Carol A Falender- PhD
- Clinical Professor at University of California, Los Angeles
Carol A Falender
- PhD
- Clinical Professor at University of California, Los Angeles
About
74
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Introduction
Carol A Falender currently works at Pepperdine University and the Department of Psychology, University of California, Los Angeles. Carol does research and writing on Competency-based Clinical Psychology. He often works with Edward Shafranske. Current projects include 'Generally books, articles, and workshops! '.
Current institution
Publications
Publications (74)
Competency-based approaches have been advocated in psychology graduate education and clinical training for over two decades, paralleling developments in medicine and other health professions. The competencies movement aimed at bringing greater accountability to the healthcare professions and to provide society with competent health service provider...
El presente artículo da cuenta del inicio de la formación y práctica de la supervisión enGuatemala y analiza los impactos que ha tenido a lo largo de más de una década de aplicación. Conejemplos concretos de supervisiones realizadas con organizaciones sociales e instituciones del Estadoy ejemplos de la formación de supervisores-as, explora sobre el...
To develop a more competent clinical supervision workforce, the Chinese clinical and counseling psychology leadership in 2015 formed a collaboration that included two Chinese professional organizations and three US psychologists. The authors describe the context for this collaboration and the resulting program, which has now trained more than 600 s...
International Clinical Supervision Practices
Some recognition exists that clinical supervision is a distinct professional competence that requires specific education and training. However, it is all too often inadequately addressed in psychology curricula and training. What is required is a shift to the competence movement that has been instituted in United States psychology education, traini...
Clinical supervision is an essential mechanism for training psychologists internationally. But although it is performed globally, scholarship has primarily addressed it through the lens of Western supervision practices. The authors of this manuscript aspired to an alternative lens, that of enlightened globalization (Kim and Park in Korea J 44(2):30...
This article describes an initiative to train public sector clinicians in competency-based clinical supervision. It was delivered as an 18-session course taught online to clinicians employed in departments of behavioral health in nine Southern California counties. The curriculum was co-constructed by a team of clinical supervision scholars and lead...
A correction to this paper has been published: https://doi.org/10.1007/s10879-021-09504-9
Recent changes to clinical psychology training and supervision in Australia have been driven by a deliberate endeavour by regulatory authorities and professional bodies to align education and training with competency-based models of training, a development that is apparent internationally across health disciplines. A critical question is: how do re...
Clinical supervision is a distinct domain of professional practice and is practiced globally. But the issues that affect its practice vary by country. This chapter focuses supervision's development and current status in the United States (US) and China. The Chinese professional community found competency-based supervision, taught by US based schola...
Clinical supervision is acknowledged as a distinct professional competence that requires specific education and training. However, it is all too often an inadequately addressed or an entirely missing ingredient in psychology curricula and clinical research, including, for example, clinical trial protocols and evidence-based treatment implementation...
This article describes technology‐assisted telesupervision‐of‐supervision, which is a component of a 2‐year U.S.–China collaborative program designed to systematically train clinical supervisors in China. Using Zoom conferencing platform, several U.S.‐based supervisors facilitated telesupervision‐of‐supervision groups, with six to ten participants...
Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an im...
This chapter describes key ethical challenges confronting mental health professionals who provide supervision and consultation in private practice settings. Essential features of supervision and consultation are explained. The value and content of a supervision or consultation contract are discussed. Demands and challenges of the gatekeeping role f...
With the transformation of health service psychology training to a culture of competence (Roberts, Borden, Christiansen, & Lopez, 2005), comes the necessity for an associated culture of assessment to ensure competence. Although the Competency Benchmarks (Fouad et al., 2009) and the toolkit for assessment of competency (Kaslow et al., 2009) have bee...
Clinical supervision is the primary means of transmitting the psychology profession to future generations and may be considered a distinct professional competency in its own right. Although the development of supervisee clinical competence constitutes the primary focus, the supervisor's first obligation is to ensure client welfare. Essential compon...
Clinical supervision provides the foundation for cultivating ethical practice and professionalism for mental health trainees. Exploration and management of a supervisee’s personal reactivity or countertransference (CT) is a critical component of supervision and has clear ethical implications for clinical management and the development of clinical c...
Since the recognition of clinical supervision as a distinct professional competence and a core competence, attention has turned to ensuring supervisor competence and effective supervision practice. In this article, we highlight recent developments and the state of the art in supervision, with particular emphasis on the competency-based approach. We...
With the recognition that clinical supervision is a distinct professional practice comes the necessity for identification of effective practices. In this competency-based era, a meta-theoretical, interpersonal framework is provided in competency-based clinical supervision in which specific attention is paid to the strengths and emerging competencie...
Clinical supervision is a distinct professional competency and has been acknowledged consensually as such for over a decade. In addition, psychology has entered a competency and implementation science era. However, multiple aspects of investigation of clinical supervision including efficacy and specific outcomes have been long in coming. This issue...
With the rapid pace of globalization, psychologists internationally are experiencing complex ethical challenges. This paper explores the history and evolution of ethics and multiculturalism and their effect on the development of supervision practices for psychologists in the United States and Canada. Themes include the importance of harmonizing exi...
Since clinical supervision has become recognized as a distinct professional practice, competency-based supervision has gained considerable traction internationally. Competency-based supervision enhances accountability and is compatible with evidence-based approaches. Competency-based supervision is defined by supervisor and supervisee collaborative...
