Bradley W Joshua, Becker Kimberly D
Department of Psychology, University of South Carolina.
Clin Superv. 2021;40(1):88-111. doi: 10.1080/07325223.2021.1904312. Epub 2021 Apr 15.
In this review, the authors examined supervision characteristics and practices associated with formative (e.g., skill development) and restorative (e.g., well-being) provider outcomes. We used qualitative review to summarize supervision characteristics associated with desired outcomes. Then, we applied a distillation approach (Chorpita et al., 2005) to identify practices associated with formative and restorative outcomes. The most common practices for promoting formative outcomes were corrective feedback, discussing intervention, and role play. Findings indicate several supervision strategies have demonstrated empirical support for improving formative outcomes. However, more rigorous research is needed in community settings, particularly for understanding which strategies improve restorative outcomes.
在本综述中，作者研究了与形成性（如技能发展）和恢复性（如幸福感）提供者结果相关的监督特征和实践。我们采用定性综述来总结与期望结果相关的监督特征。然后，我们应用一种提炼方法（乔皮塔等人，2005年）来确定与形成性和恢复性结果相关的实践。促进形成性结果的最常见实践是纠正性反馈、讨论干预措施和角色扮演。研究结果表明，几种监督策略已得到实证支持，可改善形成性结果。然而，在社区环境中需要更严格的研究，特别是为了了解哪些策略能改善恢复性结果。
