Comps Study Set 3

Front 1

6 phases of Skovholt and Ronnestad Developmental Supervision Model

Back 1

1. lay helper
2. beginning student
3. advanced student
4. novice professional
5. experienced professional
6. senior professional

Front 2

Say and spell the developmental supervision model you will use. What year was it established?

Back 2

Skovholt and Ronnestad Model (1992, revised in 2003)

Front 3

Skovholt and Ronnestad: lay helper

Back 3

guided by personal epistemology and common sense conceptions, boundary problems abound, may get over-involved or identify too strongly with helpee

Front 4

Skovholt and Ronnestad: beginning student

Back 4

excited to learn, anxious, dependent on professors/supervisors, primary focus is achievement

Front 5

Skovholt and Ronnestad: advanced student

Back 5

cautious and pressured to do things appropriately, may accept or reject various models

Front 6

Skovholt and Ronnestad: novice professional

Back 6

seek to validate their training, period of disillusionment with training, begin to explore oneself and professional development

Front 7

Skovholt and Ronnestad: experienced professional

Back 7

increased experience has lead to authentic perception of therapeutic role, understands therapeutic relationship is critical to client change, clear boundaries and ability to calibrate levels of involvement with clients

Front 8

Skovholt and Ronnestad: senior professional

Back 8

unique and individualized in their approach, highly regarded from other professionals, commuted to the field, reluctant to explore new trends

Front 9

Definition of clinical supervision

Back 9

supervision is an intervention that is provided by a senior member of a profession to a junior member or members of that same profession. This relationship is EVALUATIVE, EXTENDS OVER TIME, and has the simultaneous purposes of
- ENHANCING their PROFESSIONAL FUNCTIONING
- MONITORING the QUALITY of their work
- serving as GATEKEEPER for the PROFESSION

Front 10

Difference b/w clinical and administrative supervision

Back 10

-clinical supervision emphasizes improving the counseling skills and effectiveness of the supervisee (not a counseling or tx relationship)

-administrative supervision emphasizes conformity with administrative and procedural aspects of the agency's work

Front 11

4 roles of supervisor

Back 11

1. expert
2. authority
3. mentor
4. representative of the tx agency

Front 12

a quality supervision relationship is... (3 things)

Back 12

1. respectful
2. clear regarding authority and accountability
3. involves clear expectations for each person

Front 13

Say and spell developers of Solution-focused Brief Therapy

Back 13

Steve de Shazer
Insoo Kim Berg

Front 14

Say and spell developers of Client-directed Outcome informed therapy

Back 14

Scott Miller, Barry Duncan

Front 15

Describe what client-directed outcome informed (CDOI) could look like in supervision

Back 15

No fixed techniques or patterns in process, supervisee's voice is privileged and supervisors purposefully form strong partnerships with them
- enhance the factors across theories that account for successful outcome
- use the supervisee's theory of development to guide choice of technique
- inform the work with reliable and valid measures of the supervisee's experience of the alliance and outcome

Front 16

8 steps in completing dissertation

Back 16

1. dissertation proposal course
2. selection of topic and dissertation committee
3. development of proposal
4. defense of proposal
5. approval by institutional review board (IRB)
6. development of timeline for compeletion
7. completion
8. defense

Front 17

Research Design Steps

Back 17

1. state the research problem
2. define the purpose of the study
3. review related literature
4. formulate hypotheses and variables
5. select the research design
6. select the population and sample
7. collect the data
8. analyze the date
9. communicate findings and conclusions

Front 18

state the research problem

Back 18

often stated as a narrowly focused question

Front 19

define the purpose of the study

Back 19

explains why the problem is important and what use the findings will be

Front 20

review related literature

Back 20

provides information about what is already known, provides conceptual information and how concepts are measured, identifies gaps in known knowledge

Front 21

formulate hypotheses and variables

Back 21

hypotheses are statments about two or more concepts or variables. Variables are concepts of varying levels of abstraction that are measured, manipulated, or controlled in a study

Front 22

select research design

Back 22

a carefully determined, systematic, and controlled plan for finding answers to the question of the study

Front 23

select the population and sample

Back 23

population is the group to be studied, sample refers to specific people or events in the population from which data will be collected

Front 24

collect the data

Back 24

sources of data may include people, literature, documents, and findings. Data may be collected from interviews, questionnaires, direct measurement, or examinations

Front 25

analyze the data

Back 25

statistical procedures are used to analyze the data to provide answers to the research question

Front 26

communicate findings and conclusions

Back 26

through publications and presentations, the researcher (1) explains the results of the study and links them to the existing body of knowledge in the literature, (2) describes the implications of the results and (2) suggests directions for further research