Evolution de la perception de la supervision des etudiants en psychologie

摘要

The purpose of this research is to study the variations in the supervision process during a student's internship in psychology. In the beginning, the supervision is applied to a situation presenting a double paradox for the intern. First, on the one hand, the intern must apply clinical methods determined by his supervisor; he must also keep an open mind and display versatility, sound judgment and quick decisiveness in order to cope with the concrete and unexpected clinical reality, not only with regard to the patient but also involving himself in the living process of therapeutic meeting. Second, in front of the patient, he finds himself playing the role of an expert while he is still a novice. Faced with this double dilemma, the intern may be led to experience an important stress, which is also related to contextual factors in the training milieu. Supervision can play an important part in reducing this stress. In fact supervision carries out both functions of teaching and support. It is the quality of the relationship in supervision which determines the nature of this support. In order to measure this relationship, the scientific literature often refers to the criteria of the working alliance (Angus and Kagan, 2007; Bordin, 1979; Efstation, Patton and Kardash, 1990; Ladany, Friedlander and Nelson, 2005). The research of Lehrman-Waterman and Ladany (2001) suggests a very useful evaluation of the supervision process which they base on goal determination and feedback. A parallel is drawn between this feedback and the working alliance between the supervisor and the intern. The purpose of this research is to further study the role of the supervisor and supervision by investigating the perceptions of the intern relating to the working alliance experienced with the supervisor, to the supervision process, as well as to his own stress states and his level of fatigue associated with his internship professional context. This longitudinal study with repeated measurements evaluates (1) at the beginning of internship, (2) at the end of first session and (3) at the end of internship (after one year), the variation of the working alliance, the supervision process, the psychological stress state and the professional exhaustion linked to the stage context, experienced by 63 doctoral students in psychology. Five instruments are selected for this study : (1) a questionnaire of general information, (2) the Working Alliance Inventory - Trainee, (3) the Evaluation Process within Supervision Inventory, (4) the Psychological Stress Measure (PSM) and (5) the Maslach Burnout Inventory (MBI). Results indicate a constancy of the working alliance during the course of supervision (parameters don't show significant variation). Stress state, on the other hand, fluctuates during the internship. The intervention strategies implemented by the supervisor during supervision and assessed by the intern present a significant correlation with a reduction of the stress state experienced by the intern and a better sense of accomplishment.