The development and initial validation of the Supervise Cognitive-Developmental Profile Questionnaire

Date of Completion

January 1999


Social Work|Psychology, Clinical|Sociology, Individual and Family Studies




Systemic Cognitive-Developmental Supervision (SCDS) (Rigazio-DiGilio, 1997a; Rigazio-DiGilio & Anderson, 1994; Rigazio-DiGilio, Daniels, & Ivey, 1997) is a coconstructive model of supervision that is developmental, integrative, and culturally sensitive. SCDS is an alternative supervision model that provides a number of advantages to the practice of supervision. ^ SCDS has been well received (O'Byrne & Rosenberg, 1998) and clinically explored (Rigazio-DiGilio & Anderson, 1991); however, the model has not been empirically evaluated. To achieve this end, the researcher designed two studies to construct and examine the initial validity of a paper-and-pencil measure designed to assess supervisee development as defined by SCDS. In the Study 1, a set of items was generated and submitted to a series of content validity trials. Once the final pool of items was assembled, the questionnaire was mailed to a large, national sample of family therapists. Responses were factor analyzed to estimate the psychometric properties of the measure and to examine initial construct validity evidence. ^ In Study 2, a sample of training therapists completed the revised paper-and-pencil measure, an interview protocol designed to assess the predominant cognitive-developmental orientations, and measures assessing conceptual and intervention skills. Supervisors working with these therapists completed measures assessing the training therapists' intervention and relationship skills. Concurrent validity was examined by comparing scores from the paper-and-pencil measure with ratings of the interview protocol. Scores from the paper-and-pencil measure also were compared with scores of clinical conceptual skills, intervention skills, and relationship skills to gather further evidence of construct validity. ^ Overall, the results were mixed. The findings suggest that there is some promise in capturing cognitive developmental-profile using a paper-and-pencil measure. The findings also suggest that further empirical investigations with the interview protocol to measure profiles would make valuable contributions to the field. Recommendations and suggestions for future research are provided. ^