Supervision Plan to be completed by:

Master-prepared: Applicants seeking provisional membership and provisional members adding/changing their: a) place of employment; b) supervisor(s); and/or c) supervision plan practice activities.

Doctoral-prepared: Applicants seeking provisional membership who have not completed a CPA- or APA-accredited pre-doctoral residency approved by the Registration Committee and provisional members adding/changing their a:) place of employment; b) supervisor(s); and/or c) supervision plan practice activities.

The applicant/provisional member must complete the required fields, then sign, date and submit the form. Others required to complete fields will be forwarded a link with instructions.

Section 1 - Applicant/Provisional Member

Employment of Applicant/Provisional Member

Must be in the practice of psychological activities.

Must practice in each of your intended areas of competency, including populations, as you will be orally examined in each area.

Please complete a new supervision plan for each place of employment. A new supervision plan must be submitted for legislated approval by the Registration Committee for all employment placements where you practice throughout your provisional practice period.

Section 2 - Supervision of Applicant/Provisional Member

Secondary Supervisor(s)

• Only permitted to provide supervision as delegated by the primary supervisor.
• Should have some competency declarations that are intended by the applicant/provisional member, as specified below (but does not need to meet all of them if the primary supervisor has declared them).

Section 3 - Supervision Context

Section 4 - Supervision Goals & Strategies

The overarching purpose of supervised practice is to achieve, at minimum, the novice level of the five core competency areas (as noted below) required to qualify for a full practice license; and, if applicable, the Authorized Practice Endorsement (APE). Provisional members will be orally examined on each of the following five core competency areas. Diversity (Individual & Cultural Differences) should intersect with each of these areas.

The applicant/provisional member will be evaluated at the midpoint (750 hours) and endpoint (1500 hours) of supervised practice in each of the areas defined below.

1. Interpersonal Relationships

This foundational competency underpins the other competencies. Psychologists normally do their work in the context of interpersonal relationships (e.g., employer/employee; supervisor/supervisee; therapist/client; colleague/colleague; etc.). Therefore, psychologists must have the ability to establish and maintain a constructive working alliance with their clients, supervisors, employers, other professionals, colleagues, etc.; and they must possess adequate cultural competence. 

Knowledge

Of theories and empirical data on the professional relationship, such as:

• Interpersonal relationship
• Power relationships
• Therapeutic alliance
• Interface with social psychology

More specific knowledge of the fluctuations of the therapeutic/professional relationship as a function of intervention setting
of self, such as:

• Motivation
• Resources
• Values
• Personal Biases
• Factors that may influence the professional relationships (e.g., dual relationships, boundary issues)

Of others, such as:

• Macro-environment in which the person functions (e.g., work, national norms, etc.)
• Micro-environment (e.g., personal differences, family, gender differences, etc.)

Skills

• Effective communication
• Establishment and maintenance of rapport
• Establishment and maintenance of trust and respect in the professional relationship

2. Assessment & Evaluation

A competent professional psychologist draws on diverse methods of evaluation, determining which methods are best suited to the task-at-hand, rather than relying solely or primarily on formalized testing (i.e., psychometric assessment tools), as an automatic response to situations requiring assessment. The appropriate participant of evaluation may not be an individual person, but may be a couple, family, organization, or system at some other level of an organization. The skills required for assessment should be applied to many situations other than initial evaluation, including for example, treatment outcome, program evaluation, and problems occurring in a board spectrum of non-clinical settings. The primary purpose of psychological assessment is to provide an understanding that informs a practical plan of action/intervention. It may result in a diagnostic classification and/or in the identification of strengths or competencies.

Knowledge

• Assessment methods
• Knowledge of populations served
• Human Development
• Diagnosis (as applicable)

Skills

• Formulation of a referral question
• Selection of methods
• Information collection and processing
• Psychometric methods
• Formulation of hypotheses and making a diagnosis, when appropriate 
• Report writing
• Formulation of an action plan

3. Intervention & Consultation

The intervention competency is conceptualized as activities that promote, restore, sustain, and/or enhance positive functioning and a sense of well-being in clients through preventive, developmental, and/or remedial services. A broad, comprehensive vision of the intervention competency should explicitly include theory, as well as the following knowledge and skills.

Knowledge

• Learning an array of varied interventions with individuals and systems (e.g., couples, families, groups, and organizations)
• A respect for the positive aspect of all major approaches, which should reflect an openness to varied viewpoints and methods
• Awareness of when to make appropriate referrals and consult
• Awareness of context and diversity
• Knowledge of interventions that promote health and wellness

Skills

• Establish and maintain professional relationships with clients from all populations served
• Establish and maintain appropriate interdisciplinary relationships with colleagues
• Gather information about the nature and severity of problems and formulate hypotheses about the factors that are contributing to the problem through qualitative and quantitative methods
• Select appropriate intervention methods
• Analyze the information, develop a conceptual framework, and communicate this to the client

4. Research

Professional psychology programs should include research training such that it will enable students to develop: a) a basic understanding and respect for the scientific underpinnings of the discipline; b) knowledge of methods so as to be good consumers of the products of scientific knowledge; and c) sufficient skills in the conduct of research to be able to develop and carry out projects in a professional context. Psychologists may need to access the assistance of a specialized consultation when conducting research (e.g., a statistician). 

Knowledge

• Basic knowledge of research methods and applications of scientific research, including:
  • applied statistics and measurement theory
  • the logic of different models of scientific inquiry/research, such as laboratory experimentation, quasi-experimental, and field research
  • qualitative research methods (including observation and interviewing), particularly with respect to the nature of reliability and validity in the gathering and interpretation of qualitative data 

Skills

• Critical reasoning skills
• Applications of various research approaches to social systems
• Ability to write professional reports 

5. Ethics & Standards

Professionals accept their obligations, are sensitive to others, and conduct themselves in an ethical manner. They establish professional relationships within the applicable constraints and standards.

Knowledge

• Ethical principles
• Standards of professional conduct
• Responsibilities to clients, society, the profession, and colleagues
• Awareness of potentially conflicting principles
• Standards for psychological tests and measurements
• Standards for conducting psychological research
• Jurisprudence and local knowledge 

Skills

• Ethical decision-making process
• Proactive identification of potential ethical dilemmas
• Resolution of ethical dilemma

Supervision Plan Agreement

The applicant/provisional member and primary and secondary supervisors agree to the supervision plan as outlined above. Moreover, they agree to complete a new supervision plan for approval by the Registration Committee if there are any changes to the goals of the plan, added areas of intended competencies, change of primary or secondary supervisors, place of employment, etc. If one's psychological practice does not follow the approved supervision plan, the supervised practice hours will not be counted towards the 1500 hour provisional requirement. 

The applicant/provisional member and primary and secondary supervisors agree with the following affirmation and confirm it by their signatures below.

Affirmation by Representative of Employing Organization

I affirm that I have read the supervision plan identified above and accept my responsibility as an official of the organization employing the supervisee to provide the necessary time, space, and financial and human resources to carry out this plan.

Saskatchewan College of Psychologists

1026 Winnipeg Street, Regina, SK S4R 8P8
Telephone: 306-352-1699/Fax: 306-352-1697
Email: skcp@sasktel.net
Website: www.skcp.ca