Use of Audiovisual Resource in Supervised Intership of Behavioral-Analytical Therapy

Abstract

Despite the importance of supervised clinical practice for the training of a clinical psychologist, the format often used in supervision has received numerous criticisms. Many efforts have been made in trying to build more effective internship programs. In the same direction, the objective of this research was to verify if using audiovisual recording during behavioral-analytical therapy supervision favors the modeling of behavior, Request for Reflection (RFR), in the repertoire of an inexperienced therapist. An inexperienced therapist, his client and two judges participated. Two judges were trained to catalog the occurrence of RFR through the sessions. During the baseline sessions, the supervision was based on the printed report and the therapist's report. After the baseline session, the audiovisual resource was used during supervisions, along with the printed report and the therapist's report. The agreement rate among the judges was 85%. During the baseline sessions, the frequency of occurrence of RFR behavior did not change. However, the frequency of occurrence of RFR behavior gradually increased when feedback with video modeling was employed. Supervision with video modeling-based feedback was more effective compared to supervision based on the printed report and the report of the therapist in training.