Identifying Competencies of AODA Clinical Supervisors for Integration into Rehabilitation Counselor Training Curriculum: A Delphi Study

Author

Marissa McKee, Southern Illinois University CarbondaleFollow

Date of Award

12-1-2011

Degree Name

Doctor of Philosophy

Department

Rehabilitation

First Advisor

Koch, Darwin Shane

Abstract

This study preliminarily identified clinical supervision competencies needed for alcohol and other drug abuse (AODA) clinical supervisors for integration into rehabilitation counselor training (RCT) curriculum. The Delphi method via LimeSurvey® was utilized to identify competencies specific to AODA clinical supervision. A panel of six experts in RCT and AODA clinical supervision completed five rounds of data collection beginning with an open-ended question. Consensus and stability of responses were calculated following Rounds 2-5 of data collection. Panelist fatigue resulted in data collection being discontinued after Round 5, prior to a consensus or stability of responses being reached. A total of 115 competencies and 51 competency sub-items were administered in Round 5. Results suggested that a consensus was not reached on items as one panelist represented a minority view on many items during multiple rounds of data collection. This panelist discontinued responding during the fifth round of data collection. Rank analysis of items based upon mean response was inconclusive due to limited sample size and response options. Sub-item analysis revealed mixed results regarding original competencies versus sub-items. At times a competency was rated higher, at times a sub-item was rated higher, and in other examples a second sub-item was rated higher. A clear pattern of responses for sub-items was not evident upon visual inspection of mean responses. Content analysis with two reliability raters in addition to the primary investigator suggested competencies fell into seven content areas: Legal and Ethical Concerns; Organizational Management, Administration, and Program Development; Personal Characteristics and Skills of Leadership; Supervisee Performance Evaluation and Feedback; Supervisory Relationship; Theory, Roles, and Interventions of Clinical Supervision; and Treatment Related Knowledge and Skills. Implications for the field, supervisors, supervisees, and rehabilitation educators; limitations including panel and data collection, technology, and reliability and validity; and future research were discussed.