Consistency of Supervisor and Peer Ratings of Assessment Interviews Conducted by Psychology Trainees

Autor/inn/en	Gonsalvez, Craig J.; Deane, Frank P.; Caputi, Peter
Titel	Consistency of Supervisor and Peer Ratings of Assessment Interviews Conducted by Psychology Trainees
Quelle	In: British Journal of Guidance & Counselling, 44 (2016) 5, S.516-529 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2015.1068927
Schlagwörter	Interviews; Supervisory Methods; Trainees; Minimum Competency Testing; Clinical Psychology; Multidimensional Scaling; Peer Evaluation; Bias; Interrater Reliability; Test Reliability; Feedback (Response); Counselor Evaluation; Counselor Training; Counseling Techniques; Skill Analysis; Foreign Countries; Graduate Students; Statistical Analysis; New Zealand + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Auszubildender; Weibliche Auszubildende; Klinische Psychologie; Mehrdimensionale Analysis; Interrater-Reliabilität; Testreliabilität; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistische Analyse; Neuseeland
Abstract	Observation of counsellor skills through a one-way mirror, video or audio recording followed by supervisors and peers feedback is common in counsellor training. The nature and extent of agreement between supervisor-peer dyads are unclear. Using a standard scale, supervisors and peers rated 32 interviews by psychology trainees observed through a one-way mirror. Results indicated that peers and supervisors used similar dimensions to cluster the various competencies. Peers rated counsellor performance more positively for general counselling skills, but not for specialised techniques. Analyses revealed good supervisor-peer agreement for some items and poor agreement on others, with some differences being unacceptably large. The study has important implications for how feedback involving supervisors and peers might be managed and for peer supervision models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01