Erin C Accurso1, Robin M Taylor2, Ann F Garland3. 1. University of California, San Diego; San Diego State University; Child and Adolescent Services Research Center at Rady Children's Hospital San Diego. 2. San Diego State University, Child and Adolescent Services Research Center at Rady Children's Hospital San Diego. 3. University of California, San Diego, Child and Adolescent Services Research Center at Rady Children's Hospital San Diego.
Abstract
CONTEXT: Clinical supervision is the principal method of training for psychotherapeutic practice, however there is virtually no research on supervision practice in community settings. Of particular interest is the role supervision might play in facilitating implementation of evidence-based (EB) care in routine care settings. OBJECTIVE: This study examines the format and functions of clinical supervision sessions in routine care, as well as the extent to which supervision addresses psychotherapeutic practice elements common to EB care for children with disruptive behavior problems, who represent the majority of patients served in publicly-funded routine care settings. METHODS: Supervisors (n=7) and supervisees (n=12) from four publicly-funded community-based child mental health clinics reported on 130 supervision sessions. RESULTS: Supervision sessions were primarily individual in-person meetings lasting one hour. The most common functions included case conceptualization and therapy interventions. Coverage of practice elements common to EB treatments was brief. DISCUSSION: Despite the fact that most children presenting to public mental health services are referred for disruptive behavior problems, supervision sessions are infrequently focused on practice elements consistent with EB treatments for this population. Supervision is a promising avenue through which training in EB practices could be supported to improve the quality of care for children in community-based "usual care" clinics.
CONTEXT: Clinical supervision is the principal method of training for psychotherapeutic practice, however there is virtually no research on supervision practice in community settings. Of particular interest is the role supervision might play in facilitating implementation of evidence-based (EB) care in routine care settings. OBJECTIVE: This study examines the format and functions of clinical supervision sessions in routine care, as well as the extent to which supervision addresses psychotherapeutic practice elements common to EB care for children with disruptive behavior problems, who represent the majority of patients served in publicly-funded routine care settings. METHODS: Supervisors (n=7) and supervisees (n=12) from four publicly-funded community-based child mental health clinics reported on 130 supervision sessions. RESULTS: Supervision sessions were primarily individual in-person meetings lasting one hour. The most common functions included case conceptualization and therapy interventions. Coverage of practice elements common to EB treatments was brief. DISCUSSION: Despite the fact that most children presenting to public mental health services are referred for disruptive behavior problems, supervision sessions are infrequently focused on practice elements consistent with EB treatments for this population. Supervision is a promising avenue through which training in EB practices could be supported to improve the quality of care for children in community-based "usual care" clinics.
Entities:
Keywords:
child mental health services; clinical supervision; evidence-based care
Authors: Matthew B Perkins; Peter S Jensen; James Jaccard; Peter Gollwitzer; Gabriele Oettingen; Elizabeth Pappadopulos; Kimberly E Hoagwood Journal: Psychiatr Serv Date: 2007-03 Impact factor: 3.084
Authors: Sonja K Schoenwald; Jason E Chapman; Kelly Kelleher; Kimberly Eaton Hoagwood; John Landsverk; Jack Stevens; Charles Glisson; Jennifer Rolls-Reutz Journal: Adm Policy Ment Health Date: 2007-11-14
Authors: A F Garland; R L Hough; K M McCabe; M Yeh; P A Wood; G A Aarons Journal: J Am Acad Child Adolesc Psychiatry Date: 2001-04 Impact factor: 8.829
Authors: Rinad S Beidas; Julie M Edmunds; Carolyn C Cannuscio; Mark Gallagher; Margaret Mary Downey; Philip C Kendall Journal: Adm Policy Ment Health Date: 2013-11
Authors: Shannon Dorsey; Michael D Pullmann; Suzanne E U Kerns; Nathaniel Jungbluth; Rosemary Meza; Kelly Thompson; Lucy Berliner Journal: Adm Policy Ment Health Date: 2017-11
Authors: Vanesa A Ringle; Kendra L Read; Julie M Edmunds; Douglas M Brodman; Philip C Kendall; Frances Barg; Rinad S Beidas Journal: Psychiatr Serv Date: 2015-05-15 Impact factor: 3.084
Authors: Bryce D McLeod; Julia R Cox; Amanda Jensen-Doss; Amy Herschell; Jill Ehrenreich-May; Jeffrey J Wood Journal: Clin Psychol (New York) Date: 2018-07-29
Authors: Jill Locke; Stephanie Violante; Michael D Pullmann; Suzanne E U Kerns; Nathaniel Jungbluth; Shannon Dorsey Journal: Adm Policy Ment Health Date: 2018-05
Authors: Ricardo Eiraldi; Thomas J Power; Billie S Schwartz; Jackie N Keiffer; Barry L McCurdy; Manju Mathen; Abbas F Jawad Journal: Behav Modif Date: 2016-02-11
Authors: Erum Nadeem; Alissa Gleacher; Sandra Pimentel; Laura Campbell Hill; Mary McHugh; Kimberly E Hoagwood Journal: Adm Policy Ment Health Date: 2013-11
Authors: Sarah Kate Bearman; John R Weisz; Bruce F Chorpita; Kimberly Hoagwood; Alyssa Ward; Ana M Ugueto; Adam Bernstein Journal: Adm Policy Ment Health Date: 2013-11