Modelo lógico de la supervisión como actividad educativa para la formación en psicología clínica: Concepciones de supervisores clínicos

Hamer Bastidas-Bilbao, Ana María Velásquez

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

5 Citas (Scopus)

Resumen

This qualitative study aimed to formulate a logic model describing the clinical supervision as an educational and programmatic activity. Data was collected by interviewing 10 clinical supervisors affiliated with a bachelor’s program in psychology and a master’s program in clinical psychology, offered by a privately-owned university located in Bogotá, Colombia. Answers were analyzed following the NCT method (noticing things, collecting things, thinking about things). Descriptorsof resources, activities and results were obtained in addition to the identification of these critical issues: (1) a higher specialization of resources used in the master’s program; (2) the contribution of psychosocial projects at the bachelor’s level; (3) a differential implementation of activities oriented towards development of metacognition and reflection on the learning process; (4) type and quality of evidence collected by supervisors in relation to the supervisees’ learning outcomes, and (5) the need for designing and implementing observable indicators of skill and competence development. This logic model is an appropriate antecedent to the formulation of research questions that could be answered by conducting a further evaluation study of this program.

Título traducido de la contribuciónLogic model of supervision as an educational activity for training in clinical psychology: Conceptions of clinical supervisors
Idioma originalEspañol
Páginas (desde-hasta)293-314
Número de páginas22
PublicaciónAvances en Psicologia Latinoamericana
Volumen34
N.º2
DOI
EstadoPublicada - 2016
Publicado de forma externa

All Science Journal Classification (ASJC) codes

  • Psicología clínica

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