Psychometric Assessment, Results Sharing and Exploration Interview
Gachutha (2006) stated that burnout inventories and other psychological tests are
utilised in supervision in order to provoke personal plot lines, themes and patterns
requiring exploration. Further, they are used to generate new insights and action
(Gachutha 2006). Dorr (1981) contended that the use of the standard tests together
with interpretation and feedback fosters objectivity.
At this stage, the supervisor will administer the scales to measure burnout and
turnover intention and/or alternatively interpret the scores. Turnover intention can
be measured by utilising the intentions-to-stay questionnaire by Roodt (2004). The
questionnaire deals with intentions to stay, the theory and findings still hold valid
for turnover intentions (Martin & Roodt 2008). Burnout can be measured by the
Maslach Burnout Inventory (MBI) (Maslach & Jackson, 1981). The questionnaire
deals with burnout as a single syndrome that has three definite components of
emotional exhaustion, depersonalisation and feeling of personal accomplishment. High
burnout
is the signified by high score on emotional exhaustion and depersonalisation and
low scores on personal accomplishment. Low burnout is signified by low score on
emotional exhaustion and depersonalisation and high scores on personal
accomplishment (Maslach and Jackson 1986).
From the study findings, a number of participants talked about instances that
would have necessitated a need to use inventories and scales for example when
asked to describe their perceptions of self esteem; Participant 16 stated: “It is
low.” Other examples include when asked about incidents of burnout; Participant
12 reported: “Feel easily irritated and unsettled; burnout due to working
constantly” and Participant 13 stated: “Feeling depressed and loss of interest in
my career almost thought of quitting.”
After the assessment, the supervisor then discusses the scores with the counsellor.
The supervisor will discuss specific statements from the scales that are significant
to the counsellor’s current scores and stage in supervision. Watkins, Campbell &
McGregor (1988) posited that counselling psychologists use tests because they can
answer to needs and provide information.
Structured Interventions using the Trans-theoretical Model
Reported studies show the application of the trans-theoretical model to clinical
supervision (Aten, Strain & Gillespie 2008; Perera-Diltz & Yeager 2009). Aten et
al. (2008) presented an application of this model on the process of clinical
supervision. They further discussed and modified to facilitate a comprehensive
understanding of the application to clinical supervision (Aten et al. 2008).
Prochaska, DiClemente and Norcross (1992) developed the trans-theoretical
model in the context of substance abuse treatment. They were concerned with the
processes of intentional change of
addictive behaviours. They carried out research on self-initiated and professionally
facilitated change of addictive behaviours using the key trans-theoretical
constructs of stages and processes of change. They posited that behaviour change
involves progression through five stages namely: pre-contemplation,
contemplation, preparation, action, and maintenance and individuals typically
recycle through these stages several times before termination (Prochaska et al.
1992).
Perera-Diltz and Yeager (2009) postulated an application of this model within the
integrative model of supervision. In addition, they contended that both the trans-
theoretical model and the integrative developmental model are based on a
philosophy that is progressive and developmental in nature. They further
acknowledged that the explanation of these processes tends to oversimplify the
complex issues of human development and supervision (Perera-Diltz & Yeager
(2009).
Table :
Prochaska and DiClemente (1994) Stages of Change Model
Stage of Change Characteristics Techniques
Pre-contemplation Not currently
considering change:
"Ignorance is bliss"
Validate lack of readiness
Clarify: Decision is theirs
Encourage re-evaluation of
current behaviour
Encourage self-exploration, not
action
Explain and personalise the risk
Contemplation Ambivalent about
change: "Sitting on the
fence"
Not considering change
Validate lack of readiness
Clarify: Decision is theirs
Encourage evaluation of pros
and cons of behaviour change
Identify and promote new,
within the next month positive outcome expectations
Preparation Some experience with
change and are trying to
change: "Testing the
waters"
Planning to act within
one month
Identify and assist in problem
solving re: obstacles
Help individual identify social
support
Verify that individual has
underlying skills for behaviour
change
Encourage small initial steps
Action Practicing new
behaviour for 3 -6
months
Focus on restructuring cues and
social support
Bolster self-efficacy for dealing
with obstacles
Combat feelings of loss and
reiterate long-term benefits
Maintenance Continued commitment
to sustaining new
behaviour
Post - 6 months to 5
years
Plan for follow-up support
Reinforce internal rewards
Discuss coping with relapse
Relapse Resumption of old
behaviours: "Fall from
grace"
Evaluate trigger for relapse
Reassess motivation and
barriers
Plan stronger coping strategies
Source: Prochaska and DiClemente (1994) Stages of Change Model
