Professional Practice, Supervision, Teaching, and Program Development/Evaluation
Core concepts
Understand supervision models (developmental, competency-based, discrimination model) and the supervisor's dual responsibilities-gatekeeping the profession and supporting the supervisee. Know informed consent for supervision, evaluation methods (direct observation, recorded sessions, live supervision), and feedback practices. Grasp teaching principles (adult learning, scaffolding, formative vs. summative assessment). For program development and evaluation, know logic models (inputs, activities, outputs, outcomes), formative versus summative evaluation, process versus outcome measures, and designs (pre-post, quasi-experimental, randomized). Recognize quality improvement frameworks (Plan-Do-Study-Act) and the importance of stakeholder engagement and sustainability planning.
Traps
Questions test whether you conflate supervision with therapy-supervision focuses on the supervisee's professional development, not personal treatment (though personal issues may be referred appropriately). Watch for evaluation design traps: pre-post without a comparison group cannot rule out maturation or regression to the mean. Another trap: measuring outputs (number served) as if they were outcomes (symptom change). Also beware overlooking due-process steps before remediation or dismissal of a supervisee.
Worked example
A supervisee's personal distress is affecting clinical work. Best response: address it in supervision as a professional-development and patient-safety issue, refer for personal therapy if needed, and document-do not conduct therapy in supervision. Rule of thumb: name the outcome, not the activity, when evaluating a program.
Study tip
For program-evaluation stems, identify the evaluation type (formative/summative) and the design's causal limits.