The authors responded to the commentaries on the Major Contribution, “Multicultural Clinical Supervision and Benchmarks: Empirical Support Informing Practice and Supervisor Training.” The commentaries provided a structure of consensus, critical questions, and requests for additional elaboration. The commentators advocated for the urgent need to mov...
The purpose of this Major Contribution is to provide background knowledge and context for competency-based clinical supervision and to showcase a diversity of methodologically sound empirical approaches to study effective supervision, including multiculturally competent supervision, and comparative perspectives on supervision cross-culturally. The...
Providing clinical supervision is challenging. Responding to the provocative question, “Why competency-based clinical supervision?”
this paper provides the rationale of greater accountability in transforming supervision practice to a competency-based one.
This emphasizes a focus on strength-based competency assessment and continuous professional de...
A significant culture change to a competency-based approach to supervision reflects the current zeitgeist in professional psychology education and training. Accreditation, credentialing, regulation, and training have all been transformed to competency-based approaches. However, the transition within a program to a competency-based approach is not a...
As psychology engages in a cultural shift to competency-based education and training supervision practice is being transformed to the use of competency frames and the application of benchmark competencies. In this issue, psychotherapy-based models of supervision are conceptualized in a competency framework. This paper reflects on the translation of...
Division 37 of the American Psychological Association (APA), the Society for Child and Family Policy and Practice, was founded in 1978. The impetus for its formation was to draw together individuals interested in advocacy and social policy for children and families. The founding members were from the Section on Clinical Child Psychology, then Secti...
A challenge in clinical supervision is balancing tension between fostering a collaborative supervisory relationship and maintaining supervisory accountability. In feminist supervision this tension is heightened by virtue of its contextual, collaborative, and interpersonal qualities. What distinguishes feminist supervision is the intent to address h...
Management of supervisees who do not meet performance standards is an area of special concern in clinical training. Supervisors may inappropriately apply the concept of impairment when assessing or describing substandard performance; legal liability is introduced when the construct is misapplied. The Americans With Disabilities Act (ADA) Amendments...
Psychotherapeutic work, no matter its theoretical perspective, involves human engagement and understanding. These complementary abilities--to relate to the other and to know the other--draw on a backdrop of countless interpersonal experiences for their performance. In addition to formal clinical training, such personal experiences shape the foundat...
Providing competent clinical supervision is challenging for the practitioner both in determining supervisee competencies and in conducting the corresponding supervision. Competence, an ethical principle that informs the practice of psychology, refers to requisite knowledge, skills, and values for effective performance. Similar to other health care...
Reviews the book, Adolescent Suicide: Assessment and Intervention (2nd ed.) by Alan L. Berman, David A. Jobes, and Morton M. Silverman (see record 2005-11749-000 ). This second edition is an essential resource for anyone who treats adolescents--and the tangled web of adolescent depression and suicidal ideation and behavior. It is an intriguing book...
In an era in which professionals are becoming ever more specialized and more firmly entrenched in narrowing areas of knowledge, it is particularly refreshing to read "Understanding Families: Approaches to Diversity, Disability, and Risk" (see record
2004-13967-000). The authors, Marci J. Hanson and Eleanor W. Lynch provide an expansive and integra...
Supervision is a domain of professional practice conducted by many psychologists but for which formal training and standards have been largely neglected. In this article, supervision is proposed as a core competency area in psychology for which a number of elements reflecting specific knowledge, skills, and values must be addressed to ensure adequa...
Supervision plays a central role in the clinical training of mental health professionals. In
Clinical Supervision: A Competency-Based Approach (American Psychological Association, 2004), Falender and Shafranske created a comprehensive resource for the supervision of mental health practitioners. In this companion casebook, the editors have enlisted...
The present paper sets forth a theoretical rationale for the mea surement of parental child-rearing attitudes when these attitudes are viewed as creating an emotional climate for children. Studies of emotional states have shown that the three orthogonal dimensions of pleasure, arousal, and dominance are both necessary and suf ficient to describe an...
The present paper presents a framework for characterizing the emotional impact of day care environments and for predicting the consequent effects on child emotional reactions to day care and to separation, extent of active involvement in day care, and long-term effects of day care on cognitive and intellectual development. The physical and social e...
Simulation, a technique familiar to business and higher education, is presented in the context of training in early childhood education. Simulation refers to the creation of an environment which represents situations and personnel roles in actual work experience. Participants adopt roles of persons in the early childhood decision making process. Pr...
The present paper contains reliability and validity data on a new measure of child stimulus screening. "Stimulus screening" characterizes the degree to which an individual automatically and selectively responds to stimulation. Nonscreeners who are less selective process more information and are thus generally more arousable than screeners. A 46-ite...
-The purpose of the present study was to assess the effects of the child's participation in longitudinal intervention upon his conceptual tempo and to assess the relation of maternal and child latencies to their structured teaching internction. Results indicated some effects of treatment upon tempo, but ruled out the effect of mother/child matching...
Studied the effects of the child's participation in longitudinal intervention on the structured mother-child teaching interaction. Comparisons were between 21 Black 40-66 mo old experimental children who were participants in intensive language and cognitive development stimulation from approximately 6 mo of age and their mothers, and 18 control chi...
Since the publication of our book
Clinical Supervision: A Competency-Based Approach, there has been a sea change toward competency-based approaches to supervision, not only in psychology but also in numerous other disciplines. The heart of this sea change is the development of comprehensive systems for identification of specific core competencies,...
