Am Psychol. 2015 Jan;70(1):33-46. doi: 10.1037/a0038112.
This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convened by the American Psychological Association (APA) Board of Educational Affairs (BEA).
本文件概述了卫生服务心理学教育和培训计划中对学生进行监督的指导方针。目标是为监督心理学家捕捉最佳绩效期望。它基于以下前提：（a）主管人员努力在提供监督方面达到胜任水平，（b）对监督过程采用基于能力的元理论方法。《监督准则》是作为资源开发的，旨在为教育和培训提供关于实施基于能力的监督的信息。《监督准则》以基于能力的教育和临床监督的丰富文献为基础。它们围绕着七个领域组织：主管人员能力；多样性；关系；专业精神；评估/评价/反馈；专业能力问题，以及道德、法律和监管方面的考虑。《监督准则》代表了美国心理协会（APA）教育事务委员会（BEA）召集的一个工作组的集体努力。
