Concept mapping of supervisor competence: A comparative analysis of expert and novice supervisors
Abstract
Supervision researchers have empirically explored the training and development of clinical supervisees and have only given minimal attention to the development of competence in clinical supervisors. This study addresses that gap by comparing feedback from two groups of supervisors with constructs proposed in the Integrated Developmental Model. Criterion based sampling was used to obtain participants for inclusion in Group L1 (Novice Supervisors) and Group L3i (Expert Supervisors). A total of 51 participants were recruited from APA accredited universities throughout the United States and Canada. Concept mapping, a relatively new methodology that combines qualitative and quantitative research strategies, was used to identify underlying psychological dimensions reflected in research participant's feedback. A nonmetric multidimensional scaling (MDS) analysis and a hierarchical cluster analysis of the MDS similarity matrix allowed for the identification of statistical and conceptual differences between novice and expert supervisors.
Subject Area
School counseling|Clinical psychology
Recommended Citation
Johnson, Diana Sherice, "Concept mapping of supervisor competence: A comparative analysis of expert and novice supervisors" (2007). ETD Collection for Fordham University. AAI3272640.
https://research.library.fordham.edu/dissertations/AAI3272640
