Attachment--and loss.

In 1974 an article appeared in Science magazine with the dry-sounding title “Judgment Under Uncertainty: Heuristics and Biases” by a pair of psychologists who were not well known outside their discipline of decision theory. In it Amos Tversky and Daniel Kahneman introduced the world to Prospect Theory, which mapped out how humans actually behave when faced with decisions about gains and losses, in contrast to how economists assumed that people behave. Prospect Theory turned Economics on its head by demonstrating through a series of ingenious experiments that people are much more concerned with losses than they are with gains, and that framing a choice from one perspective or the other will result in decisions that are exactly the opposite of each other, even if the outcomes are monetarily the same. Prospect Theory led cognitive psychology in a new direction that began to uncover other human biases in thinking that are probably not learned but are part of our brain’s wiring.

Thinking fast and slow.

The power of feedback.

How we Think

With the increased popularity of qualitative research, researchers in counseling psychology are expanding their methodologies to include mixed methods designs. These designs involve the collection, analysis, and integration of quantitative and qualitative data in a single or multiphase study. This article presents an overview of mixed methods research designs. It defines mixed methods research, discusses its origins and philosophical basis, advances steps and procedures used in these designs, and identifies 6 different types of designs. Important design features are illustrated using studies published in the counseling literature. Finally, the article ends with recommendations for designing, implementing, and reporting mixed methods studies in the literature and for discussing their viability and continued usefulness in the field of counseling psychology.

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Mixed Methods Research Designs in Counseling Psychology.

Preface Chapter 1 Introduction to Clinical Supervision Context and Importance of Supervision Clinical Supervision in the Preparation of Mental Health Professionals Defining Supervision Conclusion Chapter 2 Evaluation Criteria for Evaluation Favorable Conditions for Evaluation The Process of Evaluation Impairment and Incompetence Additional Evaluation Issues Conclusion Chapter 3 Ethical and Legal Considerations Major Ethical Issues for Clinical Supervisors Legal Ramifications for Clinical Supervisors Ethical Decision Making Conclusion Chapter 4 Supervision Models Theory in Clinical Supervision Supervision Models Grounded in Psychotherapy Theory Developmental Approaches to Supervision Social Role Models Conclusion Chapter 5 The Supervisory Relationship: The Influence of Individual and Developmental Differences The Uniqueness of Two Persons in Relationship Cognitive Style, Cognitive Complexity, Theoretical Orientation, Cognitive Development, and Level of Experience of the Supervisee Developmental Constructs: Pulling It All Together Cultural Differences Multicultural Constructs: Pulling It All Together Conclusion Chapter 6 The Supervisory Relationship: Processes and Issues of the Supervisory Triad and Dyad Supervision as a Triadic System The Supervisory Dyad Conclusion Chapter 7 The Supervisory Relationship: Supervisee and Supervisor Contributing Factors The Supervisee in the Relationship The Supervisor in the Relationship Conclusion Chapter 8 Organizing the Supervision Experience Importance of Competence in Organizing Supervision The Role of Institutional Culture The Essential Ingredient: A Supervision Plan Context for Supervision: Two Different Worlds Foundational Tasks for Organizing Supervision Ongoing Organizational Tasks Evaluation and Debriefing Some Final Thoughts Conclusion Chapter 9 Supervision Interventions: Individual Supervision Initial Criteria for Choosing Supervision Interventions Structured versus Unstructured Interventions Methods, Forms, and Techniques of Supervision Putting It All Together Conclusion Chapter 10 Supervision Interventions: Group Supervision Group Supervision: Definition and Conceptualization The Utility of Group Supervision Supervisor Roles, Tasks, and Strategies: General Supervisor Roles, Tasks, and Strategies: Specific to Group Stage Final Observations about the Performing Stage Group Supervision Variants Conclusion Chapter 11 Supervision Interventions: Live Supervision Methods of Live Supervision The Live Supervision Intervention Presession Planning and Postsession Debriefing Implementing Live Supervision Advantages and Disadvantages Team Supervision Research Results and Questions Live Supervision in Different Contexts Conclusion Chapter 12 Teaching and Researching Supervision Becoming Supervisors: Developmental and Teaching Processes Supervision Process and Outcome Research Conclusion The Supervisor's Toolbox Supervision Toolbox Contents References Name Index Subject Index

Fundamentals of clinical supervision

Fundamentals of clinical supervision, 3rd ed.

Supervision is a domain of professional practice conducted by many psychologists but for which formal training and standards have been largely neglected. In this article, supervision is proposed as a core competency area in psychology for which a number of elements reflecting specific knowledge, skills, and values must be addressed to ensure adequate training and professional development of the trainee. Supra-ordinate factors of supervision viewed as permeating all aspects of professional development are proposed. These include the perspective that professional development is a lifelong, cumulative process requiring attention to diversity in all its forms, as well as legal and ethical issues, personal and professional factors, and self- and peer-assessment. A competencies framework is presented with particular elements representing knowledge (e.g., about psychotherapy, research, etc.), skills (including supervising modalities, relationship skills, etc.), values (e.g., responsibility for the clients and supervisee rests with supervisor, etc.), and meta-knowledge. Social contextual factors and issues of education and training, assessment, and future directions also are addressed, with specific elements listed. Suggestions for future work in this area are addressed, including the need to refine further and operationalize competences, develop clear expectations for accreditation and licensure regarding supervision competencies, and expand the description of developmental levels of supervisors from minimal to optimal competence. This is one of a series of articles published together in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.

Defining competencies in psychology supervision: a consensus statement.

It has been argued that psychotherapy is a profession without any expertise (Shanteau, 1992). We examine the validity of this claim, reviewing the literature on expertise, clinical decision making, and psychotherapeutic outcome assessment, and find it a reasonable assessment. There is no demonstration of accuracy and skill that is associated with experience as a therapist. We posit that this absence of an expertise-experience relation is attributable to therapists' lack of access to quality outcome information regarding their interventions and an overreliance on fallible information-processing strategies even when such outcome information is available. The research on providing outcome feedback is reviewed, and although it does relate to client improvement, it has not been shown to be associated with any gains in therapist skill or expertise. We propose a model of outcome information usage and specific a priori hypothesis testing as a means of developing expertise. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Expertise in psychotherapy: an elusive goal?

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Rodney K. Goodyear

Papers

Fundamentals of clinical supervision

Fundamentals of clinical supervision, 3rd ed.

Defining competencies in psychology supervision: a consensus statement.

Expertise in psychotherapy: an elusive goal?

Guidelines for Clinical Supervision in Health Service Psychology