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Department of Pediatrics > Psychology Internship > Objectives > Supervision
Supervision
Supervision is an essential and valued feature of the Internship, with supervision of clinical activities comprising the primary training modality within the Internship. Supervisors are committed to assisting interns achieve their individual goals while fulfilling their responsibilities to patients and participation in the Internship as a whole. The supervisory relationship is enhanced and interns are likely to benefit maximally from contacts with supervisors when interns prepare for supervision. This includes identifying goals for the internship year and for supervision during the rotation, as well as bringing appropriate case materials to supervision sessions, and developing effective working relationships in which clinical and professional matters can be discussed constructively. Supervision involves oversight of supervisees work with the perspectives of an experienced clinician, sensitive teacher, discriminating professional, and manager of clinical services and training. The clinical aspect of supervision focuses on the professional development of supervisees skills. The administrative or managerial aspects of supervision involve directing and evaluating the work of supervisees. It is a process which is fundamentally dedicated to improving the quality of professional services which interns can provide. Supervisors and interns are expected to strive to use supervision to promote the achievement of the highest level of performance in the services interns can provide through collaborative and collegial working relationships which support and nurture progress toward this goal. Supervisors strive to find a delicate balance among multiple roles, including: advising; directing; teaching; mentoring; listening; editing; providing emotional support (but not therapy) to interns; assigning cases, and monitoring interns performance to ensure that clinical services meet clinical, training, and administrative objectives. Supervision deals with specific clinical tasks and also offers interns opportunities to discuss their reactions, questions, or concerns about the clinical work, as well as to address a broad range of matters related to their professional development.
The Internship provides a minimum of 4 hours per week of supervision (including group supervision) in accordance with current APA accreditation standards. During both rotations interns' training is coordinated by a primary, doctoral-level licensed psychologist. Interns obtain a minimum of two hours of individual supervision which may be from the primary supervisor and from other psychologists or related medical (e.g., psychiatrists, behavioral pediatricians) or allied health professionals (e.g., social workers). Postdoctoral fellows may also be involved in supervisory experiences. Exposure to other psychotherapy supervisors and orientations is encouraged; however opportunities for such diversity vary among rotations. Faculty supervisors orientations and approaches have included behavioral, client-centered, cognitive-behavioral, crisis intervention, dialectic behavioral therapy, eclectic, family systems, integrative, interpersonal, object relations, play, rational-emotive, supportive, structured short-term therapy, as well as parent counseling. In addition, training in specific interventions such as hypnosis, biofeedback, vocational and/or educational counseling may be available within certain rotations at the discretion of primary supervisors. The format for supervision varies among rotations and among supervisors. For example, on clinic days, pediatric neuropsychology supervisors provide case supervision for approximately one half hour before and one half hour after patient contacts as well as one hour per week of individual supervision. On other rotations, supervision is generally scheduled more consistently for hourly sessions.
Supervision is a topic of professional and scholarly interest to faculty members. It is discussed during the topical seminar series and Professional Development Conference. Supervision training also includes an annual 1-day workshop sponsored by MAAPIC (the APA-accredited internships in Minnesota).
Interns may have limited opportunities on some rotations to be involved in the supervision of practicum students and may obtain supervision on such supervision experiences. Interns are also encouraged to participate in an informal mentoring program in which they establish a relationship with one of the faculty members or other University psychologists with whom they may consult individually about professional development issues throughout the year.
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