The observed impact of training on competence in clinical supervision

Objectives. The present study analysed the impact and relative effectiveness of routine training (consultancy) versus routine training plus feedback on clinical supervision. Design. The behaviours of one supervisor and six supervisees were observed longitudinally, and comparisons made between a baseline condition and two subsequent experimental training conditions (with and without feedback) and a maintenance period. Method. An observational instrument was used to code N = 1387 interactions between the supervisor and the supervisees. Supervisees' satisfaction with supervision was also recorded longitudinally. Results. The inter‐observer reliability was very good initially (K ≥ 0.81) and did not ‘drift’. Supervision improved during the experimental phase, but most markedly during the maintenance phase. The results appear to reflect a lag effect for the interventions, which can be most readily explained in terms of a socialization period during which both supervisor and supervisee adapted their styles of interaction. Conclusion. Competence in supervision appears to require training. The present methodology affords a promising approach to developing and analysing the effectiveness of supervision.