Date of Award


Document Type


Degree Name

Psychology (Ph.D.)



First Advisor

Mark Terjesen

Second Advisor

Tamara Del Vecchio

Third Advisor

Raymond DiGiuseppe


To date, clinical supervision training in professional psychology has focused more on theoretical models for training the supervisee and has been lacking in science. This single-case study investigated the impact of participating in a clinical supervisor training program on supervisory competency and supervisory self-efficacy. Doctoral psychology graduate students participated in a three-month training program. During the training, the students participated in weekly meta-supervision sessions, received monthly opportunities for skill practice, and attended four didactic sessions. Data was collected at four time points. Rating of supervisory competency was measured by self-reports from participants using the Supervision Adherence and Guidance Evaluation (SAGE) “supervisee cycle” and rating of supervisory self-efficacy was measured using the Clinical Supervision Self-Efficacy Scale (CSSES). Additionally, the clinical faculty that facilitated the metasupervision sessions completed the “supervisor cycle” of the SAGE. Lastly, blind raters watched participant video responses submitted during the training to provide additional ratings of supervisory competency. Three visual analyses were used to examine whether a casual relation exists between participation in clinical supervision and training program. Repeated measures ANOVA examined clinically and statistically significant changes in supervisory competency determined by the SAGE and CSSES for each participant at each of the 4 time points. The clinical supervisor training program had a statistically significant effect on supervisory competencies and supervisory self-efficacy based on supervisory trainee ratings. Clinical faculty ratings indicated similar results regarding supervisory competencies. Blind rater observations of supervisory competency skills showed the clinical supervisor training program had a statistically significant effect in one area of supervisory competency. This has implications for professional psychologist by establishing an evidence-based model of clinical supervision training for graduate programs to consider as part of their curriculum. It will also help ensure that graduating psychologist have an opportunity to increase their supervisory competency and supervisory self-efficacy before becoming supervisors in the field. Future investigations that scientifically prove the relationship between increasing supervisor competency and client outcomes would be significant.

Included in

Psychology Commons