Online supervision as a way to increase the level of professional skills and formation of professional identity of consulting psychologists

Introduction. Applying for supervision is especially relevant in modern conditions of uncertainty in a transitive society, which require psychologists to improve their professional skills. The demand for the online supervision format is also increasing, which is noted as more convenient and accessible compared to the offline form. During our works review, it was found that obtaining supervision is a significant factor in the formation of identity and professional development of novice psychologists-practitioners.

Purpose. Determination of the influence of online supervision on the identity formation of a consulting psychologist and the development of his professional qualities and competencies.

Materials and methods. In this study 280 respondents, beginning psychologists, took part as respondents. We applied the author’s questionnaire aimed at studying the experience of obtaining online supervision from entrant psychologists and practitioners and also to identifying barriers to obtaining it. The Methodology of Professional Identity Measuring (MPIM) made it possible to assess professional identity formation. Empirical data were processed using the Student’s t-test.

Results. The types of identity of practising psychologists who apply and do not apply for online supervision were identified. It is shown that most practising psychologists, who rarely or never apply for online supervision, have a diffuse type of identity. For practising psychologists who regularly visit a supervisor, the predominant type of professional identity is “achieved”.

Discussion and conclusion. During the analysis of works, it was found that applying for supervision, including in an online format, allows a practising psychologist to improve professional qualities and competencies effectively and is a significant determinant of professionalism formation and the achieved professional identity.

1. Almathami, H. K. Y., Win, K. T., Vlahu-Gjorgievska, E. (2020). Barriers and Facilitators That Influence Telemedicine-Based, Real-Time, Online Consultation at Patients’ Homes: Systematic Literature Review. Journal of Medical Internet Research, 22(2), e16407. https://doi.org/10.2196/16407

2. Bakaeva, I. A. (2015). Personality profile of a distance education teacher. North-Caucasian Psychological Bulletin, 13(1), 33–40. (In Russ.).

3. Boldrini, T., Lomoriello, A. S., Corno, D. et al. (2020). Psychotherapy During COVID-19: How the Clinical Practice of Italian Psychotherapists Changed During the Pandemic. Frontiers in Psychology, 11, 591170. https://doi.org/10.3389/fpsyg.2020.591170

4. Emelin, V. A., Rasskazova, E. I., Tkhostov, A. Sh. (2018). The Unity and Diversity of the Processes of Personal Identity Formation. Voprosy Filosofii, 2, 27–38. (In Russ.).

5. Lavrova, M. S. (2021). Supervision as a method of professional burnout prevention in psychologists of internal affairs bodies. In: The Week of Russian Psychology at the SSHU. Materials of the VII All-Russian research-to-practice conference “Relevant issues of psychological support of professional and educational and professional activities”, IX International scientific and practical conference “Relevant issues of socio–pedagogical activity”, XXI All-Russian research-to-practice conference (pp. 108–110). Kolomna: State Social and Humanitarian University. (In Russ.).

6. Lebedeva, E. I. (2021). Supervision online: familiar and special. In A.V. Shaboltas (ed.): Ananyev Readings — 2021. Materials of the International Scientific conference (pp. 111–112). St. Petersburg: Scythia-print. (In Russ.).

7. Lifintsev, D. V., Lifintseva, А. А., Ancuta, А. N. (2020). Supervision in Training of Helping Professionals: the Problem of Psychological Boundaries. Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV: Pedagogika. Psikhologiia, 56, 97–105. (In Russ.).

8. Makhnach, A. V., Laktionova, A. I., Postylyakova, Yu. V. (2022). Resilience of student youth in Russia under uncertainty. The Education and Science Journal, 24(5), 90–121. (In Russ.).

9. Meza, R. D., AlRasheed, R., Pullmann, M. D. et al. (2022). Clinical supervision approach predicts evidence-based trauma treatment delivery in children’s mental health. Frontiers in Psychiatry, 13, 1072844. https://doi.org/10.3389/fpsyt.2022.1072844

10. Perrin, P. B., Rybarczyk, B. D., Pierce, B. S. et al. (2020). Rapid telepsychology deployment during the COVID-19 pandemic: A special issue commentary and lessons from primary care psychology training. Journal of Clinical Psychology, 76(6), 1173–1185. https://doi.org/10.1002/jclp.22969

11. Pezhemskaya, Y. S. (2015). Supervision as a practice of professional development of specialists accompanying children. In: Issues of socio-psychological and pedagogical support of children in the modern world. Materials of the International Research-to-Practice Conference (pp. 227–237). Kaluga: Kaluga State University named after K. E. Tsiolkovski. (In Russ.).

12. Roshchina, O. G., Zanin, D. S. (2021). Experience in the use of personality-oriented supervision in the process of professional training of psychologists. World of Science. Pedagogy and psychology, 9(4), 9. (In Russ.).

13. Skipor, S. I., Vorobieva, A. E. (2021). Psychological characteristics of psychologists’ adaptation to online counseling during the COVID-19 pandemic. Russian Psychological Journal, 18(1), 61–73. https://doi.org/10.21702/rpj.2021.1.5 (In Russ.).

14. Svetonosovа, L. G., Li, A. A. (2022) Supervision as a pedagogical condition for the process of formation of professional competence of novice teachers. World of Science. Pedagogy and psychology, 10(4), 16–26. (In Russ.).

15. Timofeeva, T. S. (2019). The professional identity of a psychologist as a structural-personal neoformation. Science Vector of Togliatti State University. Series: Pedagogy, Psychology, 2(37), 88–94. (In Russ.).

16. Tverdokhleb, N. A. (2017). Resolving ethical dilemmas in supervisory process. In E. Yu. Chebotareva (ed.): The modern field of family psychotherapy: materials of the research-to-practice conference (pp. 94–98). Moscow: RUDN. (In Russ.).

17. Vorobyeva, I. Yu., Bazhuk, O. V. (2017). Supervision as a tool for professional improvement of a psychologist. Development of Modern Science: Theoretical and Applied Aspects, 12, 108–109. (In Russ.).

18. Wilson, H. M. N., Davies, J. S., Weatherhead, S. (2016). Trainee Therapists’ Experiences of Supervision During Training: A Meta-synthesis. Clinical Psychology & Psychotherapy, 23(4), 340–351. https://doi.org/10.1002/cpp.1957

19. Zhitvay, S. A. (2016). Supervision as a method of maintenance teachers' activity. Personality, family and society: issues of pedagogy and psychology, 6(63), 52–58. (In Russ.).