contradiction, with particular emphasis on expertise in professional psychology. I first examine some of the possible operational definitions of expertise in this domain. I then consider salient literature and conclude that there almost certainly are “threshold levels” of intellectual and interpersonal skills that trainees in professional psychology should have. Beyond these levels, though, it may be that motivation and persistence are the most important variables in predicting the eventual attainment of expertise in professional psychology.

Supervision As Pedagogy: Attending to Its Essential Instructional and Learning Processes

The various supervision models each emphasize particular interventions. But to conceptualize supervision as a teaching-learning process permits a common framework and attention to supervisions basic change mechanisms. This article discusses the four learning strategies of modeling, feedback, direct instruction, and self-directed learning through reflective practice, arguing that their effects are mediated by the quality of the supervisory relationship. As well, it makes the case that feedback grounds a developmental continuum that extends from direct instruction when supervisees are learning new skills to reflective practice, which becomes increasingly prominent as the supervisee gains experience.

Stability and Change in Counseling Psychologists' Identities, Roles, Functions, and Career Satisfaction Across 15 Years

The authors examined changes in the profession of counseling psychology by comparing results of similar surveys of Society of Counseling Psychology (SCP) members administered 15 years apart (in 1985 and 2000). The authors found the roles and settings of SCP members were relatively stable across this period but observed that notably fewer respondents were engaged in vocational counseling or vocational assessment and that the proportion of women SCP members nearly doubled over this time period. Year 2000 data also included the responses of counseling psychologists who were not SCP members. Numerous differences emerged from a comparison of SCP members and nonmembers. For example, members were more likely than nonmembers to (a) be employed in university settings, (b) identify as academics, (c) be either an American Psychological Association (APA) fellow or an American Board of Professional Psychology (ABPP) diplomate, and (d) publish in professional outlets.

Client Assessment by Novice and Expert Psychologists: A Comparison of Strategies

This study examined the amount and type of information expert and novice psychologists sought about a client to form their clinical impressions. Novices (N = 14) were graduate students in psychology who reported a mean of 1.8 years professional experience; experts (N = 14) were university counseling center psychologists with a mean of 13 years experience and who were peer-nominated as experts. All were presented with the same short description of a client and her presenting problem, then were to ask whatever questions they believed necessary to make an assessment and treatment plan. Experts and novices did not differ with respect to their confidence in their assessment. However, compared to novices, experts requested significantly more information (Ms of 23.1 vs. 14.9 questions) and focused less on crisis aspects of the client situation (56.5 vs. 64.4% of the questions).

The Shifting Sands of Counseling Psychology Programs’ Institutional Contexts An Environmental Scan and Revitalizing Strategies

Despite strong indicators of the robustness of counseling psychology, the specialty seems somewhat vulnerable, as evidenced by the fact that several solid programs have been forced to phase out or to convert to combined-integrated programs. In fact, analyzing the trends among counseling psychology programs reveals that 30% of programs that have been accredited have been phased out. This article provides a context for understanding the accreditation history of counseling psychology programs. We then offer solutions and strategies to reduce this particular vulnerability. The proximal and distal solutions that are presented may help ensure the continued flourishing of counseling psychology across institutional, programmatic, and national levels.

Relationship of supervisor and trainee gender to in-session verbal behavior and ratings of trainee skills

This study of 44 supervision dyads investigated the effects of supervisor and trainee gender on the verbal interactions of participants and on their perceptions of trainee skill levels. Supervisor and trainee utterances were coded as being relationship or task focused. Male supervisors paired with male trainees engaged in more task-oriented discourse than did other dyad configurations. In other analyses, gender did not affect which party exerted more effect on the structure of the interactions. Finally, no significant differences were found in how male and female trainees rated their own skill levels.